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Author: DeMarius Dejuan Jackson Publisher: ISBN: Category : Band directors Languages : en Pages : 0
Book Description
Despite thousands of United States military veterans joining the teaching profession upon the completion of their service, the translation of their military skills to effectively serve as secondary band directors was largely unknown. An unknown disparity existed between pedagogical skills acquired by high school band directors with a bachelor's degree in music education and those with military music training, in addition to a bachelor's degree in music education. This descriptive phenomenological research study aims to examine the perceptions of high school band directors with prior military service as a musician concerning their musical programming choices, marching band techniques, and ensemble rehearsal pedagogy. To illustrate the perceptions of Navy and Marine Corps veteran high school band directors, surveys were conducted with 50 public secondary band directors with prior experience as military musicians in the Navy and Marine Corps. Once the surveys were completed, the data were compiled into their perceptions and others as applicable. This work is essential because it identifies the pedagogical and curricular military experiences most relevant for civilian music educators. Research on the intersection of military and civilian music education is deficient throughout the music education domain. This project serves as the foundation for future research in the field of military music education. Further, this study and the results of this investigation reveal the differences in the curriculum at the Naval School of Music and civilian music education at American colleges and universities and how they affect secondary band directors with military experience.
Author: DeMarius Dejuan Jackson Publisher: ISBN: Category : Band directors Languages : en Pages : 0
Book Description
Despite thousands of United States military veterans joining the teaching profession upon the completion of their service, the translation of their military skills to effectively serve as secondary band directors was largely unknown. An unknown disparity existed between pedagogical skills acquired by high school band directors with a bachelor's degree in music education and those with military music training, in addition to a bachelor's degree in music education. This descriptive phenomenological research study aims to examine the perceptions of high school band directors with prior military service as a musician concerning their musical programming choices, marching band techniques, and ensemble rehearsal pedagogy. To illustrate the perceptions of Navy and Marine Corps veteran high school band directors, surveys were conducted with 50 public secondary band directors with prior experience as military musicians in the Navy and Marine Corps. Once the surveys were completed, the data were compiled into their perceptions and others as applicable. This work is essential because it identifies the pedagogical and curricular military experiences most relevant for civilian music educators. Research on the intersection of military and civilian music education is deficient throughout the music education domain. This project serves as the foundation for future research in the field of military music education. Further, this study and the results of this investigation reveal the differences in the curriculum at the Naval School of Music and civilian music education at American colleges and universities and how they affect secondary band directors with military experience.
Author: Rebecca Vaudreuil Publisher: Jessica Kingsley Publishers ISBN: 1787754804 Category : Psychology Languages : en Pages : 306
Book Description
Combining essential information, professional insights, and lived experiences, this book offers a unique overview of the use of music therapy with active-duty service members, veterans, and other military-connected populations in the United States. Contributors include music therapists specializing with the military, as well as military personnel, veterans, and their families, providing an in-depth review of the impact that music therapy can have within this community. Detailing the historical evolution of the approach within a military context, the book explores the integration of music therapy into traditional treatment programs for service members and veterans particularly those with TBI and PTSD. Chapters cover the use of music therapy in both individual and group settings, and the opportunities to facilitate therapy via virtual platforms. Throughout, it emphasises the importance of music in military culture, highlighting the benefits of this approach with military communities. Personal accounts from military families are also included, as well as discussion on continued clinical and research innovation within the field. The first book to address this growing practice, it will inspire, inform and empower therapists and professionals working with and supporting military populations.
Author: Michael Mark Publisher: R&L Education ISBN: 1461647827 Category : Education Languages : en Pages : 517
Book Description
A History of American Music Education covers the history of American music education, from its roots in Biblical times through recent historical events and trends. It describes the educational, philosophical, and sociological aspects of the subject, always putting it in the context of the history of the United States. It offers complete information on professional organizations, materials, techniques, and personalities in music education.
Author: Patrick M. Jones Publisher: ISBN: Category : Bands (Music) Languages : en Pages : 483
Book Description
This study provides a detailed and documented history of the Armed Forces School of Music from its founding in 1935 until 2001. It addresses the School's facilities, personnel, recruiting and auditions activities, and its curriculum. Background information on the music and band programs within the Army, Marine Corps and Navy is provided that includes histories of their band programs, issues surrounding female and African-American musicians, and Schools and training prior to that service's joining the Armed Forces School of Music. Finally, unique contributions of the School of Music such as the All-Eastern Band and Instrumental Clinic, the U.S. Navy Band's "Sea Chanters" chorus, and the U.S. Navy Band "Commodores" Jazz Ensemble are included in this study.
Author: Laura M. Dornberger Publisher: ISBN: 9781516531080 Category : Music Languages : en Pages : 200
Book Description
Introduction and Practical Guide to Music Education provides students with comprehensive yet foundational knowledge of the music education profession. The book contains researched best practices for teaching music and guides readers through practical exercises to help them discover their own unique teaching style and approach. The text begins with a chapter that asks readers why they are considering a career in music education and also reveals the qualities of an effective music teacher. Later chapters provide students with a brief history of music education in the United States, introductions to educational psychology, sociology, and child development, practical advice for developing sound and successful lesson plans, strategies for teaching different types of students, tips for job interviews, and more. Each chapter includes references and discussion questions, and select chapters also feature a list of recommended readings for further exploration and independent learning. With emphasis on research and practical application, Introduction and Practical Guide to Music Education is a supportive and valuable guide for any student interested in a career in music education. Accessible and complete, the text is ideal for music seminars, music profession survey courses, and introductory music education courses. Laura M. Dornberger serves on the music education faculty at the State University of New York at Fredonia where she teaches graduate and undergraduate courses in elementary general music, child development, and music education philosophy and assessment. She has taught PK-12th grade general/vocal music, directed children's choirs, performed professionally as a soprano, and taught private voice and piano lessons. She has led professional development workshops for teachers in Cork, Ireland. She serves as a scorer for the New York State Teacher Certification Examinations, and she is a guest speaker and clinician on effective interviewing techniques. Katherine M. Levy, Ph.D. , is head of the music education area at the State University of New York at Fredonia. She earned her master's and doctorate degrees in music education from the University of Iowa. She has experience teaching beginning, middle, and high school instrumental music in Illinois, Iowa, and Wisconsin and early childhood music in Iowa and Maryland. Dr. Levy is the founding music director of two New Horizons Band programs in which university students and music teachers work with amateur musicians aged 50 and older in music lessons, ensembles, and concert bands.
Author: DeMarius Dejuan Jackson
Author: DeMarius Dejuan Jackson
Author: Stephen J. Patterson
Author: Rebecca Vaudreuil
Author: Michael Mark
Author: Otto Henry Helbig
Author: Deborra L. Street
Author: William Carter White
Author: David W. Goodale
Author: Patrick M. Jones
Author: Laura M. Dornberger