Music Production Clusters

2020 ◽  
pp. 47-50
Author(s):  
Joseph Michael Pignato
Keyword(s):  
High School ◽  
High School Students ◽  
General Music ◽  
Music Curriculum ◽  
School Students ◽  
Traditional School ◽  
Music Production ◽  
School Music ◽  
Industry Experience ◽  
Production Software

The lesson described in this chapter was originally designed for middle and high school students as part of their general music curriculum. The goal of the lesson is to create spaces for students that resemble those used by musicians outside of traditional school music contexts to simulate practical music industry experience (e.g., those environments one might find in a recording studio, in a project studio, or at a DIY music venue). This lesson encourages discovery-based learning, using common music production software, hardware, and instruments. The materials, context, and instructions will illustrate how teachers can create environments in which their students will engage, explore, discover, create, and collaborate.

Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools

1991 ◽  
Vol 17 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Kimberly A. Schonert ◽  
Gordon N. Cantor
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Education ◽  
Moral Reasoning ◽  
School Setting ◽  
School Students ◽  
Behaviorally Disordered ◽  
Traditional School ◽  
Alternative Setting ◽  
The Impact

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.

High School Music Ensemble Students in the United States

2011 ◽  
Vol 59 (2) ◽  
pp. 128-145 ◽  
Author(s):  
Kenneth Elpus ◽  
Carlos R. Abril
Keyword(s):  
United States ◽  
High School ◽  
English Language Learners ◽  
High School Students ◽  
Standardized Test ◽  
The United States ◽  
Music Students ◽  
School Students ◽  
Music Ensemble ◽  
School Music

The purpose of this study is to construct a national demographic profile of high school band, choir, and orchestra students in the United States using evidence from the 2004 follow-up wave of the Education Longitudinal Study of 2002. Results indicate that 21% of seniors in the United States’ class of 2004 participated in school music ensembles. Significant associations were found between music ensemble participation and variables including gender, race/ethnicity, socioeconomic status (SES), native language, parents’ education, standardized test scores, and GPA. Certain groups of students, including those who are male, English language learners, Hispanic, children of parents holding a high school diploma or less, and in the lowest SES quartile, were significantly underrepresented in music programs across the United States. In contrast, white students were significantly overrepresented among music students, as were students from higher SES backgrounds, native English speakers, students in the highest standardized test score quartiles, children of parents holding advanced postsecondary degrees, and students with GPAs ranging from 3.01 to 4.0. Findings indicate that music students are not a representative subset of the population of U.S. high school students.

Measuring the Sources of Self-Efficacy Among Secondary School Music Students

2014 ◽  
Vol 62 (4) ◽  
pp. 389-404 ◽  
Author(s):  
Michael S. Zelenak
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Music Performance ◽  
The United States ◽  
Music Students ◽  
Music Aptitude ◽  
School Students ◽  
Self Identity ◽  
School Music

The purpose of this study was to investigate the four sources of self-efficacy in music performance and examine responses from the Music Performance Self-Efficacy Scale (MPSES). Participants ( N = 290) were middle and high school music students from 10 schools in two regions of the United States. Questions included the following: (1) How much influence does each source have on self-efficacy? (2) Are there differences among band, chorus, and string students? (3) Are there differences between middle and high school students? (4) Does music aptitude predict self-efficacy, and (5) Does evidence support the MPSES as a valid and reliable scale? Results indicated that mastery experience exerted the strongest influence, no differences were found among ensemble types or grade levels, and music aptitude scores predicted modest increases in self-efficacy, β = .16 (.07). Examination of test content, response process, internal structure, and relationships with other variables provided evidence of validity, while internal consistency and test-retest values provided evidence of reliability. Recommendations for further research included examining the development of self-efficacy at different ages, measuring the relationships between the sources of self-efficacy and music achievement, and using the MPSES to assist in the investigations of other psychological constructs, such as self-identity and motivation.

EarSketch: An integrated approach to teaching introductory computer music

2013 ◽  
Vol 18 (2) ◽  
pp. 146-160 ◽  
Author(s):  
Scott McCoid ◽  
Jason Freeman ◽  
Brian Magerko ◽  
Christopher Michaud ◽  
Tom Jenkins ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Music ◽  
Integrated Approach ◽  
School Students ◽  
Music Production ◽  
Introductory Course ◽  
Digital Audio Workstation ◽  
Music Research ◽  
Python Programming

EarSketch is an all-in-one approach to supporting a holistic introductory course to computer music as an artistic pursuit and a research practice. Targeted to the high school and undergraduate levels, EarSketch enables students to acquire a strong foundation in electroacoustic composition, computer music research and computer science. It integrates a Python programming environment with a commercial digital audio workstation program (Cockos’ Reaper) to provide a unified environment within which students can use programmatic techniques in tandem with more traditional music production strategies to compose music. In this paper we discuss the context and goals of EarSketch, its design and implementation, and its use in a pilot summer camp for high school students.

