M.A.S.T.E.R.Ing The Art of Music Integration

2016 ◽  
pp. 51-64
Author(s):  
Timothy J. Duggan
Keyword(s):  
Author(s):  
Jennifer Potter

The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers ( N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.


2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Xiaojuan Chen

Music score are the carrier of musical works, and Chinese Opera is an important part of traditional Chinese folk music. The enduring transmission method of music is an oral tradition, and only a few operatic scores (such as Kunqu Opera, Peking Opera, etc.) have been published before 1949. It was only in the 1950s where the surge of music specialists in the workforce has initiated an effort to record operatic works, resulting in the publication of Chinese Opera and vocal music. After the 1980s, various operatic texts were found stacked on top of each other. In particular, during the Seventh Five-Year Plan key scientific research project of the National Philosophy and Social Sciences, the “Chinese Opera Music Integration” series was founded to compile a comprehensive collection of vocal scores from various operas. By creating a database, a large number of rich resources on opera music can be accessed when all of its information and classification are compiled into the database. By providing the function of searching and browsing some of the vocal scores and images online, its significance is not only limited to providing complete access to operatic works but also promotes the development of academic research in opera music.


1935 ◽  
Vol 22 (2) ◽  
pp. 53
Author(s):  
Will Earhart ◽  
Lilla Belle Pitts

2019 ◽  
Vol 37 (4) ◽  
pp. 608-621
Author(s):  
John Okley Egger

The author investigated the effects of a cooperative learning environment on the implementation of integrating music into core academic subjects. Using a quasi-experimental design, participants ( N = 59) were preservice generalist elementary and special education majors from four course sections of a required music methods course, where two course sections worked in a cooperative learning environment and two course sections worked individually. For six weeks, participants worked on a final project that integrated music into academic core subject lessons. At the conclusion of six weeks, each participant individually microtaught one lesson created from the music integration project. Additionally, participants completed an interest survey after the study was concluded. Results showed that participants in the cooperative learning group scored statistically significantly higher ( p < .05) on the music integration project, microteaching evaluations, and rated statistically significantly higher interest on their projects from the student interest survey. These results suggest that participants in the cooperative learning group produced work of a higher quality than participants in the control group and that the cooperative learning group also showed a higher level of interest in their own music integration projects.


Author(s):  
Kristin Harney

This chapter serves as a brief introduction to music integration and includes definitions and a review of best practices. An overview of the 2015 National Core Arts Standards provides a foundation for the standards-based lessons that teachers will encounter throughout the remaining chapters of the book. There are growing calls to foster self-expression, critical thinking, collaboration, and creativity in school settings, and music integration is a path for developing these skills. The challenge for teachers involved in the integration process is to teach interdisciplinary lessons that make meaningful connections between disciplines and do not compromise the integrity of either discipline. The final section of the chapter focuses on strategies that allow teachers to create their own lessons that integrate music with other areas of the elementary curriculum.


PLoS ONE ◽  
2015 ◽  
Vol 10 (12) ◽  
pp. e0144225 ◽  
Author(s):  
Salomi S. Asaridou ◽  
Peter Hagoort ◽  
James M. McQueen

2014 ◽  
Vol 56 (4) ◽  
pp. 902-933 ◽  
Author(s):  
Joshua Tucker

AbstractThis article uses commentary on and consumption of popular music as a lens to explore how Peruvian immigrants in Spain experience new notions of belonging and alterity as they tack between official Spanish discourses about difference and otherness and distinct notions of unity and sameness that circulate within the country's wider Latin American community. I examine the uneven, tentative emergence of a local Latino identity, and how this formation compares to the tenets that accrue to the formation found in the United States. I explain how the naturalization of this new and alien way of organizing national difference, in concert with native Spanish ideas about European modernity and the need to suppress ethnicitytout court, tends to marginalize distinctive experiences valued by indigenous and mestizo Peruvians from the country's Andean region. I show how they evade the homogenizing tendencies of Latino discourse, bypass native Spanish opposition to the very notion of deep difference, and seek out spaces for asserting difference. Considered also are challenges faced by a country that has undergone rapid and recent multicultural change, even as it seeks to become part of a European project that citizens view widely as an effort to transcend divisive particularity.


1939 ◽  
Vol 26 (1) ◽  
pp. 28-30
Author(s):  
Nelson M. Jansky
Keyword(s):  

2021 ◽  
pp. 002205742110250
Author(s):  
Jennifer L. Potter

The purpose of this pilot study was to investigate the effect of instruction differentiation in preventive classroom management strategies on preservice teachers’ selected behaviors. Results indicated no significant main effect for treatment condition, and significant main effects for lesson type and microteaching session. Findings indicated that preservice teachers benefited from extended practice in preventive classroom management strategies; however, longer microteaching sessions might be needed to provide more occasions to implement such strategies. With opportunities to practically apply classroom management skills within a university course, preservice teachers might enter their careers with more of a focus on proactive behavior management.


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