The objective of this composition was to provide a piece for concert band in a large form with the ultimate aim of submitting the number for publication for performance by a college, or good high school band, with the additional hope this number might eventually be included on a high school band contest list. With the thought of publication in mind, it was necessary to cross-cue certain parts and limit the technical scope of the composition.

Thesis (M.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Statement of the problem. The purpose of this study was (1) to determine the present practices of selected junior high school band programs in Massachusetts' cities between 5,000 and 25,000 population; (2) to identify corresponding practices advocated in the literature of music education; and (3) to evaluate findings by comparing with the recommendations of the music education profession. Sources of data. The sources of data used in this investigation include: (1) publications in music education, (2) unpublished theses and dissertations in music education, and (3) a questionnaire. Conclusions. The following conclusions were formulated from the findings of the inquiry: 1. Tests and consultations with homeroom teachers were helpful, but not necessary as a prerequisite in the selection of band members. 2. Demonstrations were a desirable means of stimulating student interest in music. 3. The three-month trial plan appeared to be the most popular rental plan offered to beginning pupils. 4. Parents were notified of the student's progress by special reports from the music department. Telephone conversations were a popular means of communication with parents. 5. The seventh grade level appeared to be best for the beginning of study on an instrument. 6. Students were usually allowed to select the instrument of their choice, although band directors made suggestions for balanced instrumentation. 7. Instruction books were not provided by the school. 8. Expensive and unusual instruments were provided by the school to selected youngsters, such as: oboes, alto and bass clarinets, tenor and baritone saxophones, bassoons, French horns, baritones, basses, and percussion equipment. 9. Uniforms were rarely found in the junior high schools. 10. Liost communi ties had a seven period day, with the average length of the period from forty-five to forty-eight minutes. 11. Most junior high school bands marched in parades and performed concerts in their own schools. Few school bands traveled to other communities. 12. The rotating schedule was seldom employed. 13. Private lessons after school hours was used often and highly recommended by the music supervisors. 14. Class lessons were seldom offered during the school day. 15. Dance bands most often rehearsed after school hours. / 2031-01-01

abstract: The purposes of this study were (a) to develop a reliable and valid measure of secondary student attitudes toward band teacher turnover using the Thurstone (1928) equal-appearing interval scale as a model, and (b) to administer this measurement tool to determine attitudes of high school band students toward teacher turnover. This procedure included collecting statements about an imagined teacher turnover from students in the population (N = 216) and having student judges (N = 95) sort the statements into eleven categories based on how positive, neutral, or negative, each statement was perceived. The judging results were then analyzed, and 29 statements were selected for inclusion in the final survey, which was completed by students (N = 521) from 10 randomly selected high schools in Arizona. Student responses were analyzed and compared by the independent variables of gender, grade level, and band teacher turnover experience, to determine if significant differences existed. Results indicated that the overall students' attitudes toward teacher turnover are neutral. One significant difference was found in the slightly positive attitudes of students in the year immediately following a band teacher turnover. This only lasts a year, as students in the second year of a teacher turnover were found to have comparable attitudes to students who have not experienced a new teacher transition. Findings also suggest seniors may have a different perspective than other students toward teacher turnover. / Dissertation/Thesis / Ph.D. Music Education 2011

The purpose of this study was to design a rehearsal method for presenting the historical and theoretical aspects of selected works for concert band. 1. 'What systematic approach can be designed for studying the historical aspects of a musical work? 2. What systematic approach can be designed for studying the theoretical aspects of a musical work? 3. What compositions can be used to demonstrate historical and theoretical elements? 4. What rehearsal method can be devised by applying the systematic approaches for studying historical and theoretical aspects to the selected works?

The instrumental composition of the band is an outgrowth of utilitarian improvisation. The well-developed percussion section, and the voluminous reed and brass sections are a carry-over from the Military, where the emphasis was on functional beating of time for marching. Mobility and volume sufficient for the accompaniment of troop movements were also necessary. Until recent times, the band existed only for functional matters, never as an independent and self-justifying medium with its purpose being a musical organization. Through the growth of military, professional, and school bands, the band of today has developed into a musical organization in its own right, which can perform almost anything in the technical range of composition.

Master of Music / Department of Music / Frank C. Tracz / The following document is research and analysis from the comprehensive examination question based on the Graduate Conducting Recital of Marcus L. Riegel. The recital, performed by the Chapman Middle School Sixth, Seventh, and Eighth Grade Bands, was given in the District Gymnasium at the Spring Arts Concert on April 22, 2008 at 7:00 pm. The repertoire included but was not exclusive to Bells of Freedom by David Gillingham, Rising Star by Samuel R. Hazo, Achilles’ Wrath by Sean O’Loughlin, Kenya Contrasts by William Himes, On the Wings of Swallows by Michael Sweeney, and Old Churches by Michael Colgrass. This document contains theoretical and historical analysis- and outlines the procedures of planning and performing the graduate conducting recital.

The purpose of this research was to establish a consensus on the type of music learning environment that affords the band student the greatest level of individual success. Both cooperative and competitive environments were examined. This project also investigated alternative methods for helping the low ability band student enjoy success in an instrumental music curriculum. Finally, the research identified teaching strategies for aiding the low ability student to be successful in a competitive learning environment. The research results do not conclusively reach a consensus about the teaching environment that affords band students the greatest amount of success. The majority of the band director respondents utilized a cooperative learning environment, with some competitive elements. This environment utilized many of the teaching-learning methods needed for success by the low ability band student. The needs of the low ability band student proposed in the research for certain instructional environments and strategies were supported by the responses of music educators to a questionnaire. It was discovered that while the low ability band student could enjoy group success, individual success was also important. It was determined that the band director could foster individual success by encouraging all students to do their best and to use teaching strategies, such as mastery learning, to aid the low ability band student. Specific strategies were suggested by the research and supported in the questionnaire results, which aid the low ability band student. Data indicated that providing students with extra help, including the use of peer tutors, helped students perform on the same level as their peers. Providing instruction in small units aided the low ability band students in mastering difficult passages of music. Seating the high and low ability music students next to each other enabled students to work together in class.

The public school of Vanderbilt, Texas is in the process of building a band. The steady growth of the band will depend upon a long-range planning program. It is the band director's aim to set up such a long-range plan to cover the five years from the 1947 school year and including the 1952 school year. The following chapters will cover most of the phases of the band's work, and that of the director's work, and his relation to the band and the community.

The purpose of this study was to determine changes necessary to cause Texas public school band programs to conform to a recommended standard.

No description available.