School Music and the Transition to College

2021 ◽  
pp. 002242942199828
Author(s):  
Kenneth Elpus
Keyword(s):  
High School ◽  
High School Students ◽  
Longitudinal Study ◽  
Performing Arts ◽  
College Admission ◽  
Transition To College ◽  
School Students ◽  
Study Results ◽  
School Music ◽  
Music Study

This study explored the transition from secondary to postsecondary education among a national sample of students who had or had not studied music in high school. Using evidence from the High School Longitudinal Study of 2009, a nationally representative longitudinal study of 21,440 American high school students who were ninth graders in the 2009–2010 school year, music and nonmusic students were compared for college admission outcomes. Specifically, music and nonmusic students were compared in terms of participation in the college admission process, the selectivity of colleges applied to and attended, scholarship and grant receipt, and election of either an arts or STEM (science, technology, engineering, mathematics) major. Comparisons controlled for the well-documented preexisting differences among those students who do and do not elect high school music study. Results showed that music and nonmusic students dropped out of high school, applied to college, attended college, received college scholarships and grants, and majored in STEM fields at statistically similar rates. However, music students were considerably more likely to major in a visual or performing arts field than nonmusic students. These results suggest that school music study does not disadvantage students in the transition to college even when compared with peers who elected additional “academic” subjects in lieu of music.

scholarly journals Software Industry Experience for High School Students

2016 ◽  
Author(s):  
Massood Towhidnejad ◽  
Alexandria Spradlin ◽  
Thomas Bassa
Keyword(s):  
High School ◽  
High School Students ◽  
Software Industry ◽  
School Students ◽  
Industry Experience

General Music in Middle School and High School

2019 ◽  
pp. 695-719
Author(s):  
Elizabeth Bucura
Keyword(s):  
High School ◽  
High School Students ◽  
Informal Learning ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Technology ◽  
Methods Course ◽  
Community Music ◽  
General Music ◽  
School Students

This chapter provides an overview of secondary general music (SGM), including background, variations of courses, and curricular considerations. The chapter details goals for SGM courses and provides an overview of common characteristics among adolescents who are SGM students, preservice music teachers, and in-service teachers. It emphasizes the value of learner autonomy and ownership through frameworks of community music and informal learning and recommends a balance of pedagogical and andragogical teaching approaches. The chapter describes ways in which SGM teachers and teacher educators might conceptualize roles and challenges of teaching general music for middle and high school students, including topics such as music technology and popular music, considerations for special learners, and methods course fieldwork.

Complete the Beat (Beginner)

2020 ◽  
pp. 21-24
Author(s):  
Ian Cummings
Keyword(s):  
High School ◽  
High School Students ◽  
Popular Music ◽  
School Students ◽  
Music Production

The activities detailed in this chapter were designed for beginner-level high school students in a music production class that meets daily for an average time of 40 minutes. The aim of this activity is to focus on each of the three main elements of drum patterns found in popular music: snare, kick, and hi-hat. The activity is broken up into three tasks in which students complete a drum pattern that contains two of the three elements. After completing the three tasks, students will have focused on each of the three main drum sounds individually and will be better prepared to create their own original drum patterns.

Hunting for Pops and Clicks

2020 ◽  
pp. 259-262
Author(s):  
Ryan Van Bibber
Keyword(s):  
High School ◽  
High School Students ◽  
Listening Skills ◽  
School Students ◽  
Recording Equipment ◽  
High Quality ◽  
Music Production ◽  
Pro Tools ◽  
Deep Listening

This activity hones high school students’ deep listening skills, along with their ability to edit audio in Pro Tools. It introduces the primary editing tools of the user’s DAW, including selection, grabber, trimmer, zoom, scrubber, and fade tools. Students will learn how to use these tools by removing pops and clicks from a faulty audio recording. As recording equipment can be expensive, this lesson may help those who are looking to increase the quality of their music while working with gear that is lacking. It also shows those new to music production the methodical and detail-oriented work needed to create high quality music.

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