Download or read book The Effects of a Music Learning Theory based Pattern Instruction Curriculum on the Improvisational Ability of Middle School Instrumental Music Students written by Kenneth A. Douglas and published by . This book was released on 2005 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Instrumental Music Education written by Evan Feldman and published by Routledge. This book was released on 2020-07-26 with total page 707 pages. Available in PDF, EPUB and Kindle. Book excerpt: Instrumental Music Education: Teaching with the Musical and Practical in Harmony, Third Edition, is intended for college instrumental music education majors studying to be band and orchestra directors at the elementary, middle school, and high school levels. This textbook presents a research-based look at the topics vital to running a successful instrumental music program, while balancing musical, theoretical, and practical approaches. A central theme is the compelling parallel between language and music, including "sound-to-symbol" pedagogies. Understanding this connection improves the teaching of melody, rhythm, composition, and improvisation. The companion website contains over 120 pedagogy videos for wind, string, and percussion instru­ments performed by professional players and teachers, over 50 rehearsal videos, rhythm flashcards, and two additional chapters: "The Rehearsal Toolkit" and ''Job Search and Interview." It also includes over 50 tracks of acoustically pure drones and demonstration exercises for use in rehearsals, sectionals, and lessons. New to This Edition: A new chapter on teaching beginning band using sound-to-symbol pedagogies Expanded coverage for strings and orchestra, including a new chapter on teaching beginning strings A new chapter on conducting technique Expanded material on teaching students with disabilities Concert etiquette and the concert experience Expanded coverage on the science of learning, including the Dunning-Kruger effect and the effective use of repetition in rehearsal Techniques for improving students’ practice habits

Download or read book Improvisation in the Music Classroom written by Edwin Gordon and published by Boydell & Brewer Ltd. This book was released on 2003 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: With Improvisation in the Music Classroom, author Edwin E. Gordon, one of the world's foremost experts in the fields of music aptitude, music education, and audiation, offers a compelling case for expanding today's general music curriculum to include improvisation. And with this book, Dr. Gordon provides the sequential tools general music teachers and students need to begin improvising. Beginning with rhythm, Dr. Gordon thoroughly explains improvisation and then makes practical suggestions for classroom learning. He continues with lessons in tonalities, melodic patterns, harmonic patterns, harmonic improvisation, and advanced harmonic improvisation. The book concludes with suggestions for making the transition from vocal improvisation to instrumental improvisation. Based on Dr. Gordon's own observational and experimental research, this book takes the intimidation out of improvising and provides practical and fun education exercises to help students become ready to improvise [Publisher description]

Download or read book The Effects of Music Improvisation Instruction on Elementary Students Tonal Singing Achievement and Developmental Tonal Aptitude written by Emily Jambeau and published by . This book was released on 2006 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Contingent Instrumental Music Instruction on the Language Reading Behavior and Musical Performance Ability of Middle School Students written by Michael Vinzant Wyatt Gordon and published by . This book was released on 1977 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Engaging Musical Practices written by Suzanne L. Burton and published by Rowman & Littlefield. This book was released on 2021-12-02 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inspire and involve your adolescent students in active music-making with this second edition of Engaging Musical Practices: A Sourcebook for Middle School General Music. A practical and accessible resource, fourteen chapters lay out pedagogically sound practices for preservice and inservice music teachers. Beginning with adolescent development, authors outline clear, pedagogical steps for the creation of an inclusive curriculum that is age-appropriate age-relevant, and standards-based. You will find timely chapters on singing and playing instruments such as guitar, keyboard, ukulele, drumming and percussion. Other chapters address ways to make music with technology, strategies for students with exceptionalities, and the construction of instruments. Further, there are chapters on songwriting, interdisciplinary creative projects, co-creating musicals, infusing general music into the choral classroom, and standards-based assessment. The book is full of musical examples, sample rubrics, and resource lists. This second edition of Engaging Musical Practices: A Sourcebook for Middle School General Music is a necessity for any practitioner who teaches music to adolescent students or as a text for secondary general music methods courses.

Download or read book The Effect of Music Learning Theory on Sight singing Ability of Middle School Students written by Nicole M. Kielczewski and published by . This book was released on 2011 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to determine if tonal and rhythm pattern instruction and ear training exercises improve middle school students' sight-singing ability. Participants (N=73) were designated to a control or experimental group based on class schedule. Both groups received sight-singing instruction using sight-singing examples accompanied by the piano. Additionally, the experimental group was given tonal and rhythm pattern instruction, and ear training activities based on Music Learning Theory. Solfege syllables and hand signs designed by Zoltan Kodaly and John Curwen were also incorporated in sight-singing instruction for the experimental group to help with pitch accuracy. Each participant sang the assigned sight-singing test twice with resulting audio samples of 219 pre-test and post-test recordings. The assessment procedures for both tests were identical and the measurement tool's Cronbach's Alpha reliability was .88. Evaluation was based on the abilities to sing in tune, sing correct rhythms, and sing correct solfege syllables. Results indicate that after two weeks of instruction, both groups improved their sight-singing ability. The pre-test mean results shows that the control group scored significantly lower than the experimental group. Due to that significance, the post-test improvements in the experimental group did not surpass the gains in the control groups mean scores. Possible time restrictions of the study may have inhibited the improvement of the experimental group's scores.

