Download or read book Perspectives on Improvisation in Beginning String Pedagogy written by Kimberly A. Smith and published by . This book was released on 2010 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated whether or not beginning string teachers use improvisation as a teaching tool and their perspectives towards it in three categories: confidence, anxiety, and attitude. Literature in the field indicates that instrumental teachers do not always include improvisation as part of music curriculum or as a teaching strategy. Responses were collected through a descriptive survey of fourth and fifth grade string teachers in Ohio. Reliability for the survey was high. A larger percentage of teachers reported that improvisation is useful in instruction than employ it in beginning string classes. Teachers also reported teaching improvisation somewhat irregularly and for small amounts of time. Beginning string educators had positive attitudes, high confidence, and less anxiety toward improvisation. Attitude was significantly higher than anxiety which indicates that teachers think improvisation is more valuable than they feel concerned about teaching it. No significant correlations between the categories existed meaning teacher confidence, anxiety, and attitude were independent of each other. Teacher perspectives in confidence, anxiety, and attitude support the use of improvisation as a teaching tool. There are most likely external influences that prevent teachers from using it regularly. Teacher responses to open-ended survey questions suggested that other possible causes could be lack of time and student readiness. More research is necessary to further understand causes and solutions to the omission of improvisation in beginning string education.
Download or read book Improvisation and Music Education written by Ajay Heble and published by Routledge. This book was released on 2016-02-19 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers compelling new perspectives on the revolutionary potential of improvisation pedagogy. Bringing together contributions from leading musicians, scholars, and teachers from around the world, the volume articulates how improvisation can breathe new life into old curricula; how it can help teachers and students to communicate more effectively; how it can break down damaging ideological boundaries between classrooms and communities; and how it can help students become more thoughtful, engaged, and activist global citizens. In the last two decades, a growing number of music educators, music education researchers, musicologists, cultural theorists, creative practitioners, and ethnomusicologists have suggested that a greater emphasis on improvisation in music performance, history, and theory classes offers enormous potential for pedagogical enrichment. This book will help educators realize that potential by exploring improvisation along a variety of trajectories. Essays offer readers both theoretical explorations of improvisation and music education from a wide array of vantage points, and practical explanations of how the theory can be implemented in real situations in communities and classrooms. It will therefore be of interest to teachers and students in numerous modes of pedagogy and fields of study, as well as students and faculty in the academic fields of music education, jazz studies, ethnomusicology, musicology, cultural studies, and popular culture studies.
Download or read book Incorporating Improvisation and Game Play Into Beginner String Pedagogy written by Heather Mary Stewart and published by . This book was released on 2009 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Expanding the Space for Improvisation Pedagogy in Music written by Guro Gravem Johansen and published by Routledge. This book was released on 2019-05-31 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Expanding the Space for Improvisation Pedagogy in Music is a critical, research-based anthology exploring improvisation in music pedagogy. The book broadens the understanding of the potentials and possibilities for improvisation in a variety of music education contexts and stimulates the development of knowledge and reflection on improvisation. The book critically examines the challenges, cultural values, aims and methods involved in improvisation pedagogy. Written by international contributors representing a variety of musical genres and research methodologies, it takes a transdisciplinary approach and outlines a way ahead for improvisation pedagogy and research, by providing a space for the exchange of knowledge and critique. This book will be of great interest to scholars, researchers, and postgraduate students in the fields of arts education, music education, improvisation, music psychology, musicology, ethnomusicology, artistic research and community music. It will also appeal to music educators on all levels in the field of music education and music psychology.
