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Author: Kenneth Lloyd Hoffman Jr. Publisher: ISBN: Category : Languages : en Pages : 136
Book Description
Abstract: The purpose of this study was to examine the perceptions of Ohio band directors towards concert band Large Group Adjudicated Events (LGAE). Special focus was given to factors with the potential to influence directors' perceptions of LGAE, such as years of teaching experience, level of teaching assignment (i.e., middle vs. high school), size of band program, and teaching setting (i.e., rural, suburban, rural). Participants responded to a researcher developed survey instrument, including Likert and opened ended items, centering on the following themes: fairness and accuracy of LGAE evaluation, influence of outside agencies or stakeholders on decisions to participate in LGAE, benefits of LGAE to self and students, LGAE impact on curriculum, student growth and professional development as a result of LGAE participation, and LGAE as a requirement for career advancement. Findings showed that, although respondents agreed that LGAE is a fair and accurate assessment of concert band performance, they also agreed that LGAE is in need of improvement. Moreover, ANOVA analyses for the variables of teaching experience and school setting revealed significant differences of opinion about LGAE. Specifically, urban teachers rated several items significantly lower than their rural and suburban counterparts, indicating that LGAE does not resonate with them or their students. Likewise, mid-career teachers also viewed some aspects of LGAE less favorably than experienced and novice teachers, noting feelings that the event may not be accurately judged. Implications for LGAE in Ohio are discussed.
Author: Kenneth Lloyd Hoffman Jr. Publisher: ISBN: Category : Languages : en Pages : 136
Book Description
Abstract: The purpose of this study was to examine the perceptions of Ohio band directors towards concert band Large Group Adjudicated Events (LGAE). Special focus was given to factors with the potential to influence directors' perceptions of LGAE, such as years of teaching experience, level of teaching assignment (i.e., middle vs. high school), size of band program, and teaching setting (i.e., rural, suburban, rural). Participants responded to a researcher developed survey instrument, including Likert and opened ended items, centering on the following themes: fairness and accuracy of LGAE evaluation, influence of outside agencies or stakeholders on decisions to participate in LGAE, benefits of LGAE to self and students, LGAE impact on curriculum, student growth and professional development as a result of LGAE participation, and LGAE as a requirement for career advancement. Findings showed that, although respondents agreed that LGAE is a fair and accurate assessment of concert band performance, they also agreed that LGAE is in need of improvement. Moreover, ANOVA analyses for the variables of teaching experience and school setting revealed significant differences of opinion about LGAE. Specifically, urban teachers rated several items significantly lower than their rural and suburban counterparts, indicating that LGAE does not resonate with them or their students. Likewise, mid-career teachers also viewed some aspects of LGAE less favorably than experienced and novice teachers, noting feelings that the event may not be accurately judged. Implications for LGAE in Ohio are discussed.
Author: Brad Alan Williamson Publisher: ISBN: Category : Band directors Languages : en Pages : 193
Book Description
Abstract: The purpose of this study was to survey Ohio high school marching band directors to obtain their perceptions of need, and their undergraduate preparation, in the area of marching band techniques. It was determined that a questionnaire was the best method to solicit opinions. Responses were solicited from a sample of 400 Ohio high school marching band directors. A total of 226 questionnaires were returned, representing 56.5% of the target sample, of which 214 were usable. Results from the survey indicated that 67.8% of the respondents had taken a full course in marching band techniques as an undergraduate student. The results also revealed that 72.9% of the respondents had participated in a collegiate marching band. Data were collected regarding twenty-eight teaching factors related to teaching a high school marching band. For each factor participants were asked to define their perceived degree of need for preparation in the undergraduate curriculum. Participants were also asked to indicate their perceived degree of preparation for each factor through coursework in marching band techniques and through participation in a collegiate marching band. The factors indicated to have the highest degree of need were those from the category "skills for marching band rehearsals" and from the category "marching band music." The factors perceived by the participants to have the highest degree of preparation through coursework were those from the "philosophical" category, and the factors the respondents felt best prepared for through participation in a collegiate marching band were from the category "show design techniques." Respondents indicated a higher degree of need than degree of preparation for all twenty-eight of the teaching factors. Results indicate that respondents perceived twelve of the factors were best prepared through coursework, while sixteen of the factors were perceived to have been best prepared through participation in a collegiate marching band. For this reason, it would appear as if future instrumental music educators would be best served through coursework in marching band techniques as well as participation in a collegiate marching band.
Author: Melanie Watson Publisher: ISBN: Category : Languages : en Pages : 99
Book Description
The purpose of this study was to examine the perceptions and attitudes of band directors in the Northwest District of the North Carolina Bandmasters Association. The following research questions guided the study: (1) What are the perceptions and attitudes of band directors in the Northwest District toward the Music Performance Adjudication (MPA)? (2) What are the motivating factors for band directors in the Northwest District to attend MPA? (3) In what ways do band directors in the Northwest District utilize MPA to foster growth in their students? The researcher used a mixed-methods research design, employing an online survey that gathered data through a seven-point Likert-type scale and open-ended questions. The survey was distributed through email to members of the Northwest District Bandmasters Association of which 64% completed the survey (N = 75). Overall, participants believed MPA to be a trustworthy process, yet disagreed on the factors, such as band director choices or financial resources, affecting the results of MPA. Participants frequently reported the motivational effect of MPA on their students. Colleagues in music education were identified as the primary source of pressure to attend MPA. Several implications of the research are discussed, including the effect of director self-efficacy on MPA results and interpretations, the effect of MPA on curriculum, and the effect of outside sources of pressure on the perceived value of MPA.
