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Elements of leading collegiate chora...

Garrett, Jennifer M.

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Elements of leading collegiate choral programs in the United States.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Elements of leading collegiate choral programs in the United States./
Author:	Garrett, Jennifer M.
Description:	175 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1843.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3410690
ISBN:	9781124031453

Elements of leading collegiate choral programs in the United States.
Garrett, Jennifer M.

Elements of leading collegiate choral programs in the United States. - 175 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1843.

Thesis (D.M.A.)--Arizona State University, 2010.

This study explored the attributes of three leading choral programs in the United States using interview and observation data. It extrapolated attributes from case studies of highly respected programs located at St. Olaf College, the University of Southern California (USC), and Florida State University (FSU). The first attribute identified at each institution was a heritage of excellent choral production. All three schools reflected an extensive history of successful choirs. Second, these schools each offered diverse, flexible, and comprehensive degree programs that prepared students for success and routinely placed their graduates in the career or graduate program of their choice. Third, the ensembles at St. Olaf, USC, and FSU also reflected diversity and flexibility. They allowed students to select the ensemble that best meets their own needs while still fulfilling the larger program's goals. These choirs also benefited from quality facilities and generally sufficient physical resources. Fourth, these programs profited from exceptional visibility. Through their efforts to record, tour, and perform at high profile events, these choral programs continued to draw attention to their institutions. Fifth, the faculty employed by these schools contributed a visibility of their own that was derived from their personal success. They attracted strong students and provided quality education and experience to those under their tutelage. Finally, a positive and supportive ethos characterized these schools. Students and faculty shared in this camaraderie and cooperated to create an atmosphere of success. The identification of these characteristics provided a template that other choral programs may wish to emulate in an effort to establish their own well respected collegiate choral program.

ISBN: 9781124031453Subjects--Topical Terms:

516178
Music.

Elements of leading collegiate choral programs in the United States.
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520 $a This study explored the attributes of three leading choral programs in the United States using interview and observation data. It extrapolated attributes from case studies of highly respected programs located at St. Olaf College, the University of Southern California (USC), and Florida State University (FSU). The first attribute identified at each institution was a heritage of excellent choral production. All three schools reflected an extensive history of successful choirs. Second, these schools each offered diverse, flexible, and comprehensive degree programs that prepared students for success and routinely placed their graduates in the career or graduate program of their choice. Third, the ensembles at St. Olaf, USC, and FSU also reflected diversity and flexibility. They allowed students to select the ensemble that best meets their own needs while still fulfilling the larger program's goals. These choirs also benefited from quality facilities and generally sufficient physical resources. Fourth, these programs profited from exceptional visibility. Through their efforts to record, tour, and perform at high profile events, these choral programs continued to draw attention to their institutions. Fifth, the faculty employed by these schools contributed a visibility of their own that was derived from their personal success. They attracted strong students and provided quality education and experience to those under their tutelage. Finally, a positive and supportive ethos characterized these schools. Students and faculty shared in this camaraderie and cooperated to create an atmosphere of success. The identification of these characteristics provided a template that other choral programs may wish to emulate in an effort to establish their own well respected collegiate choral program.
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