College of Arts & Architecture

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College of Arts & Architecture Our nationally-accredited and recognized programs in the Arts, Architecture, Film, Music and Photography offer a rich array of academic experiences, research opportunities and creative activities unique to our region and vital to our world. Architecture students address local, regional and global challenges; art students exhibit in local galleries and create award-winning graphic design; music majors perform in regional cultural events; and film and photography students explore and document nearby Yellowstone National Park's rare natural wonders.

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Now showing 1 - 8 of 8

Assessing Housing Retrofits in Historic Districts in Havre Montana
(2019-11) Mukhopadhyay, Jaya; Ore, Janet; Amende, Kevin
This paper explores the impact of retrofitting single-family residential buildings in historic districts with energy efficiency measures that are compliant with the 2012 version of the International Energy Conservation Code (IECC). This study focuses on Sears’s kit homes that were built in the early 1900s in the historic district of Havre, Montana. By conducting whole building energy simulations, this study assesses the impact of implementing each measure in terms of energy savings, reduction in carbon emissions and resultant paybacks. In addition the selected measures were grouped together into various groups and assessed. Combining all measures provided 81% energy savings and a simple payback period of 4–8 years and a time until Net Present Value (NPV) of 9.5 - > 30 years over the corresponding base-case. In addition to demonstrating strong economic justifications, the implementation of efficiency measures is highly recommended for the benefit of preserving historic districts and in turn contributing to the reduction in energy consumption as well as carbon emissions of historic residential building stock in the United States.
Fostering Literacy Skills Through Authentic Integration in K-8 Music Classrooms
(SAGE Publications, 2024-08) Johnson, Daniel C.; Harney, Kristin; Languell-Pudelka, Amorette B.; Kanzler, Caroline
The natural rhythm and inflection of language offer multiple and authentic ways for music teachers to connect their curriculum with learning in English Language Arts (ELA). While still addressing the National Core Arts Standards, music teachers can connect with ELA skills such as reading, writing, and speaking-listening. In this article, we explore these interdisciplinary intersections and suggest ways in which music teachers can meaningfully and effectively design instruction for authentic integration throughout the K-8 grades. Our focus is to promote integrated music education as a form of professional learning for music teachers. By designing multimodal activities that focus on standards-based learning outcomes, they can also support student success across the curriculum.
Foundational Sight Singing
(Montana State University, 2022-09) Stewart, Tobin
Sight reading music can be a daunting endeavor for aspiring, and even experienced, musicians. Foundational Sight Singing was created to provide a systematic approach to learn to read, hear and perform music. The ordered presentation of both melodies and rhythms in this text helps students develop accuracy and fluency in sight singing which is a fundamental skill for all musicians. It is a text for developing proficiency in reading and sight singing that can be used in a variety of contexts from individual practice to choral or instrumental ensemble rehearsals to college ear training courses. Multiple exercises are provided for drilling and practice at each level throughout the text to grow the students’ fluency and proficiency in reading and performing pitch and rhythm. This text will help students build a solid foundation upon which they can establish mastery.
Fourth Style responses to 'period rooms' of the Second and Third Styles at Villa A ("of Poppaea") at Oplontis
(2015-02) Gee, Regina
This essay presents selected examples of the Fourth Style at Villa A (\of Poppaea\") at Oplontis as viewed through a particular analytical lens (for a plan of Villa A, see Abb. 1 in J. R. CLARKEâ€™S article in this volume). The Fourth Style visually dominates at Villa A in total area, but with the exception of the spectacularly vivid garden rooms of the east wing, appreciated for their glowing colour and sophisticated alignment, it is the least-well examined among the three styles present. Not without reason the show-stopping Second Style rooms, particularly the atrium (5) and triclinia (*4, 2Âª), have garnered the lion\'s share of attention. In *9+7, J. CLARKE published the first detailed study of all the third Style ensembles 1. The complete record of surviving wall paintings reveals an art historical narrative more complex than a sequenced unfolding of Second, Third, and Fourth Styles 2. This history is shaped by but not utterly dependent on the attendant story told by earth- quakes and economics, and the style narrative undermines attempts to create a straightforward progression through discrete categories, offering up instead a series of permutations and combinations. 