Download or read book The Integration of Improvisation in the Curriculum of String Orchestral Music Education for K 12 written by Felipe Tobar Blanco and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Music improvisation has been part of many forms of traditional and folk music since the beginning of human civilization. However, it seems that improvisation has been left out of the curriculum for traditional western music education, especially in the last 100 years. By pairing the instrumental abilities that students are learning within a specific curriculum with abilities in improvisation, students will develop a deeper perspective of music as a whole. Strengthening skills in improvisation will help students to develop a set of skills that is necessary for any musician in the twenty-first century. Through the experience of integrating music improvisation skills to a traditional curriculum, this thesis explores the tradition of improvising, the approach of some of the masters of classical music to improvisation, other experiences using improvisation in the classroom, and the available material created to implement creativity to the world of classic string instruments. This thesis also takes a look at the preliminary studies on how the art of improvising music appears to change some parts of the brain related to creativity and self expression, the possibility of learning new abilities through the study of improvisation, the challenges of implementing improvisation skills in a classroom setting, the use of technology as a tool for teaching and practicing improvisation and overall the benefits of incorporating improvisation as a necessary and vital part of learning music. The main focus of this thesis will be on how to incorporate all these different skills including improvisation, diverse repertoire and modern techniques related to music (basic knowledge of acoustics and use of technology) into a more traditional curriculum, based on the experience of different music schools, educators and the experience of teaching these skills to young students."--
Download or read book Approaches to Beginning String Pedagogy written by Aimee Knight and published by LAP Lambert Academic Publishing. This book was released on 2014-03 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: For centuries, music teachers have faced the dilemma of how to best introduce the complex processes that are required to learn to play an instrument. In string and orchestra education, the Suzuki method has become one of the most popular teaching approaches due to its positive short-term results. However, there has been limited research regarding the long-term effects of delayed note reading. The purpose of the current study was to investigate both short and long-term effects based on teacher observations and experiences. Forty-two string and orchestra teachers in U.S. public and private schools were surveyed about their experiences with students who began string instrument lessons utilizing the Suzuki method. Suzuki students were juxtaposed with string students who started music lessons in a school orchestra program or through a method that was not based on rote learning. Results showed that Suzuki students are performing above average on many skills, with the exceptions being sight-reading and ensemble performance. Suggestions were made by teachers about how to best approach the sight-reading deficiency of a pedagogical method that otherwise achieves primarily positive results.
Download or read book Elementary String Teachers Perceptions of Improvising and Composing in Beginning String Instruction written by Cheyenne Baisch and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine elementary instrumental music teachers' perceptions of the inclusion of composing and improvising in their instruction with beginning string students. A total of 46 Pennsylvania public-school string teachers participated in this study. Participants filled out a 21-question survey consisting of questions about demographics, their undergraduate experience with improvising and composing, their confidence in both teaching and personally engaging with improvising and composing, the perceived importance of learning both skills, the benefits and challenges of learning how to improvise and compose, and the resources needed to successfully implement further instruction on both skills. Participants were contacted via their school email address and were given a total of 4 weeks to complete the survey. Results from the survey indicate a majority of participants had few opportunities to improvise and compose as well as few opportunities to teach both skills in their undergraduate music programs. Most participants rated themselves slightly to moderately confident in their ability to teach improvising and composing and in their ability to improvise and compose. The most frequently mentioned hurdle to teaching improvising and composing was "time". Substantive and meaningful curricular changes are needed at all levels of music instruction in order to equip young students and future music teachers with the skills necessary to thrive in the modern, musical world.
Download or read book New Perspectives on Improvisation written by International Institute for Traditional Music and published by . This book was released on 1991 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Beginning Jazz Improvisation Instruction at the Collegiate Level written by David Earl Hart and published by . This book was released on 2011 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the intent of improving improvisation curriculum and instruction at the collegiate level, the purpose of this descriptive study was to describe improvisation achievement and personal perspectives of collegiate undergraduate non-jazz majors following 14 weeks of learning to improvise. Improvisation has not traditionally been part of core curricula in collegiate music education programs. Researchers have requested the need for inclusion of improvisation in collegiate curricula. With addition of Jazz Studies as a major for undergraduate and graduate study over the last 50 years, more curricula include beginning jazz improvisation courses for music majors who are not studying jazz. Many music education departments require an improvisation class for their majors. For many students, this is their first exposure to improvisation. The following research questions guided this study: 1. What are performance and improvisation achievement levels for collegiate undergraduate students following 14 weeks of instruction using a sequential music curriculum designed for a beginning jazz improvisation class? 2. What are the relationships between music aptitude and (a) performance achievement, (b) improvisation achievement, (c) composite music achievement, and (d) singing achievement? and 3. How does improvisation instruction influence perceptions of learning by participants? Based on data gathered in this study, four conclusions are warranted (a) Collegiate non-jazz major students are capable of engaging in meaningful improvisations, (b) Learning to improvise has a positive effect on overall musicianship, (c) Improvisation and singing achievement are related to overall performance achievement, and (d) Rating scales used in this study are appropriate tools for measuring music achievement achievement and personal perspectives of collegiate undergraduate non-jazz majors following 14 weeks of learning to improvise.
Download or read book Carl Orff s Teaching Philosophy Applied to the Beginning String Class Supplemental Improvisation Activities and Exercises written by Daniel C. Wesemann and published by . This book was released on 1993 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book ASTA String Curriculum written by Stephen John Benham and published by Alfred Music. This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive K-12 string program curriculum is the first of its kind. A clear and concise scope-and-sequence makes this curriculum easy to use; more than 200 specific learning tasks make this curriculum comprehensive. Based on the outstanding teaching traditions in the field and the contributions of many earlier authors, educators, and researchers, this curriculum contains useful and practical information for string teachers from every level of experience.
