An Analysis of Selected Beginning Band Methods PDF Download

Author: James Allen Poteet
Publisher:
ISBN:
Category :
Languages : en
Pages : 52

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Author: Kie Thomas Watkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 181

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Abstract: The purpose of this study was to find the level to which selected beginning band method books addressed the National Standards for Music Education, grades 5-8. Twelve method books were selected from 1994-2010 that were available nationally and were currently used in the public and private school systems of the United States.

Author: Paul E. Peterson (Jr.)
Publisher:
ISBN:
Category : Band music
Languages : en
Pages : 180

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Author:
Publisher:
ISBN:
Category : Band music
Languages : en
Pages : 140

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Author: Daniel Taylor
Publisher:
ISBN:
Category : Band music
Languages : en
Pages : 99

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Using a content analysis methodology, beginning band method books were analyzed for the way authors include, identify, and provide additional context for cultural information related to the music and composers appearing in each method. An open coding process revealed the following four emergent themes: (a) authors position each book as supportive of a multicultural music education but do not include clear justifications for these values; (b) each book contains provenance labels to identify national origin or ethnicity of a melody or composer; (c) culturally diverse musical content is common but additional contexts are limited; and (d) when information is included it typically focuses on geography and language while lacking critical contexts. Findings are discussed through a contemporary lens of teaching music in the United States in 2021. These discussions problematize the broad and potentially harmful provenance label of “American”, question publishers’ decisions to print diverse cultural content without accompanying critical context, and acknowledge how language can create a nonacademic but socially significant hidden curriculum (Vallance, 1974). Recommendations for teachers of beginning band, music teacher educators, and implications for method book authors are shared. Limitations of this study include the role of the teacher in deciding what information to formally transmit to students and the complex politics of book publishing. Ideas for further research are stated.

Author: Linda Dianne Rutherford
Publisher:
ISBN:
Category : Band music
Languages : en
Pages : 98

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Author: Donald Joseph Palmire (Jr.)
Publisher:
ISBN:
Category : Euphonium
Languages : en
Pages : 0

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Twenty-three beginning band method books are available in America, yet little pedagogical agreement exists concerning musical and technical elements. These variables emanate from the large ensemble design for each method. Certain starting pitches may enhance the overall beginning band experience while leaving the beginning euphonium student frustrated. These methods contain little substantive pedagogical framework that offers a thorough approach to musical growth. Many methods require the performance of pitches higher than the first partial. This requirement may cause embouchure malformation, negatively affecting their future flexibility and endurance. This qualitative study will codify the first pitches, pitch sequences, exercise ranges, rhythm sequences, articulations, and dynamics of these beginning band methods. The collection of this data may reveal similarities and differences between methods, leading to the possible pairing of beginning studio methods for euphonium. Before this pairing occurs, the study will examine seven beginning studio methods with the same criteria as the band methods. This pairing of select beginning band and euphonium methods may build consistency and musical growth of the beginning euphonium student. This study may encourage the future pairing of beginning band methods with other brass beginning studio methods, thus broadening student development. The conclusions of this study may result in designing a companion band method guide for use with specific studio methods, creating a supplemental, integrated studio method for use with band methods, or creating a new beginning studio method for the euphonium.

Author: Kristina Butler
Publisher:
ISBN:
Category : Bands (Music)
Languages : en
Pages : 144

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Author: Lois May Ruth Buttery
Publisher:
ISBN:
Category : Bands (Music)
Languages : en
Pages : 288

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Author: Colleen Conway
Publisher: Oxford University Press, USA
ISBN: 0190671408
Category : Music
Languages : en
Pages : 980

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Book Description
The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for increased cultural engagement in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators activelywork to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music education faculty, researchers, and graduate students to take up that challenge.Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which preservice teachers can advocate for and adapt to changes in contemporary school settings. For example, educators canexpand the types of music groups offered to students, from choir to jazz ensemble. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing musiceducation boundaries.