The purpose of this project was to create an original band composition, a five-movement suite, for upper high school and university-level ensembles that would provide students, teachers, and audiences an enjoyable experience. Along with the composition, Suite Forty-four, a series of exercises that present musical concepts from the first four movements of the work is also included. These exercises consist of warm-ups, melodic exercises, harmonic studies, articulation studies, rhythmic studies, style exercises with dynamics, intonation, and meter studies that are specific to each of the first four movements, and in some cases to the suite as a whole. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2019. / April 18, 2019. / Chandler Wilson, Concert Band, Musical Concepts, Music Education, Music Teacher, Warm-Ups / Includes bibliographical references. / Richard Clary, Professor Directing Dissertation; Leon Anderson, University Representative; D. Patrick Dunnigan, Committee Member; Clifford Madsen, Committee Member.

The purpose of this study was to assess the characteristics of music education in Jamaican public schools and to investigate possible inequalities in access to music education programs based on school level, school locale, and school enrollment. A questionnaire, gathering information on a broad range of educational factors related to the music programs and music teachers was sent to the 977 public schools in the country. Of the 320 schools that replied, 105 offered music programs. Follow-up interviews were conducted with 25 selected music teachers from schools with music programs. Schools were classified as elementary or secondary, rural or urban, and small or large. Music programs existed in approximately a third of public schools in Jamaica, mainly in secondary, urban, and large schools. Teachers in these groups were predominantly male and music specialists, while teachers in elementary, rural, and small schools were mainly classroom teachers, female, and had been teaching for significantly longer than their counterparts. Approximately 10% of teachers providing music instruction reported not having any formal training in music. Secondary, urban, and large schools had more choral programs and entered a higher number of pieces in competitions than their counterparts. Music examinations of the Caribbean Examination Council were done in only a few secondary schools and most students were successful. Respondents generally considered resources and facilities for music programs inadequate, and viewed colleagues, administration and parents as being supportive of music programs, but considered the national government to be unsupportive. Most teachers had not encountered students with disabilities in their music classes. This study is timely within the context of current initiatives in education in the country such as the Reform of Secondary Education program and the report by the Task Force on Educational Reform in Education. It is hoped that deficiencies will be addressed to continue the long tradition of a vibrant music culture in Jamaica, and to ensure access to high quality music programs for every child. / text

No description available.

No description available.

No description available.

No description available.

No description available.

This study examined the perceptions of music education students, professors, administrators and music teachers in the field with respect to the call for reform in Canadian music teacher training programs. The role that these various groups envision themselves having in this process was also investigated. Fifty-five subjects from the provinces of Quebec and Alberta responded to items on a written questionnaire. From within this subject pool, 19 subjects participated in a series of two interviews in order to gain further insight on various questionnaire items. Results demonstrated a moderate degree of similarity in responses from the stakeholder groups on numerous issues including the current status of music education programs, recommendations for future reform, and effective methods to enact such reforms. Results highlighted the need (a) to increase collaboration levels amongst all stakeholders involved in the process of music teacher training reform and (b) to better align the curriculum content of the university classroom with the needs of the teaching field. Implications for further practises are discussed.

This creative project consists of a twenty minute, sixteen millimeter film of children in grades one through six, creatively involved in the process of music making. It is a challenging music instruction which involves speech, movement, dance, singing, instrumental playing and symbolization in building the basic conceptual development. It is based on the philosophy and aims of Carl Orff of Germany, Zoltan Kodaly of Hungary, and the contributions of a number of American educators who have developed and adapted these methods for American children.In addition to specifying and demonstrating some of the innovative techniques involved in guiding children to the discovery of, and sensitivity to the basic elements of music, this project takes into consideration the natural development of the child as well as the natural order of the musical elements.

No description available.