Awakening Artistry

2021 ◽  
pp. 5-13
Author(s):  
Mary Ellen Pinzino
Keyword(s):  
Native Language ◽  
Music Learning ◽  
Music Classroom

Chapter 1 offers the gateway to artistry in every child. It presents the musical mind, distinguishing it from the thinking mind, with the musical mind’s native language of rhythm, melody, and movement rather than words. It addresses the power of meter and tonality over the musical mind, how the musical mind develops a sense of meter and a sense of tonality, and how to teach to the musical mind. The journey unfolds seamlessly, taking the musical mind into the choral art and drawing artistry out of every child. This chapter lays the groundwork for subsequent chapters, rooting artistry in the process of music learning, and presenting the foundation for children’s artistry in both the music classroom and children’s chorus. Understanding gained from this chapter can be applied to singers of all ages and stages, and practices can be implemented with any methodology.

Giving Voice to Children's Artistry

2021 ◽  
Author(s):  
Mary Ellen Pinzino
Keyword(s):  
Professional Development ◽  
The Other ◽  
Artistic Expression ◽  
Seventh Grade ◽  
Practical Application ◽  
Music Learning ◽  
Vocal Technique ◽  
Music Classroom ◽  
Older Singers

This book addresses the development of children’s artistry in the music classroom and children’s chorus. It unveils children’s artistry, identifying its characteristic behaviors, its progression of development and necessary components for growth, and guides the practical application of principles addressed. The book addresses the development of children’s artistry from the perspective of both the choral art and the process of music learning, with each informing the other, rooting artistry in music learning and developing artistry in an ongoing manner throughout childhood. It presents the musical mind as the gateway to children’s artistry. It discusses the power of movement in the embodiment of children’s artistry. It examines song and its role in the development of children’s artistry, demonstrating how rhythm, melody, and text—independently and together—influence children’s developing artistry musically, expressively, and vocally, at all ages and stages. Musical examples throughout demonstrate principles presented, provide professional development with tonalities, meters, movement, and songs, and offer a multitude of songs of increasing difficulty for the music classroom and children’s chorus that compel the musical mind, prompt artistic expression, and enable vocal technique. Practices and techniques that facilitate the development of children’s artistry are included, and the book can be used with any methodology. This book leads teachers to draw artistry out of every child and draw every child into the choral art. Content is intended for application with children from kindergarten through seventh grade, though it is also appropriate with older singers in the process of developing artistry.

scholarly journals Music Learning Based on Computer Software

2017 ◽  
Vol 12 (12) ◽  
pp. 142 ◽  
Author(s):  
Baihui Yan ◽  
Qiao Zhou
Keyword(s):  
Computer Music ◽  
Analytical Data ◽  
Computer Software ◽  
Music Learning ◽  
Music Classroom ◽  
Music Software ◽  
Depth Analysis ◽  
Data Survey ◽  
Learning Modes ◽  
Cognitive Problems

In order to better develop and improve students’ music learning, the authors proposed the method of music learning based on computer software. It is still a new field to use computer music software to assist teaching. Hereby, we conducted an in-depth analysis on the computer-enabled music learning and the music learning status in secondary schools, obtaining the specific analytical data. Survey data shows that students have many cognitive problems in the current music classroom, and yet teachers have not found a reasonable countermeasure to them. Against this background, the introduction of computer music software to music learning is a new trial that can not only cultivate the students’ initiatives of music learning, but also enhance their abilities to learn music. Therefore, it is concluded that the computer software based music learning is of great significance to improving the current music learning modes and means.

Meaningful Music Learning Through Integration

2018 ◽  
Vol 32 (1) ◽  
pp. 23-25
Author(s):  
Brittany Nixon May
Keyword(s):  
Teaching Practices ◽  
Learning Opportunities ◽  
General Music ◽  
Music Learning ◽  
Music Classroom ◽  
Interdisciplinary Teaching

Integration and interdisciplinary teaching practices can provide students with meaningful and relevant learning opportunities in the general music classroom. This column presents a couple of examples on how to approach creating integrated lessons.

Learner agency: To understand and to be understood

2009 ◽  
Vol 26 (2) ◽  
pp. 173-187 ◽  
Author(s):  
Deborah V. Blair
Keyword(s):  
Student Learning ◽  
Learning Community ◽  
Conceptual Understanding ◽  
Self Efficacy ◽  
Proximal Development ◽  
Music Learning ◽  
Music Classroom ◽  
Learner Agency ◽  
Musical Understanding

What began as an exploration of student learning while listening to music evolved into a study of learner agency in a music classroom. Whilst students used and developed strategies that enabled their own success while listening to, performing and creating music, it became evident that they were proactively seeking musical understanding and growth in their own musicianship. Their intense desire to share their musical ideas and to be valued for their role in the music learning community within the classroom illustrated the learners’ agency for affirmation and valuing of self and others. These qualities are closely connected to the zone of proximal development (Vygotsky, 1978) and perezhivanie (Mahn & John-Steiner, 2000, 2002; Mahn, 2003). As educators may seek to enable students to grow in conceptual understanding (competence) and self-efficacy (confidence), a reflexive relationship occurs as students, too, seek to grow in musicianship (competence) and to be valued for who they are (confidence).

