64 “ Stage Band Clinical ” to be Started in October Issue of THE SCHOOL MUSICIAN . ... 63 " Tower of Music ” to be Built by CocaCola Company at New York World ' s Fair . . . . . . . . . . . . . . . . . . . . . . . . . . . Pg . 74 , Sept ...
ACCENT Choral & Instrumental Directors For one of your most noteworthy experiences , plan a music travel program , all for a melody . Our bilingual staff won ' t give you a song and dance - we get right to teh key points in 1 / 2 the ...
Release on 1994 | by MENC Task Force for National Standards in the Arts
Every school must make available sufficient courses, staffing, materials and equipment, and facilities for musical learning. The recommendations of the Music Educators National Conference concerning the conditions and support necessary ...
Author: MENC Task Force for National Standards in the Arts
Publisher: Rowman & Littlefield Education
Recommendations for a music curriculum based on best practices for grades K-12.
Traditionally unpopular tho the marching band has been with music school faculties, it continues to remain a primary source of practical training for future band directors. Ask any established band ...
Growing Musicians: Teaching Music in Middle School and Beyond focuses on teaching adolescents within the context of a music classroom.
Author: Bridget Sweet
Publisher: Oxford University Press
Growing Musicians: Teaching Music in Middle School and Beyond focuses on teaching adolescents within the context of a music classroom, regardless of content area (orchestra, band, choir, or general music). It provides a look at the importance of music courses in the lives of adolescents as they navigate the path between being a child and an adult. As every music student is completely unique, there is no one-size-fits-all prescriptive way of working with this age group. Rather, music educators must approach adolescents with high musical standards and aspirations to learn and achieve within music; a willingness to honor the individuality of each adolescent musician; a sense of structure, but an ability to be flexible; a desire to foster and promote a safe classroom environment where students feel empowered to be themselves and speak openly about what they think and believe; an understanding that music classes are not only safe places where students learn how to become better musicians but also better people through musical experiences focused on humanity and empathy; and a dose of humor, or at least the ability to acknowledge that adolescents are extremely funny whether or not they realize it. In addition, this book encourages pre-service and practicing music educators to mindfully examine and better understand their own teaching practices.
Chapter Five compares the school music education policies of hong Kong, Shanghai and taipei, and demonstrates how learning music reflects both the internationalization and the socio-political ideologies of these territories.
Author: Wai-chung Ho
This book compares, from a historical and sociopolitical perspective, the respective systems and contents of music education in mainland China, Hong Kong and Taiwan in response to globalization, localization and Sinificiation, with particular reference to Shanghai, Hong Kong and Taipei.
Release on 1939 | by University of Michigan. School of Music
D. , President of the School of Music and President of the University Musical Society * EARL VINCENT MOORE , A.M. , Mus.D. , Professor of Music , Musical Director of the School of Music , and Musical Director of the University WASSILY ...
Release on 1880 | by University of Michigan. School of Music, Theatre & Dance
University of Michigan. School of Music, Theatre & Dance. otroduction of speaker by Jan of Music , The University of Fathe : Sorman J. O'Connor , Paulist Father's Community ( de Jazz Priest , " will speak For Today's Children .
Author: University of Michigan. School of Music, Theatre & Dance
Publisher: UM Libraries
Includes miscellaneous newsletters (Music at Michigan, Michigan Muse), bulletins, catalogs, programs, brochures, articles, calendars, histories, and posters.
A Magazine for Music Educators ... Thomas B. Reed's from the publishers with Library of Modern Eloquence in the - - School Music Monthly, I will be specimen contents? If so, write pleased . . oo:: § sample - pages, photogravures, ...
... a piece can be used as a basis for a critical evaluation of performing skills at various points during the school year. ... skills that will enable them to be lifelong learners and lovers of music, in and out of the classroom.
Bureau of Education , " Present Status of Mus10 Instruction in Colleges and High Schools 1919 - 1920 " Bulletin No . 9 , 1921 , Govt . Printing office , Washington , D . C . Music Supervisors National Conference , " Music in the Junior ...
However, cultural diversity poses a pedagogical and social challenge for music teachers and educators, while political and cultural orientations are arguably preconditions for the meaningful implementation of values education in school ...
Author: Wai-Chung Ho
This book focuses on the rapidly changing sociology of music as manifested in Chinese society and Chinese education. It examines how social changes and cultural politics affect how music is currently being used in connection with the Chinese dream. While there is a growing trend toward incorporating the Chinese dream into school education and higher education, there has been no scholarly discussion to date. The combination of cultural politics, transformed authority relations, and officially approved songs can provide us with an understanding of the official content on the Chinese dream that is conveyed in today’s Chinese society, and how these factors have influenced the renewal of values-based education and practices in school music education in China.
