Author: Morris J. Seltzer
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 62
Book Description
Attitudes of Elementary School Teachers Towards an Instrumental Music Program
Author: Morris J. Seltzer
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 62
Book Description
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 62
Book Description
AN INVESTIGATIVE STUDY OF ATTITUDES ABOUT ELEMENTARY INSTRU- MENTAL MUSIC EDUCATION AND ITS RELATIONSHIP TO SCHOOL DISTRICT SUPPORT OF ELEMENTARY INSTRUMENTAL MUSIC PROGRAMS.
Introduction to Effective Music Teaching
Author: Alfred S. Townsend
Publisher: Rowman & Littlefield Publishers
ISBN: 144220947X
Category : Education
Languages : en
Pages : 221
Book Description
Introduction to Effective Music Teaching: Artistry and Attitude provides the prospective teacher with front-line tested strategies and approaches that are based on current research and the author's three decades of service as a public school music educator, department chairman, and public school district music administrator. Starting with a brief overview of the history of music education in public schools, Alfred Townsend gives the reader a deeper understanding of the importance of music education to all students, gifted or not. Readers then examine artistry (command of content and mastery of methods) and the ABCs of teacher attitude, the critical component that unlocks learning for many students. With an open and accessible writing style, Dr. Townsend reviews the six components of effective teaching, showing that artistry and attitude can be combined to fuel student learning and teacher leadership. Using all of this information, the reader constructs a personal, practical philosophy of music teaching and learning that will form the basis for his or her instruction. Readers will also experience artistry and attitude in action through well-written case studies of effective teachers. With increasingly diverse student populations teachers now face, this book provides music teachers with ways to interact effectively with students of all backgrounds, attitudes, and talent.
Publisher: Rowman & Littlefield Publishers
ISBN: 144220947X
Category : Education
Languages : en
Pages : 221
Book Description
Introduction to Effective Music Teaching: Artistry and Attitude provides the prospective teacher with front-line tested strategies and approaches that are based on current research and the author's three decades of service as a public school music educator, department chairman, and public school district music administrator. Starting with a brief overview of the history of music education in public schools, Alfred Townsend gives the reader a deeper understanding of the importance of music education to all students, gifted or not. Readers then examine artistry (command of content and mastery of methods) and the ABCs of teacher attitude, the critical component that unlocks learning for many students. With an open and accessible writing style, Dr. Townsend reviews the six components of effective teaching, showing that artistry and attitude can be combined to fuel student learning and teacher leadership. Using all of this information, the reader constructs a personal, practical philosophy of music teaching and learning that will form the basis for his or her instruction. Readers will also experience artistry and attitude in action through well-written case studies of effective teachers. With increasingly diverse student populations teachers now face, this book provides music teachers with ways to interact effectively with students of all backgrounds, attitudes, and talent.
A Study of Classroom Teacher Attitudes Toward Instrumental Music in Grades Four, Five, and Six of the Los Altos Elementary School District
Author: Donald J. Cantrell
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 152
Book Description
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 152
Book Description
Attitudes of Elementary Classroom Teachers Toward Elementary General Music
Author: Thomas Wayne Tunks
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 352
Book Description
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 352
Book Description
PENNSYLVANIA HIGH SCHOOL INSTRUMENTAL MUSIC TEACHERS' PERCEPTIONS OF CHANGES IN INSTRUCTIONAL TIME AND RESOURCES
Author: Hugh Williamson
Publisher:
ISBN:
Category :
Languages : en
Pages : 228
Book Description
The purpose of this study was to determine Pennsylvania public high school instrumental music teachers' perceptions of changes to instrumental music instruction that may have been the result of a narrowing focus on student performance on standardized tests and sanctions linked to the No Child Left Behind Act of 2001 (2002). The study used a descriptive design to investigate ways that standardized testing may have influenced student opportunities to participate in school instrumental music, instructional time available for instrumental lessons and performing ensembles, budgetary resources and funding sources, staffing, and instrumental music curricula in Pennsylvania high schools. Data were gathered via an anonymous web-based survey. Of the entire population of 710 full-time high school instrumental music teachers in Pennsylvania, 304 responded. Of those, 247 successfully completed the survey and were appropriate for analysis. Results suggested that across PA high schools, instrumental music opportunities were varied and inconsistent with regard to instructional time, financial resources, access and availability of students, and support for instrumental music within the larger curriculum of the schools. These inconsistencies may have resulted in unequal opportunities to participate in instrumental music programs, partially because of funding and policy priorities at the state and local level that value test-based accountability rather than more comprehensive methods of evaluating child development and learning. Prior research suggested that opportunities to participate in instrumental music were linked to individual and group standardized test performance. Schools in very large urban districts with high percentages of low-income and minority students were the most likely to face reductions in instrumental music opportunities. Implications included the possibility of inequitable reductions to music programs potentially undermining efforts to help reduce or prevent achievement gaps. Reductions in instrumental music opportunities for elementary level students was a particular concern since neurobiological research findings suggest special benefits for early childhood music instruction. Recommendations for further research included replication of the study using identifiable data, case studies of individual high schools, the continuation and expansion of longitudinal studies between neuroscientists and music educators, and a survey of school administrator attitudes toward music education.
