Perspectives of Talent Identification

2002 ◽  
Author(s):  
Joanne Haroutounian
Keyword(s):  
Student Behavior ◽  
Musical Training ◽  
Leadership Skills ◽  
Elementary Music ◽  
Group Activities ◽  
Energy Plus ◽  
Show Evidence ◽  
Vocal Quality ◽  
Music Class ◽  
Summer Storm

In part I the discussion of talent began with a poetic scene and ended with reflective after-thoughts, befitting the theoretical nature of the subject. The quest to recognize the spark of potential talent in young children brings us into the very real world of the school classroom. Suppose it is your task to observe student behavior in a third grade elementary music class and identify students who show evidence of potential talent. Your attention is drawn to the following students: . . . Student A is playing a melody from her music book on a xylophone. She decides to elaborate by creating a “variation.” Excited, she busily starts notating and revising her ideas on manuscript paper. . . . . . . Observation Notes: Musical training is evident. Performs with ease. Shows curiosity, creativity in musical tasks. An outstanding student. . . . . . . Student B is sitting in a listening center with headphones on, totally absorbed in the activity of circling patterns he hears. He taps his pencil as he listens, quickly working through the ear-training exercise. A quick check shows that his answers are correct. . . . . . . Observation Notes: Fine-tuned listening. Quite perceptive and quick in complex listening tasks. He is rather shy in group activities. . . . . . . Student C volunteers to sing and act out a solo in a cowboy song. He performs with confidence, singing in tune and with expression, obviously enjoying himself. His performance is met with spontaneous applause. . . . . . . Observation Notes: Quite a showman. Comfortable in front of an audience. Clear, clean vocal quality and intonation. Performs with personal flair. Shows leadership skills in group activities. Energy plus enthusiasm. . . . . . . Student D works with a number of Orff instruments, simply “fooling around” with sounds and rhythms. Each repetition shows a bit more development of an imaginative improvisation, which she describes as a “summer storm.” . . . . . . Observation Notes: Sensitive awareness of mood in music. Syncopated rhythms used in improvisation—retained well by ear. Adept at learning by ear. Not comfortable working with notation. . . . . . .

scholarly journals A Preliminary Exploration of Pitch Discrimination, Temporal Sequencing, and Prosodic Awareness Skills of Children Who Participate in Different School-Based Music Curricula

2021 ◽  
Vol 11 (8) ◽  
pp. 982
Author(s):  
Ashley G. Flagge ◽  
Mary Ellen Neeley ◽  
Tara M. Davis ◽  
Victoria S. Henbest
Keyword(s):  
Phonological Processing ◽  
Auditory Processing ◽  
Musical Training ◽  
Positive Influence ◽  
Pitch Discrimination ◽  
Language And Literacy ◽  
School Based ◽  
Temporal Sequencing ◽  
School Music ◽  
Music Class

Musical training has been shown to have a positive influence on a variety of skills, including auditory-based tasks and nonmusical cognitive and executive functioning tasks; however, because previous investigations have yielded mixed results regarding the relationship between musical training and these skills, the purpose of this study was to examine and compare the auditory processing skills of children who receive focused, daily musical training with those with more limited, generalized musical training. Sixteen typically developing children (second–fourth grade) from two different schools receiving different music curricula were assessed on measures of pitch discrimination, temporal sequencing, and prosodic awareness. The results indicated significantly better scores in pitch discrimination abilities for the children receiving daily, focused musical training (School 1) compared to students attending music class only once per week, utilizing a more generalized elementary school music curriculum (School 2). The findings suggest that more in-depth and frequent musical training may be associated with better pitch discrimination abilities in children. This finding is important given that the ability to discriminate pitch has been linked to improved phonological processing skills, an important skill for developing spoken language and literacy. Future investigations are needed to determine whether the null findings for temporal sequencing and prosodic awareness can be replicated or may be different for various grades and tasks for measuring these abilities.

scholarly journals General Music Today Music Ideas Series: Viewpoints in Secondary General Music—Article Two: Power Trio: Three Ideas for Renewed Success With Classroom Ensembles

