Theses and Dissertations from UMD
Permanent URI for this communityhttp://hdl.handle.net/1903/2
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item LAST DANCE, LOST DANCE: STRATEGIZING INDETERMINACY TOWARD LIVE AND EMERGENT CHOREOGRAPHIES(2023) Villanueva, Carlo Antonio Ortega; Keefe, Maura; Dance; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Last Dance, Lost Dance is a 30-minute interdisciplinary performance piece that explores the concept of indeterminacy in performance. Indeterminacy—the phenomenon of a performer making decisions during performance—is a reifying analytical perspective from which dance improvisation can be seen, applied, and understood. Instinctively directed and choreographed by Carlo Antonio Ortega Villanueva, Last Dance, Lost Dance resists the fixity of choreographic form in pursuit of relational, responsive collaborations in performance strategy and (interdisciplinarily) with theater design. To do so, Last Dance, Lost Dance reschedules choreography to include the moment of performance, through the use of improvisational strategies; and reconfigures choreography to include the design and movement of mise en scène. As a result, Last Dance, Lost Dance commands the full apparatus of the theater despite its imposed rubrics for form, beauty, and aesthetic; and its choreography emerges in real time, authored live by its performers. These experimental modes of choreography ask and dance the question: “What is the relationship between form and possibility?” This document, “Last Dance, Lost Dance: Strategizing Indeterminacy Toward Live and Emergent Choreographies,” supports and contextualizes Last Dance, Lost Dance with discussions of dance and the archive, Asian American postmodern performance, and photographic and narrative documentation of the creative research, development, and critical reflections of Last Dance, Lost Dance; it is accompanied by an archival video of the performance.Item Interdisciplinary Reasoning about Energy in an Introductory Physics Course for the Life Sciences(2014) Dreyfus, Benjamin William; Redish, Edward F; Physics; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Energy is a unifying concept that cuts across physics, chemistry, and biology. However, students who study all three disciplines can end up with a fragmented understanding of energy. This dissertation sits at the intersection of two active areas of current research: the teaching and learning of energy, and interdisciplinary science education (particularly the intersection of physics and biology). The context for this research is an introductory physics course for undergraduate life sciences majors that is reformed to build stronger interdisciplinary connections between physics, biology, and chemistry. An approach to energy that incorporates chemical bonds and chemical reactions is better equipped to meet the needs of life sciences students than a traditional introductory physics approach that focuses primarily on mechanical energy, and so we present a curricular thread for chemical energy in the physics course. Our first set of case studies examines student reasoning about ATP hydrolysis, a biochemically significant reaction that powers various processes in the cell. We observe students expressing both that an energy input is required to break a chemical bond (which they associate with physics) and that energy is released when the phosphate bond is broken in ATP (which they associate with biology). We use these case studies to articulate a model of interdisciplinary reconciliation: building coherent connections between concepts from different disciplines while understanding each concept in its own disciplinary context and justifying the modeling choices in deciding when to use each disciplinary model. Our second study looks at ontological metaphors for energy: metaphors about what kind of thing energy is. Two ontological metaphors for energy that have previously been documented include energy as a substance and energy as a location. We argue for the use of negative energy in modeling chemical energy in an interdisciplinary context, and for the use of a blended substance/location ontology in reasoning about negative energy. Our data show students and experts using the blended ontology productively when the two ontologies are combined in a coherent structure, as well as students getting confused when the ontologies are not coherently combined.