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 Music Discovery written by Daniel J. Healy and published by Oxford University Press, USA. This book was released on 2020 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: ""Improvisation is spontaneity in music. It can be beautiful, uplifting, and unnerving all at the same. It happens instantaneously, in a unique context, with ideas never to be performed the same way again. It can be the result of years of practice or an unexpected reaction to a collaborative musical moment. As Spolin so eloquently explains, it provides musicians with an opportunity to explore a musical situation where boundaries can be stretched and new ideas can be enacted. Out of these experiences comes a sense of freedom and agency that can inspire a young musician. We have seen the power of these experiences in our own students, and we hope to foster those same experiences for students through the teaching approaches and activities discussed in this book. Where do improvised musical moments live in the typical music curriculum? We know that it is a challenge to incorporate improvisation on a consistent basis. As new music teachers, we often incorporated improvisation as a culminating experience at the end of a unit, or we saved improvisation experiences until concerts were completed. Improvisation did not seem like something that we could address year-long when the demands of content or performance were so great. It changed our teaching when we realized that we could integrate music improvisation activities consistently into the ensemble or music classroom curriculum. Furthermore, we realized that we did not need to hit the ""pause"" button on concert preparation to work on an improvisation unit, both repertoire and improvisation could advance our students' performance abilities. A music teacher can do this in a group setting by tapping into students' diverse personalities and voices. Improvisation is often framed as an independent enterprise, but an eclectic group of students provides boundless opportunities for rich and varied musical collaboration. Moreover, the teacher can be essential in facilitating vibrant group improvisation experiences. There is something different that happens in musical development when we set up opportunities for students to make spontaneous musical choices for themselves. Students begin to listen differently, watch differently, feel differently, and perform differently if we give them the space to stretch musical boundaries and create their own musical ideas. How do we know that students change when they begin to improvise? By focusing on musical elements in improvised activities such as melody, harmony, rhythm, timbre/texture, articulation, and dynamics consistently over time-we have seen students transform. By grounding musical improvisation in these musical elements, students can begin to connect and produce music that reflects layered levels of musical understanding. Furthermore, when lessons are exploratory, interdisciplinary, or inspired by principles in various genres students will experience more fluid musical interactions, become more attuned to their neighbors, and more open and adaptive to musical ideas. This book is designed to provide an accessible approach to including musical improvisation in the large ensemble and classroom setting. It is largely based on the transformative musical experiences we have had with students when we began incorporating improvisation into our teaching. The spontaneous and unpredictable nature of musical improvisation can be challenging, but the rewards far outweigh any momentary trepidation that teachers and students might feel. The pedagogical suggestions and lesson plans presented will make the benefits of teaching and learning improvisation clear and provide an approach that is adaptable and manageable for music teachers working with large numbers of students. In doing so, teachers will learn more about students' musical thinking and will enhance musicianship skills for their entire ensembles. The 2014 National Music Standards call for music teachers to engage students in the musical process of creation and describes improvisation as an integral experience. Yet we know, many teachers, particularly in large ensembles and classroom settings, still struggle to find ways to make improvisation a reality (Bernhard, 2013; Bernhard & Stringham, 2016; Schopp, 2006). The book is framed around practical and flexible ideas for implementing improvisation activities. The lesson activities borrow broad principles from different musical styles and genres to provide a variety of improvisation settings and appeal to diverse student interests. Many activities are exploratory in nature allowing students to play and respond to each other while also focusing on core musical elements such as melody and rhythm. Interdisciplinary teaching approaches and resources are suggested throughout many of the lessons to enhance creative expression and build connections between the arts. Lessons include learning objectives, detailed procedures, assessments, benefits, recordings, and mp3 examples. ""--