2019 ◽  
Vol 33 (1) ◽  
pp. 6-14
Author(s):  
Virginia Wayman Davis ◽  
Laura Singletary ◽  
Kimberly VanWeelden
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Practical Experience ◽  
Upper Elementary ◽  
Elementary Music ◽  
General Music ◽  
Music Classroom ◽  
Music Ensembles ◽  
Music Class ◽  
Instrumental Ensembles

In this second of three in the series, we explore methods for incorporating instrumental ensembles into your music classroom. Experiences such as performing on ukulele, bucket drums, and in modern popular music ensembles are excellent ways to provide meaningful, relevant music education to students of all ages. Using both research-based information and practical experience, we will discuss ideas for three common instrumental ensembles. The techniques and resources provided in this article are starting points, appropriate for various levels and configurations of music classes: upper elementary music classes, secondary general music classes, afterschool or extracurricular music groups, or for teachers seeking to start an alternative ensemble or rebrand an existing nonperformance music class.

scholarly journals Poster Display as an Alternative Evaluation Method to Biochemistry Teaching

2004 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Silas P. Rodrigues ◽  
Patricia M.B. Fenandes
Keyword(s):  
Student Behavior ◽  
Evaluation Method ◽  
Multiple Choice ◽  
General Knowledge ◽  
Basic Information ◽  
Alternative Evaluation ◽  
Group Activities ◽  
Key Word ◽  
Group A ◽  
Multiple Choice Questionnaire

Biochemistry is present in dierent professional under gradation courses in which it seeks to attendseveral objectives. The discipline oered to the students of Biology Science Course at UFES is tra-ditionally organized in a series of lectures to the basic information, a laboratory class related to eachtopic and a three written tests. Our students, as many from other courses, study biochemistry justbecause they have to. The teacher can alter the student behavior by changing the way in which theyexamine them. This work describes and analyses the experience of using poster display as an assess-ment and includes feedback from the students and teachers. At the beginning of the term the activityis explained to the class and groups are formed. They are oriented to search a full research paper, with\metabolism as a key word. During the students presentation, teachers and graduation studentsevaluate the production of a self-explanatory poster, assurance in the chosen work and involvementof all components of the group. A multiple-choice questionnaire was applied to 15-30 students fromthe ve classes that had already done the activity. The teachers and the graduation students also hadtheir opinions heard. 62.3 % of the students agreed that the activity accomplishes its objective tostimulate the integration of general knowledge and comprehension of a specic scientic work, while itpromotes the practice of presentation at seminars. 62.2 % believed that it allows the learner to showits knowledge in a better way and 51 % of the students were very much motivated within the activity.For 91.2 % of the students, they should choose the article, as it allows a better correlation betweenbiochemistry and personal anities (42.7 %). Also, 98 % believed that the activity should be carriedout in groups, because it allows a deeper discussion (53.6 %), stimulate group activities (20 %) orpermits the materials costs division (22 %). Only 1.8 % of the learners thought that the traditionaltests should be maintained, while the poster activity was suggested by 25 % of them to be used inother subjects. At all, students and teachers agreed that the poster activity represents an interestingteaching tool to evaluate biochemistry students.

scholarly journals Leadership Development of Technology Students Through Experiential Learning

2019 ◽  
Vol 6 ◽  
pp. 63-76
Author(s):  
Taciano Messias Moraes ◽  
Leonardo G. de R. Guedes ◽  
Sheryl Root
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Leadership Skills ◽  
Positive Outcome ◽  
Software Projects ◽  
Group Activities ◽  
Technology Students ◽  
Practical Experiences

Numerous studies show that leadership is one of the factors that impact most on software projects’ success. But even with more than $14B spent yearly on leadership development, it is worrying that more than half of the organizations still believe they are not doing it effectively. One of the most efficient methodologies used in companies is David Kolb’s Experiential Learning, but still uncommon on universities due to the difficulty of simulating practical experiences. Many approaches have been tried with various results and little standardization. For this reason, this study proposes a model for using group activities to help technology students practice leadership skills. A first pilot was executed with positive outcome but more experiments are necessary to ensure its application on other skills and contexts.

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