Publisher:
ISBN:
Category :
Languages : en
Pages : 228
Book Description
The purpose of this study was to determine Pennsylvania public high school instrumental music teachers' perceptions of changes to instrumental music instruction that may have been the result of a narrowing focus on student performance on standardized tests and sanctions linked to the No Child Left Behind Act of 2001 (2002). The study used a descriptive design to investigate ways that standardized testing may have influenced student opportunities to participate in school instrumental music, instructional time available for instrumental lessons and performing ensembles, budgetary resources and funding sources, staffing, and instrumental music curricula in Pennsylvania high schools. Data were gathered via an anonymous web-based survey. Of the entire population of 710 full-time high school instrumental music teachers in Pennsylvania, 304 responded. Of those, 247 successfully completed the survey and were appropriate for analysis. Results suggested that across PA high schools, instrumental music opportunities were varied and inconsistent with regard to instructional time, financial resources, access and availability of students, and support for instrumental music within the larger curriculum of the schools. These inconsistencies may have resulted in unequal opportunities to participate in instrumental music programs, partially because of funding and policy priorities at the state and local level that value test-based accountability rather than more comprehensive methods of evaluating child development and learning. Prior research suggested that opportunities to participate in instrumental music were linked to individual and group standardized test performance. Schools in very large urban districts with high percentages of low-income and minority students were the most likely to face reductions in instrumental music opportunities. Implications included the possibility of inequitable reductions to music programs potentially undermining efforts to help reduce or prevent achievement gaps. Reductions in instrumental music opportunities for elementary level students was a particular concern since neurobiological research findings suggest special benefits for early childhood music instruction. Recommendations for further research included replication of the study using identifiable data, case studies of individual high schools, the continuation and expansion of longitudinal studies between neuroscientists and music educators, and a survey of school administrator attitudes toward music education.
An Exploration of the Use of and the Attitudes Toward Technology in First-year Instrumental Music
Author: Ashley Danielle Gilbert
Publisher:
ISBN: 9781321685367
Category :
Languages : en
Pages : 209
Book Description
The purpose of this study was to determine what technologies are used in first-year instrumental music and to examine factors that influence the attitudes of teachers, students, and parents toward the use of those technologies. Many devices, software, and applications have been developed to aid instrumental students in their learning. However, because of the unique format of most beginning programs, it is unclear what types of technology are actually being used and what attitudes prevail for those involved in using technology. Two researcher-designed questionnaires, the Technology in Music Usage Questionnaire (TMUQ) and the Technology in Music Attitude Questionnaire (TMAQ), were administered to a sample of teachers, students, and parents associated with first-year elementary instrumental music in a large, Midwestern urban school district. Results indicated that while most teachers use technology in class (87.0%), it is generally only used up to a third of the class period (75.0%). Supplemental materials found within traditional method books account for the majority of technologies used in class (82.6%) and assigned for practice (39.1%), though a considerable portion of teachers (69.6%) does not assign technology for practice. Multilevel linear modeling revealed that effort expectancies, facilitating conditions, and the teacher's technological experience significantly contributed to teacher attitudes toward technology. It was also discovered that performance expectancies and effort expectancies significantly contributed to student and parent attitudes. Although all participants were found to have positive attitudes toward using technology, results of a one-way ANOVA revealed a significant difference between the attitude scores of teachers and students. Finally, bivariate correlations revealed no statistically significant relationships between the attitudes of participants and the time spent using technology either in class or in practice. Based on the results of the study, recommendations include the need for teacher selection of technologies to be individualized and voluntary. Professional development is necessary for teachers to become familiar with available resources and best practices for implementation. Future studies are needed to investigate whether the use of technology influences student achievement or motivation for participation in elementary instrumental music.
