Department: Music Education/Comprehensive Music Education ![[clear]](close-x.png "Remove this limiter")
13 matches in the database.
These are records: 1 - 13.
1.
Beebe, Marla.
Teaching and Rehearsal Behaviors of Instrumental Music Teachers.
Degree: MM, Music Education/Comprehensive Music Education, 2007, Bowling Green State University
► The purpose of this study was to examine teacher verbalizations in band…
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▼ The purpose of this study was to examine teacher verbalizations in band rehearsals. Three instrumental music teachers with two ensembles of different levels of playing experience were chosen as subjects. One rehearsal of each ensemble was recorded and divided into rehearsal frames. Using SCRIBE: Simple Computer Recording Interface for Behavioral Evaluation, data were collected relative to (a) aspects of music performance rehearsed, (b) sequence of instruction, (c) use of positive and negative feedback, (d) the effect of directives on student performance, and (e) articulation of performance problems in terms of instrumental technique or musical outcome. Primary attention was given to differences in teacher and student behavior depending on an ensemble’s level of playing experience. Results indicated that teacher modeling of targeted music passages led to substantial improvement in student performance. All directors described musical problems in terms of musical outcome more often than as change in physical behavior. Directives requesting change in physical behavior led to successful student performance more often than those requesting a change in musical outcome.
Advisors/Committee Members: Colprit, Elaine J.
Subjects: Education, Music
Keywords: teacher verbalizations; SCRIBE: Simple Computer Recording Interface for Behavioral Evaluation; aspects of music performance; sequence of instruction; positive and negative feedback; effect of directives
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2.
Bell, Jennifer L.
DETERMINING ELEMENTARY, MIDDLE, AND JUNIOR HIGH SCHOOL ORCHESTRA DIRECTORS' PRESENTATION SEQUENCE OF TECHNICAL SKILLS TO BEGINNING AND INTERMEDIATE STRING STUDENTS.
Degree: MM, Music Education/Comprehensive Music Education, 2007, Bowling Green State University
► The purpose of this study was to determine elementary, middle, and junior…
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▼ The purpose of this study was to determine elementary, middle, and junior high school orchestra directors’ presentation sequence of technical skills to beginning and intermediate string students. Surveys were distributed to 209 public school orchestra directors from Illinois (n = 57), Texas (n = 53), California (n = 51), and North Carolina (n = 48). A total of 60 teachers from Illinois, North Carolina, and Texas responded to the survey. Since only three teachers responded from California, data from this state were removed from analysis in order to allow for a more reasonable comparison among the other three states. The survey consisted of four sections: director profile, school profile, skills, and method books. Results of the director profile indicated that 76.7% of respondents were female, 55% have a masters degree, 50.85% play the violin, and 18.6% have taught for more than 25 years. School profile indicated that 51.72% of respondents teach at a middle school, 84.4% teach in a suburban setting, and 50% start their students on a string instrument in the sixth grade. The skills section of the survey asked respondents to supply data pertaining to nine technical skills for the developing string player: (a) placing the bow on the string for the first time, (b) note reading, (c) low second finger, (d) low first finger, (e) students tune their own instruments, (f) vibrato, (g) shifting (violin/viola), (h) shifting (cello), and (i) shifting (bass). Seven of these nine skills are currently introduced by 48.2% of directors in the sixth grade. The method books section of the survey indicated that Essential Elements was used by 86.67% of directors. Implications for music education included encouraging orchestra directors to introduce vibrato before high school. Suggestions for further research included compiling a handbook describing the effective teaching techniques orchestra directors use to teach the nine technical skills to their developing string players.
Advisors/Committee Members: Kantorski, Vincent J.
Subjects: Music; Education, Music
Keywords: elementary; middle school; junior high school; orchestra; orchestra directors; presentation sequence; technical skills; beginning string students; intermediate string students
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3.
Farmer, Sarah Michaelene.
A HANDBOOK PERTAINING TO MUSIC EDUCATORS' STRESS MANAGEMENT, PHYSICAL ACTIVITY, AND NUTRITION.