“Compelling questions about music, education, and socioeconomic status.” Music Educators Journal 100 (1):63–8. Holmquist, Solveig. 1995. “A study of community choir members' school experiences.” DMA dissertation, University of Oregon ...
Author: Roger Mantie
Publisher: Bloomsbury Publishing
The undergraduate years are a special time of life for many students. They are a time for study, yes, but also a time for making independent decisions over what to do beyond formal education. This book is based on a nine-year study of collegiate a cappella - a socio-musical practice that has exploded on college campuses since the 1990s. A defining feature of collegiate a cappella is that it is a student-run leisure activity undertaken by undergraduate students at institutions both large and small, prestigious and lower-status. With rare exceptions, participants are not music majors yet many participants interviewed had previous musical experience both in and out of school settings. Motivations for staying musically involved varied considerably - from those who felt they could not imagine life without a musical outlet to those who joined on a whim. Collegiate a cappella is about much more than singing cover songs. It sustains multiple forms of inequality through its audition practices and its performative enactment of gender and heteronormativity. This book sheds light on how undergraduates conceptualize vocation and avocation within the context of formal education, holding implications for educators at all levels.
Heads and governors, when appointing a teacher to take on responsibility for music, may well be influenced by their own experience of school music. Job descriptions are often loaded with expectations about what kinds of musical ...
Author: Sarah Hennessy
Specifically designed for busy teachers who have responsibility for co- ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately.; There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school.; The entire set of 16 volumes is available.
Release on 2015-07-02 | by Professor Emeritus of Music Education at University of Illinois and Adjunct Professor of Music Education Richard Colwell
"Sociology for Music Teachers: Perspectives for Practice examines the history and development of the social factors that affect students' values, tastes, and attitudes that school music teachers contront as an integral part of their work.
Author: Professor Emeritus of Music Education at University of Illinois and Adjunct Professor of Music Education Richard Colwell
For upper level undergraduate and introductory graduate and doctoral courses in music education. Outlining the basic aspects, constructs and concepts relevant to understanding music teaching and learning from a sociological perspective, this volume introduces students to the discipline as a tool in understanding their own work. The text shows how certain academics in music, sociology and education have thought about the relationship of music to education, schooling and society and examines the consequences of such thinking for making instructional choices in teaching methods and repertoire selection. School music teaching is imbedded in two major societal traditions: (1) the tradition of music making, listening, and responding; and (2) the tradition of education as a societal mandate. The first tradition holds firmly to music artistry and musicological scholarship, the latter of which includes music sociology. The second tradition, that of education as a field of study, relies mostly on pedagogical principles rooted equally in psychology and sociology. Hildegard Froehlich bases the book upon the premise that a music teacher's work is equally shaped by both traditions. The more music teachers become aware of how societal structures shape their own lives as well as the lives of their students, colleagues, and superiors; the more "reality-based" their teaching will become. Society is a composite of communities in which different social classes, groups, and reference groups co-exist-to varying degrees of compatibility due to real or perceived differences in norms and values as well as hierarchies of power. Informed or intuitive choices made by an individual indicate allegiances to particular groups, how those groups are structured hierarchically; and where and how each individual fits into those hierarchies. This is true for the music world as it is true for the world of education.
Pitts' analysis adds valuable context to these stories, illuminating the historical and contemporary debates about music education and proposing ways in which school music might better prepare young people for continued participation in ...
Author: Stephanie Pitts
Publisher: Oxford University Press
In Chances and Choices, Stephanie Pitts surveys the aims and impact of formative musical experiences, evaluating the extent to which music education of various kinds provides a foundation for lifelong involvement and interest in music. Pitts draws upon rich qualitative data from her own extensive original study of over 100 adults with an active interest in music in the UK and Italy to address several key themes in the study of music education. Intertwined with discussion of topics such as music education policy and the role that music teachers and other role models play in nurturing musicians are first person 'interludes' that showcase the stories and voices of the research participants as they reflect upon the influences and opportunities that shaped their musical life histories. Pitts' analysis adds valuable context to these stories, illuminating the historical and contemporary debates about music education and proposing ways in which school music might better prepare young people for continued participation in music throughout their lives. A companion website contains Pitts' data sets and analytical frameworks; the website also features an interactive database through which readers can share their own musical life histories and search others that have been contributed there. Shedding new light on the long-term effects of music education, Chances and Choices is an important resource to understand how we can encourage lasting engagement with music and other cultural activities in every individual.