Pub Date : 2023-07-04DOI: 10.1177/27527646231185560
Jonathan Edan Dillon
Part-work is a skill through which an individual performs and maintains one musical part while another part is performed at the same time. Rich and varied part-work experiences feature prominently in the musical lives of children. Despite this, elementary general music teachers often frame part-work as a skill needed in the short term to perform specific concert repertoire or as a skill needed in preparation for future participation in choirs, bands, and orchestras. In this article, three vignettes involving part-work in general music are juxtaposed with vignettes involving part-work beyond school settings. These narratives are offered in an effort to reframe part-work pedagogy as a means of enabling personally meaningful engagements with and through music. Practical considerations of this reframing are explored using Georgia Newlin’s teaching sequences for part-singing development as a foundation.
part -work是一种个人在演奏和维持一个音乐部分的同时演奏另一个音乐部分的技能。丰富多样的兼职经历在孩子们的音乐生活中占有突出地位。尽管如此，小学普通音乐教师经常将部分工作定义为短期内执行特定音乐会曲目所需的技能，或为将来参加合唱团，乐队和管弦乐队所需要的技能。在这篇文章中，三个小插曲涉及兼职一般音乐与小插曲涉及兼职超出学校设置并列。这些叙述是为了重新构建兼职教学法，作为一种使个人有意义的接触和通过音乐的手段。以乔治亚·纽林的部分演唱发展的教学序列为基础，探讨了这种重构的实际考虑。
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Pub Date : 2023-06-29DOI: 10.1177/27527646231182095
Namhee Lim, Patricia Shehan Campbell
Energetic and electric, samulnori is a contemporary formalization of traditional Korean percussion music known as p’ungmul. A description will be offered of the music, and of key musician, Master Kim Duk Soo who has dedicated himself to the design and dissemination of this highly regarded genre. A learning pathway on Korean traditional samulnori, developed to encompass the five dimensions of World Music Pedagogy, is detailed, and resources and classroom adaptations of instruments are provided.
{"title":"Part 1: Learning Korean (Samulnori) Percussion: Pathway Through World Music Pedagogy","authors":"Namhee Lim, Patricia Shehan Campbell","doi":"10.1177/27527646231182095","DOIUrl":"https://doi.org/10.1177/27527646231182095","url":null,"abstract":"Energetic and electric, samulnori is a contemporary formalization of traditional Korean percussion music known as p’ungmul. A description will be offered of the music, and of key musician, Master Kim Duk Soo who has dedicated himself to the design and dissemination of this highly regarded genre. A learning pathway on Korean traditional samulnori, developed to encompass the five dimensions of World Music Pedagogy, is detailed, and resources and classroom adaptations of instruments are provided.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124063264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.1177/27527646231162806
Louise L. Anderson
Exploring authentic connections between the arts leads to a deeper understanding of artistic processes and prepares students for formulating connections in our increasingly interrelated world. Differentiated assessments allow students to demonstrate understanding through their choice of artistic media and work at their individual level increasing student motivation and engagement. Student peer-to-peer collaboration further enhances arts-infused activities by encouraging positive social interaction. This article provides step-by-step directions for how to create arts-infused activities and assessments in which multiple arts share common concepts.
{"title":"Connecting the Dots Through Arts-Infused Activities","authors":"Louise L. Anderson","doi":"10.1177/27527646231162806","DOIUrl":"https://doi.org/10.1177/27527646231162806","url":null,"abstract":"Exploring authentic connections between the arts leads to a deeper understanding of artistic processes and prepares students for formulating connections in our increasingly interrelated world. Differentiated assessments allow students to demonstrate understanding through their choice of artistic media and work at their individual level increasing student motivation and engagement. Student peer-to-peer collaboration further enhances arts-infused activities by encouraging positive social interaction. This article provides step-by-step directions for how to create arts-infused activities and assessments in which multiple arts share common concepts.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128933084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.1177/27527646231161578
R. Rajan
{"title":"Musical Springtime","authors":"R. Rajan","doi":"10.1177/27527646231161578","DOIUrl":"https://doi.org/10.1177/27527646231161578","url":null,"abstract":"","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124711992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.1177/27527646231163852
Timothy David Norman
In this column, I describe some free music notation software and web-based applications that general music educators may find useful.
在本专栏中，我将介绍一些免费的乐谱软件和基于网络的应用程序，一般音乐教育者可能会觉得它们很有用。
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Pub Date : 2023-04-01DOI: 10.1177/27527646231165160
R. Lyda
{"title":"From the Chair","authors":"R. Lyda","doi":"10.1177/27527646231165160","DOIUrl":"https://doi.org/10.1177/27527646231165160","url":null,"abstract":"","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126233268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.1177/27527646231162324
Mara E. Culp, V. Davis
The elementary music program is often most likely to include all students in the United States. As such, teachers have an opportunity to encourage lifelong musicianship and musical engagement. Researchers have reported, however, that children’s interest in school music activities declines over the elementary years, and general music teachers struggle to invigorate older students. This raises questions about the nature of school music and why some students lose interest or cease participating. Recently, teachers have sought to address student preferences through diverse offerings, such as popular music instruction and ensemble-focused music classes. Still, teachers cannot be sure they are addressing students’ interests without seeking students’ input. In this second article in our research-to-practice series, we demonstrate this process, sharing how we surveyed students in Grades 3 to 5 regarding their music class activity preferences. Understanding the activities children enjoy and tailoring experiences accordingly may help increase school music engagement and support children’s lifelong musicianship.