Degree: MM, Music Education/Comprehensive Music Education, 2006, Bowling Green State University
► The purpose of this study was to write a handbook pertaining to…
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▼ The purpose of this study was to write a handbook pertaining to music educators’ stress management, physical activity, and nutrition. In order to obtain information to include in the handbook, I designed a survey that was completed online by nine inservice ensemble directors. Specifically, among the two male and seven female respondents, three were band directors, three were orchestra directors, and three were choir directors. In each musical area, the director was selected based upon his or her primary level of teaching in either elementary, middle school, or high school, as well as years of teaching experience. The survey had six sections: (a) demographics, (b) stress management, (c) physical activity, (d) nutrition, (e) influences, and (f) general questions. The handbook I wrote, which is based upon the results of the survey, is presented as an Appendix and can be read independently of the thesis. It is divided into seven sections: (a) introduction, which compares the emphasis placed upon physical activity in ancient Greece, as described by Socrates and Plato, with today's physical education requirements in high school and college curriculums; (b) components of the survey; (c) stress management; (d) physical activity; (e) nutrition; (f) general questions; and (g) conclusion.
Advisors/Committee Members: Kantorski, Vincent J.
Subjects: Music
Keywords: Stress management; music; education; physical activity; nutrition
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4.
Lowther, Gail Elizabeth.
A Comparison of the United States' National Music Standards and England's National Music Curriculum.
Degree: MM, Music Education/Comprehensive Music Education, 2010, Bowling Green State University
► The purpose of this study was to compare the National Music Standards…
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▼ The purpose of this study was to compare the National Music Standards of the United States with the National Music Curriculum of England. Accordingly, I researched the history of standards-based reforms in education and the arts in the United States and England, beginning with the changes in each country's national education policy as the result of World War II and culminating with the development of the American National Standards for the Arts and the English National Music Curriculum. Furthermore, I analyzed the National Music Standards and the National Music Curriculum and compared the documents' organization, components, and specified goals for student achievement in music. In comparing the two documents, I determined that the American National Music Standards and the English National Music Curriculum include almost the same list of knowledge and skills for elementary and secondary music study. However, whereas the National Music Standards focus on developing high levels of performance skills, the National Music Curriculum concentrates more on helping students understand and invoke the expressive potential of music. The differences between the two documents suggest possible implications for American music educators, such as incorporating more opportunities for creative musical expression through performance and composition, using invented or graphic notation systems, and applying personal and/or peer evaluation of students'compositions or performances to facilitate student improvement.
Advisors/Committee Members: Kantorski, Vincent J.
Subjects: Music education
Keywords: Music education; United States; England; National Standards; National Curriculum; Standards-based reform; National education policy
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5.
Lucas, Jennifer R.
Attempting to Develop Healthy Self-Esteem Through Public Demonstrations of Musical Competence: Debunking Misconceptions and Calling for Value-Based Enhancement Programs.
Degree: MM, Music Education/Comprehensive Music Education, 2008, Bowling Green State University
► The purpose of this study was to determine the effect of a…
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▼ The purpose of this study was to determine the effect of a music-based intervention program on the self-esteem levels of elementary students. All subjects in the control andtreatment groups were pretested with Harter's (1985) self-perception profile for children, What I Am Like. After a ten-week intervention with the treatment group, all subjects were posttested with the same survey. The quantitative results showed that mean gains in perceptions of global self-worth, scholastic competence, social acceptance, athletic competence, physical appearance, or behavioral conduct could not be explained by participation in the musical treatment group. However, in semi-structured interviews, twenty of the twenty-one members of the treatment group reported valuing their participation in the intervention, and some individuals in both the treatment and control groups experienced gains in global self-worth and/or other dimensions of self-esteem from pretest to posttest. These results suggest that self-esteem intervention programs may need to be individualized based on a person's self-esteem strengths and weaknesses, or that interventions may need to be administered to groups with common interests and values in order to be effective.
Advisors/Committee Members: Eastlund Gromko, Joyce.
Subjects: Music; Music education; Psychology
Keywords: self-esteem; self-esteem enhancement; music; music education; musical competence
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6.
Messerli, Andrew P.
High School Band Directors’ Sound Exposure Levels Relative to the Occupational Safety and Health Administration (OSHA) Workplace Standards.
