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A Teaching Guide to the Raining in April Fantasy for Violin and Orchestra by Chee-Yi Lee (Born 1970): Exemplifying Music Fusion for Political Purposes in Taiwan
Full text linkThis dissertation provides a comprehensive teaching guide for Raining in April Fantasy for Violin and Orchestra by the Taiwan composer Che-Yi Lee. In the music industry, interaction between different genres and locations is frequent today. Countless compositions merge traditional music elements with Western classical musical textures. In twentieth-century Taiwan, Lee is one of the most iconic classical music composers, considered a symbol of nationalism. This dissertation starts from Taiwan’s complex historical background, exploring how, after multiple changes in regime, indigenous elements gradually transformed into a Taiwanese national identity. It examines how Lee, a new-generation Taiwanese composer, employs Taiwanese indigenous elements imbued with Taiwanese identity, integrating concepts from Chinese music and Western music, to create works belonging to Taiwan’s nationalist music genre. It explores the historical context of Western music in Taiwan, contrasting it with Taiwan’s nationalist musical tradition. A fresh perspective is given to performers on the way that Raining in April Fantasy portrays patriotism through this blend of influences. In addition, the dissertation delves into the violin techniques required to perform the piece effectively, comparing their application across different cultural contexts. This comparative analysis serves as a valuable resource for advanced violin educators and players interested in contemporary Taiwanese repertoire. Overall, this dissertation enriches our understanding of how both Western and indigenous music have shaped Taiwan’s musical landscape, offering practical guidance for musicians seeking to explore this unique blend of Eastern and Western influences in Lee’s compositions
Exploring How Faculty and Graduate Students Conceptualize and Teach Entropy Through Cognitive and Pedagogical Lenses
No full textRepresentations are central to communicating chemical phenomena and play a key role in learning physical chemistry, where understanding abstract topics such as entropy and polarity require both conceptual and mathematical reasoning. This dissertation examines cognitive and pedagogical dimensions of teaching entropy and understanding polarity. While prior research on entropy instruction highlights the role of language in shaping student understanding, little is known about how instructors and graduate teaching assistants (GTAs) discuss and explain the topic in practice. This research investigates how faculty and GTAs communicate the topic of entropy to undergraduate students using the cognitive resources perspective followed by a case study exploring the personal pedagogical content knowledge of instructors. Findings emphasize the importance of instructor and GTA awareness of the cognitive resources students bring to learning chemistry and how their instructional decisions, particularly language and representations, affect student understanding. Although many science students identify as neurodivergent, research exploring how these students interpret chemical representations is severely limited. To address this gap, this dissertation also includes a mixed-methods study combining eye tracking and retrospective think aloud-stimulated recall interviews was conducted, exploring how neurodivergent and neurotypical students interpret representations of polarity and changing dipoles. Results suggest potential differences in how students of different neurotypes engage with these representations. By highlighting the diverse cognitive and perceptual approaches students bring to physical chemistry, this research supports a more inclusive, nuanced, and accessible understanding of how representations influence learning and instruction in chemistry
Teaching a Child with Autism to Answer Questions about Pictures
No full textIt is important to be able to respond to multiple questions about the same item. For example, at the dog park, a parent may ask their child “What animal do you see?” and “What does it say?” both in reference to a dog. Some children with autism spectrum disorder (ASD) may have difficulty answering different questions in the presence of the same item (e.g., answering “dog” to both questions). Correct responding in the presence of visual stimuli, referred to as an intraverbal-tact, requires the child to attend to both the visual stimulus (e.g., the dog) and verbal stimulus (e.g., the parent asking, “What animal do you see?”). To resolve this issue, degli Espinosa et al. (2021) recommended teaching speakers to use autoclitic frames when answering questions, and she provided a structured teaching sequence with echoics, autoclitic frames, stimulus discrimination, and generalization phases. In the current study, we applied this teaching sequence to teach one child with ASD to correctly respond to different questions about the same items using a multiple probe design across categories. We extended previous research by incorporating generalization probes to different verbal antecedents (e.g., “Tell me the color.”). The teaching sequence resolved stimulus control issues that were present during the assessment and baseline sessions. Acquisition occurred more rapidly with the second category of stimuli compared to the first. Responses generalized to different combinations of trained visual stimuli, but issues were observed with untrained stimuli and different antecedent verbal stimuli
The Lasting Impact of Ephemera; Considerations of Art and Proximity in a Conflict Zone
No full textEphemeral art is problematic because it disappears, leaving potentially critical cultural information at risk of erasure. Any art that is produced in a conflict zone, a region of precarity, or by a people facing erasure is at risk of erasure. We ask, how do artists contend with the ephemerality of their work and how can we make accessible for future users the reality and circumstances of the art as it was produced. This concerns various research areas such as documentation and archival theory, semiology, and cultural studies such as memoricide. Considering ephemera, how can we make the message and surrounding constraints of the art documents accessible, both physically and conceptually? To understand the factors involved in making ephemeral art accessible, I analyze art at risk of erasure in Palestine, spanning from street art to indigenous embroidery. Comparing findings from a content analysis of literature from artists and memory workers and a semiotic analysis of images from practicing Palestinian artists, I found the emergence of four central threads. Resistance & Resilience; Culture, Heritage, & Memory; Proximity to Palestine; and Community Knowledge. These threads are woven throughout the art and archival initiatives and are tied to two framing concepts. The first of which is Edward Said’s Orientalism, which reframes archives, knowledge, and power, and serves as a specific instance of Patrick Wilson’s broad notion of cognitive authority. The second framing concept is Laurie Bonnici and Brian O’Connor’s Proximity Model which layers meaning over Shannon’s Model of Communication as a way of establishing common ground
Series 27: Nuemberg Chronicle Celebration and Public Viewing
No full textPhotograph taken from the Nuremberg Chronicle Acquisition Celebration and Public Viewing event held November 11, 2025 in Willis Library.Staff and faculty gather around event catering while Megan May speaks with a student in the background. From left to right, the present faculty and staff include University Archivist Jess Tucker, Head of Special Collections Morgan Gieringer, University Librarian and Vice Provost Sian Brannon and Special Collections Public Services Librarian Meagan May, among others
Series 27: Nuemberg Chronicle Celebration and Public Viewing
No full textPhotograph taken from the Nuremberg Chronicle Acquisition Celebration and Public Viewing event held November 11, 2025 in Willis Library.Alternate photograph of attendees sat and standing at the Nuremberg Event
Series 27: Nuemberg Chronicle Celebration and Public Viewing
No full textPhotograph taken from the Nuremberg Chronicle Acquisition Celebration and Public Viewing event held November 11, 2025 in Willis Library.Photograph of Morgan Gieringer, the Head of Special Collections, and Kelly Evans, the Special Collections Cataloging Librarian, presenting the Nuremberg Chronicle and two supplementary texts to event attendees
2025 University Research Day
No full textThis poster presents a study investigating if there are any advantages in using the Korean language to learning Italianate bel canto repertoire. It was presented at UNT's University Research Day event on October 2, 2025 in Denton, Texas
University Memories from the Texas Fashion Collection Department
No full textPhotographs of undergraduate students in the CLASS Communications program's course COMM 4740: Landscapes of Public Memory taught by Dr. Brian Lain learning about museum and archive practices at the Texas Fashion Collection. In the photograph, Texas Fashion Collection director Annette Becker speaks about a World War II-era suit by Adrian inside TFC collection storage
2025 University Research Day
No full textThis poster uncovers how cause of climate change influences individual responsibility toward climate action. It was presented at UNT's University Research Day event on October 2, 2025 in Denton, Texas