{"title":"Using Students’ Interests in General Music (Part 2): Exploratory Study of Upper Elementary Students’ Music Activity Interests","authors":"Mara E. Culp, V. Davis","doi":"10.1177/27527646231162324","DOIUrl":"https://doi.org/10.1177/27527646231162324","url":null,"abstract":"The elementary music program is often most likely to include all students in the United States. As such, teachers have an opportunity to encourage lifelong musicianship and musical engagement. Researchers have reported, however, that children’s interest in school music activities declines over the elementary years, and general music teachers struggle to invigorate older students. This raises questions about the nature of school music and why some students lose interest or cease participating. Recently, teachers have sought to address student preferences through diverse offerings, such as popular music instruction and ensemble-focused music classes. Still, teachers cannot be sure they are addressing students’ interests without seeking students’ input. In this second article in our research-to-practice series, we demonstrate this process, sharing how we surveyed students in Grades 3 to 5 regarding their music class activity preferences. Understanding the activities children enjoy and tailoring experiences accordingly may help increase school music engagement and support children’s lifelong musicianship.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116697798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.1177/27527646231162338
Chiao-Wei Liu
One of the enchanting powers of music is its ability to transcend language and culture and capture complex human experiences. But music, rather than a mere reflection of social reality, also constitutes within discursive practices and contributes to the social construction of gender and sexuality. By looking at two different examples of music works, I call attention to the social-political role music plays in our life. I argue that attending to the sociopolitical perspective of music is to understand how music traverses across lives (and materials) and creates different relationships with and among us. This is an attempt to better comprehend human experiences, through which, we may repair and recreate new relationships. I end this column with a few curriculum ideas.
{"title":"The Power of Music: But What Kind?","authors":"Chiao-Wei Liu","doi":"10.1177/27527646231162338","DOIUrl":"https://doi.org/10.1177/27527646231162338","url":null,"abstract":"One of the enchanting powers of music is its ability to transcend language and culture and capture complex human experiences. But music, rather than a mere reflection of social reality, also constitutes within discursive practices and contributes to the social construction of gender and sexuality. By looking at two different examples of music works, I call attention to the social-political role music plays in our life. I argue that attending to the sociopolitical perspective of music is to understand how music traverses across lives (and materials) and creates different relationships with and among us. This is an attempt to better comprehend human experiences, through which, we may repair and recreate new relationships. I end this column with a few curriculum ideas.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126642507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.1177/27527646231157675
Mara E. Culp, V. Davis
In U.S. music education, the elementary music program is the level most likely to include all students, before music becomes an elective choice in secondary schools. As students approach adolescence, however, their interest in general music may decline, particularly if they are not engaged in activities they find meaningful. Although past research suggests activities that upper elementary students may prefer, much U.S. research was completed over two decades ago. In this research-to-practice series, we demonstrate how teachers can structure activities for upper elementary (grades 3–5) students based on students’ preferences. In this first article, we briefly review previous scholarship related to elementary students’ music class interests as well as work that supports the idea of building relationships with students. Then, we present ideas to help teachers get to know learners’ preferences using different types of survey materials. Suggestions for understanding and conducting research are also provided for teachers interested in engaging in action research in their settings.
{"title":"Using Students’ Interests in General Music (Part 1): Getting to Know Learners and Conducting Research","authors":"Mara E. Culp, V. Davis","doi":"10.1177/27527646231157675","DOIUrl":"https://doi.org/10.1177/27527646231157675","url":null,"abstract":"In U.S. music education, the elementary music program is the level most likely to include all students, before music becomes an elective choice in secondary schools. As students approach adolescence, however, their interest in general music may decline, particularly if they are not engaged in activities they find meaningful. Although past research suggests activities that upper elementary students may prefer, much U.S. research was completed over two decades ago. In this research-to-practice series, we demonstrate how teachers can structure activities for upper elementary (grades 3–5) students based on students’ preferences. In this first article, we briefly review previous scholarship related to elementary students’ music class interests as well as work that supports the idea of building relationships with students. Then, we present ideas to help teachers get to know learners’ preferences using different types of survey materials. Suggestions for understanding and conducting research are also provided for teachers interested in engaging in action research in their settings.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130742012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.1177/27527646231154542
Sarin Williams
Although there is a consensus that it is important to teach jazz and the skill of improvisation inherent within it, many feel unprepared to do so. This article presents a simple way for beginners to improvise through the blues scale and harmonic progression at any present skill level in kindergarten through high school general music coursework. This practical method addresses the Creating pillar of the 2014 Music Standards while enhancing students’ and instructors’ musical skills and leadership skills, and presenting an avenue for live performance. Teachers and students alike can feel empowered to learn jazz improvisation with the “correct notes” provided through these friendly steps that I have been using in my own teaching for over 15 years.
{"title":"Easing Into Jazz Improvisation With the Blues","authors":"Sarin Williams","doi":"10.1177/27527646231154542","DOIUrl":"https://doi.org/10.1177/27527646231154542","url":null,"abstract":"Although there is a consensus that it is important to teach jazz and the skill of improvisation inherent within it, many feel unprepared to do so. This article presents a simple way for beginners to improvise through the blues scale and harmonic progression at any present skill level in kindergarten through high school general music coursework. This practical method addresses the Creating pillar of the 2014 Music Standards while enhancing students’ and instructors’ musical skills and leadership skills, and presenting an avenue for live performance. Teachers and students alike can feel empowered to learn jazz improvisation with the “correct notes” provided through these friendly steps that I have been using in my own teaching for over 15 years.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121786384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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