Author: David A. Buchholz Publisher: ISBN: Category : Band directors Languages : en Pages : 214
Book Description
The purpose of this study was to survey secondary school administrator and band director perceptions regarding the implementation of Kentucky's Core Content for Assessment 4.1 (CCA 4.1) in Music in the band programs at their schools. Secondary topics addressed included how administrators observe and assess their program with regards to KY CCA 4.1 and how band directors implement the different content standards set forth in KY CCA 4.1. An online survey using both Likert-type questions and short answer open response questions was completed by secondary public school administrators (n=20) and band directors (n=17) in a major metropolitan region in the Southeast. Results indicate that band directors were generally more critical of their instruction with respect to the content standards than administrators. Additionally, gaps were found in the assessment of standards relating to creating and composing music and improvising, between what administrators are observing and band directors are implementing. Suggestions for future research are offered.
Author: Carson Ross Publisher: ISBN: Category : Band directors Languages : en Pages : 0
Book Description
This action-research study was conducted with two middle school bands in West Texas. The researcher primarily studied student and director perceptions in the non-varsity band to identify recurring themes within the ensembles. Fifteen non-varsity band students were given a survey, and eight were interviewed. Four directors participated in small focus groups at each of the two campuses. Data was coded to observe any major themes that occurred simultaneously in the collection process. The findings of this study indicated UIL was a contributing factor to these schools’ non-varsity bands. Another significant factor was the importance of challenging music and social relationships in the non-varsity bands.
Author: Alan Gumm Publisher: Hal Leonard Corporation ISBN: 1574631039 Category : Music Languages : en Pages : 194
Book Description
(Meredith Music Resource). An exciting, balanced approach to student performance, music learning and personal change. Written in an informal, engaging style, the text is highlighted by anecdotes, quotations, challenges for self-reflection, and techniques used by the author and top professionals in the field. The result a fulfilling, productive and successful music teaching experience.
Author: Sondra Wieland Howe Publisher: Scarecrow Press ISBN: 0810888483 Category : History Languages : en Pages : 381
Book Description
Although women have been teaching and performing music for centuries, their stories are often missing from traditional accounts of the history of music education. In Women Music Educators in the United States: A History, Sondra Wieland Howe provides a comprehensive narrative of women teaching music in the United States from colonial days until the end of the twentieth century. Defining music education broadly to include home, community, and institutional settings, Howe draws on sources from musicology, the history of education, and social history to offer a new perspective on the topic. In colonial America, women sang in church choirs and taught their children at home. In the first half of the nineteenth century, women published hymns, taught in academies and rural schoolhouses, and held church positions. After the Civil War, women taught piano and voice, went to college, taught in public schools, and became involved in national music organizations. With the expansion of public schools in the first half of the twentieth century, women supervised public school music programs, published textbooks, and served as officers of national organizations. They taught in settlement houses and teacher-training institutions, developed music appreciation programs, and organized women’s symphony orchestras. After World War II, women continued their involvement in public school choral and instrumental music, developed new methodologies, conducted research, and published in academia. Howe’s study traces this evolution in the roles played by women educators in the American music education system, illuminating an area of research that has been ignored far too long. Women Music Educators in the United States: A History complements current histories of music education and supports undergraduate and graduate courses in the history of music, music education, American education, and women’s studies. It will interest not only musicologists, educational historians, and scholars of women’s studies, but music educators teaching in public and private schools and independent music teachers.
Author: Kate Fitzpatrick-Harnish Publisher: Oxford University Press ISBN: 0190238860 Category : Music Languages : en Pages : 161
Book Description
The prevailing discourse surrounding urban music education suggests the deficit-laden notion that urban school settings are "less than," rather than "different than," their counterparts. Through the lens of contextually-specific teaching, this book provides a counternarrative on urban music education that encourages urban music teachers to focus on the strengths of their students as their primary resource. Through a combination of research-based strategies and practical suggestions from the author's own experience teaching music in urban settings, the book highlights important issues for teachers to consider, such as culturally relevant pedagogy, the "opportunity gap," race, ethnicity, socioeconomic status, musical content, curricular change, music program development, student motivation, and strategies for finding inspiration and support. Throughout the book, the stories of five highly successful urban music teachers are highlighted, providing practical, real-world advice for music teachers across the domains of general, choral, band, and string music teaching. Recognizing that the term "urban" can encompass a wide variety of different school and community settings, this book challenges all teachers who work in under-served and under-resourced settings to take a critical look at their own music classroom and work to tailor their pedagogy to meet the particular needs of their students.
Author: Kenneth Lloyd Hoffman Jr.
Author: Kenneth Lloyd Hoffman Jr.
Author: Ryan M. Yahl
Author: Brad Alan Williamson
Author: Melanie Watson
Author: David A. Buchholz
Author: Carson Ross
Author: 
Author: Alan Gumm
Author: Sondra Wieland Howe
Author: Kate Fitzpatrick-Harnish