Download or read book L Orgue written by and published by . This book was released on 1977 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Music Theory Through Improvisation written by Ed Sarath and published by Routledge. This book was released on 2013-07-04 with total page 434 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed for Music Theory courses, Music Theory Through Improvisation presents a unique approach to basic theory and musicianship training that examines the study of traditional theory through the art of improvisation. The book follows the same general progression of diatonic to non-diatonic harmony in conventional approaches, but integrates improvisation, composition, keyboard harmony, analysis, and rhythm. Conventional approaches to basic musicianship have largely been oriented toward study of common practice harmony from the Euroclassical tradition, with a heavy emphasis in four-part chorale writing. The author’s entirely new pathway places the study of harmony within improvisation and composition in stylistically diverse format, with jazz and popular music serving as important stylistic sources. Supplemental materials include a play-along audio in the downloadable resources for improvisation and a companion website with resources for students and instructors.
Download or read book Teaching School Jazz written by Chad West and published by Oxford University Press, USA. This book was released on 2019 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by an experienced and diverse lineup of veteran jazz educators, Teaching School Jazz presents a comprehensive approach to teaching beginning through high school-level jazz. Thoroughly grounded in the latest research, chapters are supported by case studies woven into the narrative. The book therefore provides not only a wealth of school jazz teaching strategies but also the perspectives and principles from which they are derived. The book opens with a philosophical foundation to describe the current landscape of school jazz education. Readers are introduced to two expert school jazz educators who offer differing perspectives on the subject. The book concludes with an appendix of recommended audio, visual, digital, and written resources for teaching jazz. Accompanied by a website of playing exercises and audio examples, the book is invaluable resource for pre- and in-service music educators with no prior jazz experience, as well as those who wish to expand their knowledge of jazz performance practice and pedagogy.
Download or read book Teaching Improvisation Within the General Music Methods Course written by Bridget Dawn Rinehimer and published by . This book was released on 2012 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the teaching of improvisation in general music methods courses for music education majors. Subjects (N = 45) were university general music methods course teachers who participated in the Mountain Lake Colloquium for Teachers of General Music Methods on May 15-18, 2011, in Mountain Lake, Virginia. A researcher-designed questionnaire was used to collect information on instructor experiences, approaches, and perspectives relating to the teaching of improvisation in general music methods courses. Results showed that instructors were diverse in age and in educational degrees held. Almost all (96%) of participants agreed that improvisation skills should be taught in the university general music methods course. The majority (93%) of instructors reported that they currently address improvisation in a general music classroom. Half of those that provided improvisation instruction spend 10% of a typical semester's class time on it. The majority (69%) held specialized certifications, the most popular being Orff Schulwerk. The Orff approach, followed by Dalcroze and Kodály methods, respectively, were used frequently when teaching improvisation in university classrooms. Strategies favored included modeling (71%), group improvisation (67%), and the use of Orff instruments (62%). Emphasis was placed on performance-based assessment, with peer-teaching (81%) and class improvisation sessions (73%) the most popular. Almost all (96%) had experience teaching general music in K-12 grade school settings, and in elementary schools in particular. Elementary K-4 national standards for improvisation were also addressed consistently in university class meetings. While only 40% of the instructors had formally studied improvisation, over 88% were interested in learning more about teaching improvisation. Although 71% of participants believed that others who play their primary instrument improvised better, and that others had more talent for improvisation (56%), these individuals still felt confident in their ability to teach teachers how to address improvisation (89%), to teach others improvisation (73%), and to become proficient in improvisation (73%). They also enjoyed the challenge of improvisation (59%). Those with higher teaching self-efficacy were also more likely to have formal training in improvisation, and use group improvisation and modeling as teaching strategies. Those with higher composite self-efficacy were more likely to use group improvisation as a teaching strategy.
Download or read book Approaches to Beginning String Pedagogy written by Aimee N. Knight and published by . This book was released on 2012 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Expanding the Space for Improvisation Pedagogy in Music written by Guro Gravem Johansen and published by Routledge. This book was released on 2019-05-31 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Expanding the Space for Improvisation Pedagogy in Music is a critical, research-based anthology exploring improvisation in music pedagogy. The book broadens the understanding of the potentials and possibilities for improvisation in a variety of music education contexts and stimulates the development of knowledge and reflection on improvisation. The book critically examines the challenges, cultural values, aims and methods involved in improvisation pedagogy. Written by international contributors representing a variety of musical genres and research methodologies, it takes a transdisciplinary approach and outlines a way ahead for improvisation pedagogy and research, by providing a space for the exchange of knowledge and critique. This book will be of great interest to scholars, researchers, and postgraduate students in the fields of arts education, music education, improvisation, music psychology, musicology, ethnomusicology, artistic research and community music. It will also appeal to music educators on all levels in the field of music education and music psychology.
