Achieving Musical Success in the String Classroom

2019 ◽  
Author(s):  
Karel Butz
Keyword(s):  
Classroom Teacher ◽  
Skills Assessment ◽  
Aural Skills ◽  
Pedagogical Approach ◽  
Sequential Approach ◽  
Advanced Level ◽  
Rehearsal Strategies ◽  
Left And Right ◽  
High Level ◽  
Assessment Procedures

Achieving Musical Success in the String Classroom describes the author’s pragmatic pedagogical approach toward developing complete musicianship in beginning through advanced-level string players by incorporating the ideas of Mimi Zweig, Paul Rolland, and Shinichi Suzuki. The author’s philosophical assumptions are explained in regard to the structure and purpose of string teaching contributing to a high level of musical artistry among students. Introductory through advanced string concepts relating to instrument setup, posture, left- and right-hand development, music theory, aural skills, assessment procedures, imagery in playing, the development of individual practice and ensemble skills, and effective rehearsal strategies are explained in a sequential approach that benefits the classroom teacher and student. In addition, several score examples, sample lesson plans, and grading rubrics, as well as videos of the author demonstrating his pedagogical ideas and techniques with musicians, are included.

Intermediate-Advanced Level—Part 2

2019 ◽  
pp. 203-222
Author(s):  
Karel Butz
Keyword(s):  
Body Movement ◽  
Harmonic Structure ◽  
Advanced Level ◽  
Right Hand ◽  
Hand Eye Coordination ◽  
Left And Right ◽  
Hand Coordination

The chapter provides several rehearsal concepts that develop stronger rhythmic precision and phrasing concepts within the intermediate-advanced orchestra. Rhythmic precision depends the students’ ability to cognitively interpret and intrinsically feel the rhythmic notation correctly, as well as the students’ ability to maneuver the bow in such a way that the articulation is rhythmically precise. The author discusses ensemble development activities designed to promote better intrinsic pulse, hand-eye coordination with the bow, leadership, listening, and left- and right-hand coordination. In addition, the chapter discusses how beautiful phrasing is developed by listening, singing, using imagery, identifying harmonic structure, and incorporating body movement.

Beginning Rhythm Section

2019 ◽  
pp. 77-92
Author(s):  
Chad West ◽  
C. Michael Palmer ◽  
Michael Grace ◽  
Daniel Fabricius
Keyword(s):  
Concert Band ◽  
Drum Set ◽  
Sequential Approach ◽  
Rehearsal Strategies ◽  
Approach To Teaching ◽  
First Time

How does one take a concert band snare drummer, classically trained pianist, orchestral bass player, and self-taught guitar player and turn them into a jazz rhythm section? The drummer has never had so many drums and cymbals to worry about, the pianist may be playing with a group for the very first time, the bass player has to learn to “walk” a bass line, and the guitar player has to play in foreign keys. This chapter addresses the teaching of the rhythm section with regard to (a) rhythm section notation, (b) bass, (c) piano, (d) guitar, (e) drum set, (f) auxiliary instruments, and (g) rhythm section rehearsal strategies. It presents a sequential approach to teaching the beginning rhythm section: (a) walking bass lines, (b) voicing chords, (c) comping patterns, (d) playing setups and fills, and (e) interpreting and realizing instrument-specific rhythm section notation markings.

scholarly journals Creating Motivational Language Learning Experiences during the “Critical Period”

2019 ◽  
Vol 11 (3) ◽  
pp. 26
Author(s):  
Junqing Jia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Critical Period ◽  
Domain Knowledge ◽  
Advanced Level ◽  
Domain Specific ◽  
Language Learning Motivation ◽  
Domain Expertise ◽  
High Level

Few studies have touched upon language learning motivation of advanced-level learners of Chinese, even fewer have proposed a pedagogical framework to understand and create motivational pathways. This paper aims to fill the gap by addressing a critical period of foreign language training where students are transforming from learning the foreign language to learning domain knowledge in the foreign language. Having drawn upon Confucian concepts and contextualized curricular examples, this paper proposes a framework suggesting that learners at this stage experience a less discussed psychological complexity due to their high level of language proficiency and lack of multilingual domain capacities. They are also gradually transforming into autonomous language users who expand their social milieu through demonstrating domain expertise. As such, the pedagogical implications place an emphasis on helping advanced-level Chinese learners to establish domain-specific vision and linguistic capability so that they can perform in multicultural contexts. In particular, motivational pathways during this stage should be constructed to encourage learners to constantly reflect on their recent past self and establish visions of the future one.

scholarly journals Environmental impact assessment procedures for projects in marine environment – evaluation analysis