Creating in Music Learning Contexts

2012 ◽  
pp. 340-360 ◽  
Author(s):  
Jackie Wiggins ◽  
Magne I. Espeland
Keyword(s):  
Original Music ◽  
Creative Work ◽  
Music Teaching ◽  
Music Learning ◽  
Primary Classroom ◽  
Music Classroom ◽  
School Settings ◽  
The Past ◽  
Learning Contexts

This article, which focuses on learners' composing original music in classroom contexts because, in the past 50 years, classroom composing has become an important part of music curricula, considers sociocultural and musical contexts that potentially foster and support music learners' creative work in school settings. It begins by sharing some perspectives on the nature of music and the nature of learning, and how they inform music teaching, and then considers what researchers say about learners' collaborative creative work in music classroom settings. Finally, the article looks at some instances of music learning in the context of collaborative composing in elementary and primary classroom settings.

Biography Breaks in the Music Classroom

2018 ◽  
Vol 32 (2) ◽  
pp. 24-30 ◽  
Author(s):  
Brittany Nixon May ◽  
Amy Baird Miner ◽  
Terrell A. Young
Keyword(s):  
Cultural Context ◽  
Picture Book ◽  
Reading Aloud ◽  
Learning Experiences ◽  
Music Learning ◽  
Music Classroom ◽  
Music Genres

Children’s picture book biographies on composers and musicians can prompt powerful music learning experiences. Biography breaks are the reading aloud of a picture book biography and the questions or activities the teacher engages students in while and after reading the book. In the music classroom, biography breaks can be used with children of all ages to introduce students to composers, musicians, music elements and concepts, music vocabulary, music genres and styles. Biography breaks provide a groundwork for discussing the historical, social, and cultural context of music, as well as a catalyst for engaging students in meaningful music experiences creating, performing, responding to, and connecting with music.

The Rhyme and Reason for Nursery Rhymes in the Elementary Music Classroom

2019 ◽  
Vol 33 (2) ◽  
pp. 90-96
Author(s):  
Brittany Nixon May
Keyword(s):  
Learning Environment ◽  
Music Educators ◽  
Learning Opportunities ◽  
Elementary Music ◽  
Social Emotional ◽  
Music Learning ◽  
Interdisciplinary Learning ◽  
Music Classroom ◽  
The World

Many educators have recognized how nursery rhymes can be used in classrooms to nurture the cognitive, physical, social, emotional, and music development of children. In the elementary music classroom, nursery rhymes can be used to foster a playful and engaging music learning environment, and prompt interdisciplinary learning opportunities. The vast repertoire of nursery rhymes from all over the world enables music educators to be conscientious and creative practitioners.

Constructing Informal Experiences in the Elementary General Music Classroom

2018 ◽  
Vol 104 (3) ◽  
pp. 46-53 ◽  
Author(s):  
Donna Hewitt
Keyword(s):  
Upper Elementary ◽  
General Music ◽  
Classroom Setting ◽  
Music Learning ◽  
Music Classroom ◽  
Informal Music Learning ◽  
Music Making ◽  
Learning Practices ◽  
Elementary General Music ◽  
Out Of School

Children often spontaneously yet purposefully sing songs or create rhythms outside the formal classroom setting to reflect the ways in which they naturally engage with music. Researchers have studied these informal music learning practices to incorporate these experiences into the classroom to offer lessons that are engaging and better reflective of children’s out-of-school musical worlds. This article offers strategies for teachers to incorporate these practices into an upper elementary general music classroom through combining elements of constructivism and the research of Lucy Green on informal music learning and popular musicians. Informal music learning offers another way of thinking about music learning and providing joyful and meaningful music-making experiences in the classroom.

Aspiring to Music Making as Leisure through the Musical Futures Classroom

2017 ◽  
Author(s):  
Abigale D'Amore ◽  
Gareth Dylan Smith
Keyword(s):  
Young People ◽  
Secondary Schools ◽  
Leisure Activities ◽  
Music Learning ◽  
Pedagogical Approach ◽  
Music Classroom ◽  
Informal Music Learning ◽  
Music Making ◽  
School Music ◽  
Music Classrooms

The chapter discusses the centrality of music making to the lives of young people, framing teenagers’ out-of-school music making and attendant identity realization as leisure activities. It presents arguments for including in school music classrooms the music that students enjoy outside of school. It describes Musical Futures, an approach to informal music learning developed from understanding how popular musicians learn and adopting these practices for the music classroom. Citing examples of nationwide research on Musical Futures from secondary schools in England, the chapter balances benefits and challenges of adopting the approach, and considers implications of a focus in school on the process rather than the product of music making. The authors argue that framing and aspiring to music making as leisure through this particular pedagogical approach could stand to benefit students, teachers, schools, and society.

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