Degree: MM, Music Education/Comprehensive Music Education, 2008, Bowling Green State University
► The purpose of this study was to determine high school band directors’…
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▼ The purpose of this study was to determine high school band directors’ soundexposure levels relative to the Occupational Safety and Health Administration (OSHA) workplace standards. Subjects for this study were four band directors from northwest Ohio and east central Illinois. Two directors regularly rehearsed in non-acoustically treated facilities, and two regularly rehearsed in facilities that have received acoustic treatments. Data were collected in the fall and early spring semesters of the 2007-2008 school year using Larson Davis Spark 706RC Personal Noise Dosimeters, devices used to measure and calculate decibel exposure. Measurement times and ensemble samples varied depending on the subject’s schedule. Two dose parameters on the dosimeters were set to correlate to the OSHA (Occupational Safety and Health Administration) standards for permissible exposure limits (PEL) and hearing conservation (HC) limits, and a third to the ACGIH (American Conference of Governmental Industrial Hygienists) threshold limit value (TLV) standard for noise exposure. Results showed that each director experienced decibel levels that would either make them eligible, or very close to eligible, for a hearing conservation program. Implications for music education included that directors should strongly consider wearing musicians’ earplugs during rehearsals. Directors should also try to determine their own decibel exposure levels through the use of noise dosimeters or decibel meters to determine their need or eligibility for a hearing conservation program. Suggestions for further research included comparing how well directors hear various aspects of musical ensembles both with and without musicians’ earplugs.
Advisors/Committee Members: Moss, Bruce.
Subjects: Fine Arts; Music; Music education; Occupational safety
Keywords: Band; Band Directors; Noise; Noise Exposure; Sound; Sound Exposure; OSHA; NIOSH; ACGIH; NIHL; Hearing Loss
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7.
Oshaben, Nathaniel John.
Identification of the Characteristics of Highly Challenging and Educational Percussion Parts in Selected Intermediate School Band Literature.
Degree: MM, Music Education/Comprehensive Music Education, 2008, Bowling Green State University
► The purpose of this study was to identify the characteristics of highly…
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▼ The purpose of this study was to identify the characteristics of highly challenging and educational percussion parts in selected intermediate school band literature. The term intermediate referred to the level between the second and fourth year of a percussion student's training in grades six through eight. Fifteen intermediate and high school band directors completed a survey that asked them to rank at least five pieces of intermediate school band literature of their choice that they thought contained highly challenging and educational percussion parts and to indicate the title, composer, publisher, and musical grade level of each piece. The directors suggested a total of 89 pieces of literature. Ten of these pieces were suggested by more than one director. The composer suggested most often was David Shaffer, followed by James Swearingen and Robert W. Smith. The publisher suggested most often was C. L. Barnhouse, with 20 (22.47%) of the 89 pieces. The musical grade levels ranged from grade 1 to 4, but nearly half (44.94%) were either grade 2 or 2.5 levels. Each of the 15 band directors suggested a different top choice. I analyzed the percussion parts of these 15 top choice pieces and grouped the challenges within each piece into the following categories: (a) Technical Challenges, (b) Rhythmical Challenges, (c) Ensemble Challenges, and (d) Musical Challenges. Based upon these categorizations, it seems that intermediate band directors should consider the following when selecting music that will challenge their band's percussion section: (a) snare drum parts with rudimental writing and complex rhythmic patterns; (b) mallet parts with scale based playing, arpeggios, accidentals, and double stops in several key signatures; (c) timpani parts that allow the practice of tuning; (d) the inclusion of secondary, non-traditional, and world percussion instruments; and (e) a variety of tempos, musical effects, and exposed playing.
Advisors/Committee Members: Kantorski, Dr. Vincent.
Subjects: Music; Music education
Keywords: Percussion; band; literature; intermediate; challenging
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8.
Paschall, Shannon Suzanne.
A REVIEW OF BEGINNING BAND METHOD BOOKS FOR INCLUSION OF COMPREHENSIVE MUSICIANSHIP AND ADHERENCE TO THE NATIONAL STANDARDS FOR MUSIC EDUCATION.
Degree: MM, Music Education/Comprehensive Music Education, 2006, Bowling Green State University
► The purpose of this study was to review five beginning band methods…
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▼ The purpose of this study was to review five beginning band methods for inclusion of comprehensive musicianship and adherence to the National Standards for Music Education. Band Expressions (Smith and Smith, 2003), Essential Elements 2000 Plus DVD (Lautzenheiser et. al., 2004), Standard of Excellence: Enhanced Comprehensive Band Method (Pearson, 2004), The Yamaha Advantage: Musicianship from Day One (Clark and Feldstein, 2001), and Accent on Achievement (O’Reilly and Williams, 1997) were reviewed for inclusion of items, topics, and musical skills that each should address according to the National Standards for Music Education as well as books, articles, and studies on comprehensive musicianship. The number of times each band method addresses a topic cited as a standard in the National Standards and/or included in comprehensive musicianship was charted. While all five band methods assist directors in providing comprehensive instruction and adhering to the National Standards, only Band Expressions integrates all of the topics reviewed in this thesis into the band method.