Pomorstvo ◽  
2020 ◽  
Vol 34 (1) ◽  
pp. 65-73
Author(s):  
Lidija Runko Luttenberger ◽  
Jadranka Matić ◽  
Draga Mihelić ◽  
Nikola Mandić
Keyword(s):  
Environmental Impact ◽  
Impact Assessment ◽  
Environmental Impact Assessment ◽  
Marine Environment ◽  
Expert Committee ◽  
Environment Protection ◽  
Negative Impacts ◽  
High Level ◽  
Assessment Procedures ◽  
Fish And Shellfish

Appropriately high level of marine environment protection implies taking the measures of prudence, precaution, reasonable and rational use of marine natural resources, and that is achieved also through the assessment of potential significant negative impacts at the early stage of planning of a particular project. Marine fish and shellfish farms, marine ports, minerals exploitation, shore nourishment, seabed deepening and drying, construction in and at the sea and other projects in marine environment are subject to implementation of environmental impact assessment and screening projects based on environmental reports. The description of main features of technological processes of planned projects and their impact on marine environment constitute an integral part of environmental reports, as technical baselines for assessing potential significant negative impacts. In order to prevent pollution, pursuant to law provisions, it is necessary to apply technologies that are most efficient for achieving high level of marine environment protection. In assessing at the planning stage whether most acceptable technologies are used, consultative expert committee consisting of scientists and professionals is engaged in environmental impact assessment procedures. Paper analyses the parts of environmental reports describing technological procedures and proposes the methods of upgrading their quality by involving experts and scientists in examining thereof.

scholarly journals The 1998 Year 12 English Study Design Trial: A Standards-Based Alternative to Unit Standards

1998 ◽  
Author(s):  
Terry Locke ◽  
Cedric Hall
Keyword(s):  
Student Satisfaction ◽  
Study Design ◽  
Standard System ◽  
Design Team ◽  
Simple Modification ◽  
Unit Standards ◽  
High Level ◽  
Assessment Procedures ◽  
Unit Standard ◽  
Development Group

This paper provides an outline of the development and trialling during 1998 of the English Study Design (ESD), a standards-based programme in Year 12 English adopted by 13 secondary schools in Auckland, Christchurch and Otago-Southland. The programme was developed as an alternative to the unit standard system which the design team considered to be flawed on both pedagogical and administrative grounds. This paper reports on the structure and organisation of the ESD programme, its design philosophy, the assessment procedures employed, the results of the evaluation, and the implications of all of these for the Government’s Achievement 2001 initiative. The results of the evaluation show a high level of support for the programme by teachers, but variation between schools in student satisfaction ratings. Of particular significance to the Ministry’s Qualifications Development Group are the highly favourable ratings (100% satisfaction) in respect of teacher workloads and administrative manageability. The writers conclude by cautioning against the view that a simple modification of unit standards is all that is needed in order to overcome the shortcomings of the existing system.

scholarly journals Party Control, Party Competition and Public Service Performance

2012 ◽  
Vol 42 (3) ◽  
pp. 641-660 ◽  
Author(s):  
George A. Boyne ◽  
Oliver James ◽  
Peter John ◽  
Nicolai Petrovsky
Keyword(s):  
Public Service ◽  
Local Governments ◽  
Mixed Model ◽  
Party Competition ◽  
Service Performance ◽  
Right Wing ◽  
Party Control ◽  
Left And Right ◽  
And Performance ◽  
High Level

This article assesses party effects on the performance of public services. A policy-seeking model, hypothesizing that left and right party control affects performance, and an instrumental model, where all parties strive to raise performance, are presented. The framework also suggests a mixed model in which party effects are contingent on party competition, with parties raising performance as increasing party competition places their control of government at increasing risk. These models are tested against panel data on English local governments’ party control and public service performance. The results question the traditional account of left and right parties, showing a positive relationship between right-wing party control and performance that is contingent on a sufficiently high level of party competition. The findings suggest left–right models should be reframed for the contemporary context.

The Validation of Weld Residual Stresses for Use in Structural Integrity Assessment

2011 ◽  
Vol 70 ◽  
pp. 297-302 ◽  
Author(s):  
Steve K. Bate ◽  
P. John Bouchard
Keyword(s):  
Residual Stress ◽  
Finite Element ◽  
Residual Stresses ◽  
Structural Integrity ◽  
Measurement Techniques ◽  
Element Analysis ◽  
Integrity Assessment ◽  
Modelling Techniques ◽  
High Level ◽  
Assessment Procedures