5ithin the larger and longer dialog in contemporary scholarship on diachronic studies versus the synchronic consideration of wall paintings as meaningful markers of social use, this examination is intended to mediate between the two. I use both methods of inquiry to consider Fourth Style paintings inserted within earlier decorative programs at the villa. The corpus of \\ampanian wall painting gives examples of painting preservation in the comprehensive decorative system of a house along a calibrated scale of removal, true restoration, or a combination of old and new sections3. This examination considers all three responses in the material record of the villa with an emphasis on the choice by the artists to reveal or conceal the stylistic intervention within the earlier work. The Fourth Style\'s complexity in terms of repertoire and the ability to respond to previous styles is made explicit in a new way in this case study.
Investigating Neighborhood Character in the Northeast Neighborhood of Bozeman, MT
(Montana State University School of Architecture, 2022-09) Cowan, Susanne; Church, Sarah; Radulski, Brennan; Dalvit, Ryen; Giddings, Kip; Rosenthal, Jack; Peoria, Joe
This study examines the changes occurring in the built environment and in the social character of the Northeast neighborhood of Bozeman. This project was initiated at the request of the Northeast Neighborhood Association (NENA) whose members are concerned that growth is negatively impacting the unique character, affordability, and informal social interactions of their neighborhood. Working with the city of Bozeman and NENA, this project aims to document the existing character of the neighborhood and social, economic, and architectural changes as perceived by residents who participated in this research. Between Spring 2020 and Summer 2022, faculty and students from three MSU departments conducted and analyzed a physical inventory of the built environment, a survey, the PhotoVoicesNE report, and interviews of residents. The data collected here may be used by the city of Bozeman and NENA to develop neighborhood planning tools.
The Mythmaker: Hyam Maccoby and the Invention of Christianity
(2017-07) Moore, Rebecca
This essay examines the writings of Hyam Maccoby, a twentieth-century Jewish scholar of rabbinic Judaism and early Christianity. After locating Maccoby in the context of Jewish anti-Christian writings, it presents his critical view of Christian doctrines. This scholar claimed in numerous publications that Christianity was inherently antisemitic due to the teachings of Paul the apostle, especially his doctrine of the vicarious atonement. It is therefore worth presenting, assessing, and challenging Maccoby\'s views as a barrier to Jewish and Christian dialogue.
Theory Fundamentals Workbook
(2023) Young, Gregory
This workbook is a practical method for learning the rudiments of music, which are essential to a thorough understanding of music in general. Designed as a supplement to professional instruction rather than a manual for self instruction, the text is intentionally brief. The emphasis is on using practical exercises to develop fluency. Aural, vocal, and keyboard skills must be integrated into the study of music theory from the very beginning. I encourage all students, regardless of their principal instrument, to learn to hear, sing, and play on the piano everything that they do in theory. All exercises in this book should be completed thoroughly. Usually a sample will be completed in brackets for each exercise, as a demonstration. Fluency with these basic materials of music will be a great asset to any further musical endeavors. For students who need additional exercises, suggestions for further study will be given.
A View From the Inside: Ensemble Directors’ Perspectives on Standards-Based Instruction
(SAGE Publications, 2022-10) Harney, Kristin; Greene, Jennifer L. R.; Katz-Cote; Mulcahy, Krista; Moates Stanley, Laura
In this mixed-methods study, we explored perspectives of ensemble directors (N = 306) regarding standards-based instruction and circumstances impacting standards-based instruction in the areas of creating, performing, responding, and connecting. Our research was modeled on Byo’s (1999) examination of teacher perceptions of the implementation of the 1994 music standards. We conducted an initial survey and completed follow-up interviews. Every participant indicated familiarity with the National Core Arts Standards, with many reporting that they regularly addressed standards in their teaching. The anchor standards related to performing were most commonly incorporated, whereas those related to creating and connecting were the least commonly addressed. Teachers shared strategies that promoted standards-based instruction and described barriers that prevented them from fully incorporating standards-based instruction. There is a need for ongoing professional development for in-service teachers, dedicated planning time, and realistic expectations related to the creating, responding, and connecting standards in performing ensembles.