Advisors/Committee Members: Kenneth Thompson, Kevin Schempf.
Keywords: beginning band methods; band method; beginning band books; National Standards; Comprehensive musicianship
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9.
Shifflet, Brian R.
A History of Ten Influential Women in Music Education 1885-1997.
Degree: MM, Music Education/Comprehensive Music Education, 2007, Bowling Green State University
► The purpose of this study was to write a history of ten…
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▼ The purpose of this study was to write a history of ten influential women in music education between 1885 and 1997. The ten women in this study were grouped as (a) Founders of Schools of Music: Clara Baur (1835-1912), Mary Louis Curtis Bok (1876- 1970), Julia Crane (1855-1923); (b) MENC Presidents: MaBelle Glenn (1881-1969), Lilla Belle Pitts (1884-1970), and Marguerite Hood (1903-1992); and (c) Innovative Music Educators: Weenona Poindexter (1872-1952), Elizabeth Green (1925-1995), Eunice Boardman, Mary Henderson Palmer (b. 1944). I gathered primary sources from the College-Conservatory of Music of the University of Cincinnati, The Cincinnati Public Library, The Bentley Historical Library at the University of Michigan, the Gant Library at the Mississippi State University for Women, and the Music Educators National Conference Historical Center. I obtained secondary sources through interlibrary loan, OHIOLink, the Oberlin Conservatory of Music, and the Crane School of Music in Potsdam, New York. Implications for music education included (a) the ten women in this thesis can all serve as role models for future and practicing music educators; (b) since these women do not appear to be sufficiently represented in current music education history texts, it seems that biographies of them should be included in graduate or undergraduate music education courses; and (c) the importance of including these women in middle school or high school general music curricula, perhaps most appropriately during Women’s history month in March. Suggestions for further research included acquiring more in-depth information about some of the women in this study, especially Mary Curtis Bok and Marguerite Hood, who appear to have had very little research done about them. Also, additional research on women not included in this study who have made important contributions to music education seems warranted.
Advisors/Committee Members: Kantorski, Vincent.
Subjects: Education, Music
Keywords: WOMEN IN MUSIC EDUCATION
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10.
Terban, Jessica L.
Strategies Used by Women High School Band Directors to Meet the Challenge of Balancing Career and Family.
Degree: MM, Music Education/Comprehensive Music Education, 2011, Bowling Green State University
► The lack of women band directors, especially at the high school and…
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▼ The lack of women band directors, especially at the high school and collegiate levels, is an area of concern for music educators. Previous research has identified balancing career and family responsibilities as a challenge for professional women, and a possible factor in the inequality of men and women in the band directing profession. The purpose of the study was to investigate strategies used by women high school band directors to meet the challenge of balancing career and family. College band directors in Michigan and Ohio nominated women high school band directors based on the following criteria, (a) female, (b) current or former high school band director in Michigan or Ohio, (c) married or divorced, and/or caregiver of a child during the period of employment as a high school band director. Semi-structured, open-ended live interviews were conducted with four women exhibiting a range of experiences with balancing a career as a high school band director and family responsibilities. Interviews were recorded and subsequently transcribed. The analysis initially focused on issues presented in previous research, such as spousal support, childcare methods, time management, and family and career planning and was further guided by the interview of each subject allowing the researcher to identify challenges and strategies related to balancing a career as a band director and family responsibilities. Analysis and coding of data within and across cases revealed challenges and strategies commonly related to a theme of time. Participants reported challenges and strategies related to the time requirements of the high school band director position and parenting. Numerous afterschool and weekend commitments contributed to participants' emotional distress and guilt from being separated from their children, maintaining personal relationships, and difficulty staying healthy. Strategies used by participants to cope with their time commitments included: relying on their spouses for support; depending on family, friends, and daycare providers for quality childcare; setting priorities; scheduling meticulously; and living near their families and schools. Identifying strategies used to meet the challenge of balancing a career as a band director and family responsibilities may benefit women who desire to achieve their professional goal of becoming a successful high school band director and personal goal of having a family.
Advisors/Committee Members: Menard, Elizabeth A.