The continued safe and reliable operation of plant invariably has to consider the assessment of defects in welded structural components. This requires some estimate of the residual stresses that have developed during the welding fabrication process. For as-welded structures these stresses can be of yield magnitude. Engineering critical assessment procedures such as R6, BS 7910, FITNET and API 579-1 provide simplified estimates, bounding profiles or advice on detailed analysis or measurement which can be applied to provide conservative estimates of the remaining life of plant. The use of finite element analysis (FEA) is being applied more frequently to predict residual stresses in welded components for assessment purposes. This calculation involves complex non-linear analyses with many assumptions. As a consequence, the accuracy and reliability of solutions is variable. In order to improve the consistency of weld modelling, and hence the accuracy and confidence in their use, a set of Guidelines covering the calculation of residual stresses have been developed. The residual stress calculations need to be validated before the results can be used in assessments and guidance on how to demonstrate the required standard of validation proof is provided with these Guidelines. The level of validation required, depends on the problem being solved and the sensitivity of the assessment to the presence of residual stress. For example a high level of validation may be required for assessments of safety critical plant. To support these calculations, measurements are required and a series of ‘Weld Residual Stress Benchmarks’, describing welded mock-ups which have been measured using various measurement techniques, are being collated which the users can then refer to when validating their finite element modelling techniques and thus provide a greater confidence in the predicted results.

scholarly journals 2475 The leveling of clinical research competencies

2018 ◽  
Vol 2 (S1) ◽  
pp. 61-61
Author(s):  
Carolynn T. Jones ◽  
Rebecca N. Brouwer ◽  
Carmen E. Aldinger ◽  
Robert Kolb ◽  
William Gluck ◽  
...  
Keyword(s):  
Clinical Research ◽  
Workforce Development ◽  
Professional Associations ◽  
Advanced Level ◽  
Content Expert ◽  
Research Competencies ◽  
Study Population ◽  
High Level ◽  
International Clinical Research ◽  
And Training

OBJECTIVES/SPECIFIC AIMS: Objectives/goals: Describe the process used to develop leveled competencies and associated examples. Discuss the final leveled competencies and their potential use in clinical research professional workforce initiatives. METHODS/STUDY POPULATION: The revised JTFCTC Framework 2.0 has 51 competency statements, representing 8 domains. Each competency statement has now been refined to delineate fundamental, skilled or advanced levels of knowledge and capability. Typically, the fundamental level describes the competency for a professional that requires some coaching and oversight, but is able to understand and identify basic concepts. The skilled level of the competency reflects the professional’s solid understanding of the competency and use of the information to take action independently in most situations. The advanced level embodies high level thinking, problem solving, and the ability to guide others in the competency. The process for developing both the three levels and examples involved 5 workgroups, each chaired by a content expert and comprising of national/international clinical research experts, including representatives from research sites, professional associations, government, and industry and academic sponsors. RESULTS/ANTICIPATED RESULTS: The committee developed 51 specific competencies arrayed across 3 levels and examples of each to demonstrate an appropriate application of the competency. The competencies and examples, and potential utilization, will be described. DISCUSSION/SIGNIFICANCE OF IMPACT: The use of competencies in the context of workforce development and training initiatives is helping to create standards for the clinical research profession. These leveled competencies allow for an important refinement to the standards that can be used to enhance the quality and safety of the clinical research enterprise and guide workforce development.

scholarly journals The Status of Natural Scientific Education and its Relationship with Exam Systems

2020 ◽  
Vol 10 (5) ◽  
pp. 77
Author(s):  
Istvan Simonics ◽  
Andrea Hetzl
Keyword(s):  
Natural Science ◽  
Core Curriculum ◽  
Promising Result ◽  
Final Examination ◽  
Examination System ◽  
Final Exam ◽  
Student Centered ◽  
Advanced Level ◽  
Teaching Learning ◽  
High Level

According to international surveys (PISA, TIMSS), the mathematical and natural science test results of the Hungarian students have been steadily declining. The number of those who are affected by school dropouts is high. The present educational methods are not able to prepare the students properly for measures requiring application-oriented knowledge. In the hierarchy, natural science subjects are considered to be the least popular and significant ones among students. Compared to the 1970s and 80s, the natural sciences have become the ’great losing side’ due to the lessons’ number changes of the consecutive Nation-al Core Curriculum. The low lesson number is not in balance with the huge amount of educational material to be learned. There is not enough time to perform experiments, to deepen knowledge, to have student-centered methods. Based upon the core points of the new National Core Curriculum, a piece of extensive scientific knowledge and being able to solve problems are the most fundamental skills to be developed, however, the viability of the implementations have not begun to take shape. The Final exam is the most influential output element in our examination system. Presently only a few students tend to choose science subjects for their Final ex-amination, moreover few people take an advanced level ex-am in these fields. Fortunately, from this year it is compulsory to take an advanced level examination of the minimum one subject for entry to higher education. Nowadays there are not any obligatory science subjects for the Final examination, however, their introduction is a prevalent topic among professionals. Several people hope that by the new examination, the level of students' motivation for the subject and the general knowledge of the society could be increased. In 2019 the authors made the survey. They elaborated questionnaires for teachers and students about the effect of the exam on students’ motivation and knowledge. They expected a high level of acceptance of an introduction of compulsory science subjects for the Final examination. It is a promising result that the majority of students and teachers find science knowledge important. Unfortunately, the popularity index of these subjects is still bad; this means that we have to find a solution for improving the teaching-learning process.

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