The purpose of this research is to compare the effects two different teaching techniques-rote and note--have upon high school chorus. Rote instruction involves teaching students who do not have music in front of them. Note instruction involves teaching students who do have music in front of them. The methodology counterbalanced two different high school choirs. Rote and note taught groups were taught four of the same 3-part SAB chorale settings type music. Two recordings were made of each song for each group - once after 30 minutes of instruction and second 24 hours later to test retention. Recordings were randomized and mastered onto CD and given to experts for evaluation. Across the board results were that rote taught groups scored higher than note taught groups on intonation, note accuracy and rhythm. This research does not recommend doing away entirely with note instruction. Rather, this research gives credence to rote as a valid music learning technique, often misunderstood because of the conflicting reports found in the professional literature.

The purpose of this study was to investigate the effects of two approaches to increasing academic achievement in reading and mathematics. One approach used a "structured parental support program" to enhance academic achievement in reading and mathematics. In this procedure, two different "parental programs" were tested. The second approach tested in this study was the effect of a "beginning instrumental music program" on a child's academic achievement in reading and mathematics. In addition, a survey of "Student Attitudes" concerning reading, mathematics, and instrumental beginning music lessons was administered. A questionnaire was sent to all parents involved in the study. The responses of the parents to the questions were used as a guide to improve future parental workshops. The setting was in Somerset, Massachusetts, using fourth and fifth grade students. The total fourth and fifth grade population was approximately 425 students. The sample was composed of 105 children whose parents responded affirmatively to a Parental Consent Form. The students were randomly assigned to one of four groups, based on their pre-math score. The findings in this study revealed that the parents in the study were committed to assisting their children with the homework assignments. The analyses of data revealed that the students in the "structured parental support program" did significantly better in their posttest reading and math scores than the students whose parents were not in the structured parental support program. Also, the data revealed that the students in the "beginning instrumental music lesson program" did significantly better in their posttest reading and math scores than the students not in the "beginning instrumental music lesson program." The findings are of immediate practical value to the people making decisions about school curriculum. This study reinforces research done on music and achievement, and parents and achievement.

Thesis (D.M.A.)--Boston University

Schools have to adjust to accommodate subjects that are 21st century appropriate in an already full curriculum. Educators feel overwhelmed and unequipped to handle all the expectations of the curriculum. Many are led to believe that Mathematics, Language and Music go hand in hand. There must be a more effective way to teach these three subjects, especially considering the biggest concern in education is always insufficient time. This study investigated the natural relationships between English, Mathematics and Life Skills in the Foundation Phase, to determine if true integration is viable. A document analysis was conducted to examine various curriculum documents including the National Curriculum, the National Protocol for Assessment Grade R – 3, and the CAPS document with the focus on Mathematics, English and Life Skills in the Foundation Phase. The findings include the potential for introducing integration of musical activities through similar topics as well as using various teaching and learning strategies that are able to construct deeper understanding. Considering the natural connections between subjects and themes, music activities can offer validity in the curriculum. / Dissertation (MMus (Music Education))-- University of Pretoria, 2020. / Music / MMus (Music Education) / Unrestricted

Music making is generally considered a creative activity; however, in performance ensembles, it is the conductor who makes most of the creative decisions. Many believe that creative thinking is strongest in music during composition. Leaders in the field of music education have continually articulated a vision for music education that includes a variety of ways to experience music including composition. Despite this broad vision of what music education should be in theory, in practice, American band programs have traditionally focused almost exclusively on the performance of the music of others. The purpose of this study was to examine an exemplary high school performance-based band program in which composition was taught as part of the curriculum and to determine the impact that composition had on stakeholders, including the teacher, students, and alumni. Data were collected from direct observation of ten composition lessons taught over the 2016–2017 school year, supporting documents, and interviews. Interview data came from guided conversations with various stakeholders including the band director, seven current students, and two alumni. Several themes for discussion were delineated from the data including the importance of early creative experiences, the practical application of composition, a lack of continuity between lessons, and the apparent benefits of composition in a band setting. Participants in this case reported enjoyment during composition activities, did not perceive that time spent composing compromised the band’s ability to perform, and also reported growth in their overall musical understanding, particularly in the role of listener. These themes highlight how composition and performance activities can be used in tandem to reinforce musical concepts and develop creative thinking in all music students.

Thesis (M. M.)--Boston University, 1980.

No description available.

No description available.

This study collected a representative sample of current grade 6-12 school orchestra directors' incorporation of alternative styles in the curriculum. It examined directors' repertoire selection process and their potential influence on student engagement, motivation, and retention, with a specific interest in alternative styles. Alternative styles in string education that are included in this study are contemporary pop, folk, bluegrass, rock, Irish fiddle, jazz, and world music. Participants were recruited in the study through two private Facebook groups for school orchestra directors (School Orchestra and String Teachers, and Orchestra Teachers) and two communities on Reddit pertaining to music teaching (r/MusicEd and r/MusicTeachers). This thesis explored the development of Western European art music for string instruments, how it became the dominant category of music in school orchestra curricula in the turn of the twentieth century, and particular challenges directors face when including alternative styles in the 6-12 string curriculum. This study analyzed District and State Music Performance Assessment (MPA) criteria and the Next Generation Sunshine State Standards (NGSSS) for the Arts in the state of Florida to see if there was evidence of the Western European art music canon in Florida's string curriculum at the 6-12 grade level. The music list accepted for MPA heavily skewed towards Western European art music, especially for higher ensemble classes: AF, AS, BF, and BS. A breakdown of these ensemble classifications is outlined further in this thesis. Despite this, most participants reported incorporating alternative styles in their respective programs, with some expressing reservations regarding difficulty of alternative styles of music and discomfort on the part of the director. Participants reported typical levels of enthusiasm from students when directors included alternative styles of music. Some reported specific factors that affect student enthusiasm, such as the arranger of the piece and their involvement in repertoire selection. This study includes a repertoire list of alternative styles of music recommended by its participants.

Purpose: The purpose of this study was to determine whether the status of the Elementary Special Music Teacher (ESMT) had changed during the 5 year period, 1966 to 1971 , and to identify possible pressures that had effects upon that change.