Subjects: Gender; Gender Studies; Music; Music Education
Keywords: music education; women band directors; high school band directors; college band directors; career and family; challenges; strategies
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11.
Townsend, Jacqueline K.
A Comparative Performance Analysis of “Undertow” and “Xerxes” by John Mackey.
Degree: MM, Music Education/Comprehensive Music Education, 2011, Bowling Green State University
► The purpose of this study was to complete a performance analysis of…
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▼ The purpose of this study was to complete a performance analysis of two recent compositions for young band by John Mackey: Undertow and Xerxes. The performance analysis of each work included program notes, historical and programmatic background material, theoretical analysis, technical considerations for rehearsal and performance, and conducting challenges. Descriptions and analyses serve to support the view that these pieces are high quality and also consider pedagogical issues. Additionally, idiomatic compositional characteristics of the composer were examined, giving insight to the composer’s compositional style. The methods described in this study were done in a way that could easily be applied to any piece of band literature, yielding a more in-depth musical understanding, and allowing for a basis to determine quality. The results of the analyses have been beneficial in providing a deeper understanding of the pieces, which in turn allows for a better foundation from which to teach – a concept that can be applicable to all music. Another aspect of this study included the investigation of the commissioning component of band repertoire and how it affects the quality of literature available to younger, less experienced wind bands. Both Undertow and Xerxes were commissioned by public schools, however the limit of technical skills needed to cater to these groups doesn’t seem to affect the quality of the works. Other composers can and have been writing quality pieces for young band in addition to John Mackey, resulting in a significant amount of high quality music that has greatly benefitted the developing musicians in public schools today.
Advisors/Committee Members: Thompson, Dr. Kenneth W.
Subjects: Music; Music Education
Keywords: Performance analysis; John Mackey; Undertow; Xerxes
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12.
Wiemken, Patricia E.
A Comparison of Structured Versus Unstructured Composition Tasks as Assessments of First Grade Children’s Understanding of ABA Form and Rhythmic and Timbre Differences.
Degree: MM, Music Education/Comprehensive Music Education, 2007, Bowling Green State University
► The purpose of this study was to examine the efficacy of unstructured…
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▼ The purpose of this study was to examine the efficacy of unstructured composition tasks versus structured composition tasks in first grade students’ understanding of ABA form and rhythmic and timbre differences. Subjects in this study were first grade students from a rural elementary school in the midwestern United States. Subjects were randomly assigned to one of two groups. Subjects were asked to compose a song in three sections with the first and third sections being exactly alike. The structured group learned a shark poem and those subjects were asked to create their own shark composition. The structured group had two white pieces of paper with a piece of red paper in the middle to represent the B section. The unstructured group had three white pieces of paper. The unstructured group simply received instructions to compose a song in three sections with the first and third sections being exactly alike. The students had five minutes to compose their songs and then their final compositions were videotaped. Three elementary music teachers served as judges and scored the compositions. The results showed that groups (structured vs. unstructured) differed in their ability to compose a piece in ABA form that demonstrated their understanding of rhythmic and timbre differences, t(28) = -2.09, p < .05. The unstructured group more effectively utilized ABA form and demonstrated greater understanding of rhythmic and timbre differences in their compositions.
Advisors/Committee Members: Sugden, Nancy.
Subjects: Education, Music
Keywords: music; composition; children; ABA form; timbre; rhythm
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13.
Wright, Courtney Nicole.
Assessment and Grading Practices of Exemplary High School Concert Band Directors.
Degree: MM, Music Education/Comprehensive Music Education, 2008, Bowling Green State University
► The purpose of this study was to examine the assessment and grading…
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▼ The purpose of this study was to examine the assessment and grading practices of exemplary high school concert band directors and to determine if similar methods are used in these successful programs. Eighty-nine band directors from Kentucky and Ohio began a survey consisting of open- and closed-ended questions concerning their grading and assessment practices. The majority of respondents were male and averaged 15.8 years of teaching experience in band. Results of this survey show that directors of exemplary bands from both states use very similar grading and assessment practices. Attendance and participation were given as the highest weighted criterion when determining grades. Other methods such as performance attendance, sectionals, and auditions were said to affect grading and assessments. It could be said that these practices are sufficient because of the high level of achievement in their ensembles.
Advisors/Committee Members: Hayward, Carol.
Subjects: Education; Fine Arts; Music; Music education; Secondary education; Teaching
Keywords: music, music education, band, assessment, grading, high school, education
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