Publisher:
ISBN: 9781321685367
Category :
Languages : en
Pages : 209
Book Description
The purpose of this study was to determine what technologies are used in first-year instrumental music and to examine factors that influence the attitudes of teachers, students, and parents toward the use of those technologies. Many devices, software, and applications have been developed to aid instrumental students in their learning. However, because of the unique format of most beginning programs, it is unclear what types of technology are actually being used and what attitudes prevail for those involved in using technology. Two researcher-designed questionnaires, the Technology in Music Usage Questionnaire (TMUQ) and the Technology in Music Attitude Questionnaire (TMAQ), were administered to a sample of teachers, students, and parents associated with first-year elementary instrumental music in a large, Midwestern urban school district. Results indicated that while most teachers use technology in class (87.0%), it is generally only used up to a third of the class period (75.0%). Supplemental materials found within traditional method books account for the majority of technologies used in class (82.6%) and assigned for practice (39.1%), though a considerable portion of teachers (69.6%) does not assign technology for practice. Multilevel linear modeling revealed that effort expectancies, facilitating conditions, and the teacher's technological experience significantly contributed to teacher attitudes toward technology. It was also discovered that performance expectancies and effort expectancies significantly contributed to student and parent attitudes. Although all participants were found to have positive attitudes toward using technology, results of a one-way ANOVA revealed a significant difference between the attitude scores of teachers and students. Finally, bivariate correlations revealed no statistically significant relationships between the attitudes of participants and the time spent using technology either in class or in practice. Based on the results of the study, recommendations include the need for teacher selection of technologies to be individualized and voluntary. Professional development is necessary for teachers to become familiar with available resources and best practices for implementation. Future studies are needed to investigate whether the use of technology influences student achievement or motivation for participation in elementary instrumental music.
Attitudes of Public School Administrators Toward the Instrumental Music Program
Author: Hardin Norris Lawhon
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 254
Book Description
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 254
Book Description
Teaching Instrumental Music
Author: George L. Duerksen
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 40
Book Description
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 40
Book Description
The Teaching of Instrumental Music
Author: Richard Colwell
Publisher: Routledge
ISBN: 1317350847
Category : Music
Languages : en
Pages : 473
Book Description
This book introduces music education majors to basic instrumental pedagogy for the instruments and ensembles most commonly found in the elementary and secondary curricula. This text focuses on the core competencies required for teacher certification in instrumental music. The first section of the book focuses on essential issues for a successful instrumental program: objectives, assessment and evaluation, motivation, administrative tasks, and recruiting and scheduling (including block scheduling). The second section devotes a chapter to each wind instrument plus percussion and strings, and includes troubleshooting checklists for each instrument. The third section focuses on rehearsal techniques from the first day through high school.
Publisher: Routledge
ISBN: 1317350847
Category : Music
Languages : en
Pages : 473
Book Description
This book introduces music education majors to basic instrumental pedagogy for the instruments and ensembles most commonly found in the elementary and secondary curricula. This text focuses on the core competencies required for teacher certification in instrumental music. The first section of the book focuses on essential issues for a successful instrumental program: objectives, assessment and evaluation, motivation, administrative tasks, and recruiting and scheduling (including block scheduling). The second section devotes a chapter to each wind instrument plus percussion and strings, and includes troubleshooting checklists for each instrument. The third section focuses on rehearsal techniques from the first day through high school.