Download or read book Incorporation of Music Learning Theory in a Middle School Choral Classroom written by Shelly Ann-Marie Jenema and published by . This book was released on 2001 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improvisation and Composition in a High School Instrumental Music Curriculum written by David Andrew Stringham and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Common practice instrumental music pedagogy prioritizes performance from music notation. Certainly a worthy pursuit, such an exclusive objective often neglects other essential musical behaviors, such as singing, improvising, and composing. Local, state, and national music education policymakers, as well as authorities in the profession, agree that these behaviors are important. Nevertheless, singing, improvising, and composing are rarely included in instrumental music curricula. With the intent of improving music teaching and learning in secondary instrumental music, the purpose of this mixed methods study was to describe music achievement and personal perspectives of high school students who learned to improvise and compose using a sequential music curriculum in a non-auditioned wind and percussion ensemble. In this study, curriculum emphasized development of individual musicianship and emerging behaviors for improvisation and composition (i.e., singing, movement, and playing by ear to learn melodies, bass lines, tonal patterns, rhythm patterns, and voice leading). Quantitative measures revealed relationships between music aptitude and music achievement. Three judges rated student performances. Overall, mean scores were highest for singing, followed by mean scores for playing and writing music. Stabilized music aptitude scores were predictive of performance achievement, improvisation achievement, and composite music achievement; these aptitude scores were a relatively weak predictor of composition achievement. Several statistically significant correlations emerged among musical tasks. Analysis of variance revealed significant effects for gender and instrument group. Student perspectives on improvisation and composition were examined in a focus group comprising eight students who participated in the research. Students in this focus group found the sequential nature of this curriculum helpful, and reported success in learning to improvise and compose. Students generally agreed that learning musical elements by ear was beneficial. Several participants indicated that the processes of improvising and composing are related. Recorded class meetings and fieldnotes were examined to describe teaching and learning of improvisation and composition in this setting. Based on this examination, it was evident that musicianship, understanding of music teaching and learning, interaction, making connections, and a positive learning environment are important when learning to improvise and compose. Singing, moving, performing, improvising, composing, and analyzing were ongoing elements of the curriculum. Quantitative and qualitative data presented in this study provide preliminary evidence to suggest that teaching improvisation and composition in a non-auditioned secondary wind and percussion ensemble is a practical, meaningful, and musical objective.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Studio Based Instrumental Learning written by Dr Kim Burwell and published by Ashgate Publishing, Ltd.. This book was released on 2012-11-01 with total page 403 pages. Available in PDF, EPUB and Kindle. Book excerpt: Kim Burwell investigates the nature of lesson interactions in studio-based instrumental teaching and learning. Focusing on a single case study of two clarinet lessons, Burwell analyses collaborative lesson activity and creates a framework to support reflection among practitioners as they continually develop their work, not only experientially - through the tradition of 'vertical transmission' from one musician to another - but collaboratively, through the 'horizontal' sharing of good practice.

Download or read book Digitalization in Education Developing Tools for Effective Learning and Personalisation of Education written by Manpreet Kaur Bagga and published by Frontiers Media SA. This book was released on 2024-08-20 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology-driven trends in the modern society have transformed the ways humans think and communicate. The latest technological artefacts and devices have a profound impact on the forms of interaction between individuals and also significantly influence the process of co construction of knowledge. The COVID pandemic induced experience of remote teaching has significantly contributed to the widespread use of digital technologies in teaching - learning processes, faculty communications, research collaborations, conferences and workshops. The crisis also led to an understanding of the uncertainty of returning to conventional normal and paved way for a new normal ushered by the COVID pandemic. Such transformations create a need for Institutions to prioritize identification of perspective models of digitalization in education (Salmon, 2013). Teachers, teacher educators and policymakers need to collaborate for co-constructing the technology-assisted classroom that will gradually evolve from teaching supplements to pivotal support for creating a personal learning environment (Dabbagh et al., 2021). This article collection aims at examining teachers’ experience in implementation of computer technologies and exploring gaps and challenges in the current academic educational practice with regard to use of digital tools. Various elements of digital environment including online courses, e-resources, virtual and augmented reality, artificial intelligence and robotics have become an integral component of learning and fostering students skills, practical teaching experience and effective professional training . It is imperative that aspects of e education are discussed at the global level in order to stimulate creation of personal learning environments, meet inclusive learning needs, support life-long education and identify relevant digital technologies for upgradation of pedagogical methods and teacher strategies in education.

Download or read book Ready Set Improvise written by Suzanne Burton and published by Oxford University Press. This book was released on 2018-09-11 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improvisation - the creation of a unique combination of musical content within a musical context - is core to musicianship. As authors Suzanne L. Burton and Alden H. Snell II demonstrate, students already build skills that drive improvisation when they listen to music or imitate rhythmic patterns. Building from this observation, Ready, Set, Improvise! addresses improvisation in a cogent, clear, practical, and sequential manner. As an essential resource for music educators, this book synthesizes what we know about exemplary music teaching and learning, provides an easy-to-follow sequence for guiding improvisation instruction, and gives techniques for assessment of students' skill and conceptual development. Burton and Snell explore lessons in singing, rhythmic chanting, moving, and playing instrument exercises that prepare students to improvise. This all-in-one guide gives music teachers the necessary tools with which to plan the next steps for students to become independent musicians.

Download or read book Music Moves for Piano written by Marilyn Lowe and published by . This book was released on 2004-01-01 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Phenomenon of Paired Learning Styles as Manifested in Middle School Instrumental Music Students Music Reading Achievement written by Katharine Eleanor Mason and published by . This book was released on 1990 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: