Inspiring Artistry

2021 ◽  
pp. 28-59
Author(s):  
Mary Ellen Pinzino
Keyword(s):  
Classroom Research ◽  
Artistic Expression ◽  
Music Learning ◽  
Vocal Technique ◽  
Music Classroom ◽  
Older Singers

Chapter 3 examines song and its role in the development of children’s artistry. It addresses the need for songs of increasing musical difficulty throughout childhood, and how rhythm, melody, and text, individually and together, affect the development of children’s artistry musically, expressively, and vocally. This chapter offers musical examples and songs that demonstrate the progression of children’s artistry in song with children as young as five through advanced choristers. Chapter 3 presents the findings of many years of classroom research on song as it relates to both music learning and the choral art in the development of children’s artistry. It brings together research on music learning and the process of choral development to highlight the need for songs for the development of children’s artistry that compel the musical mind, prompt artistic expression, and enable vocal technique throughout childhood. It applies concepts presented in the first chapter and practices presented in the second chapter in the context of song, the vehicle for the expression of children’s artistry in both the music classroom and children’s chorus. Songs and principles presented in this chapter can also be used with older singers.

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.

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.

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.

scholarly journals MENINGKATKAN MINAT BELAJAR MUSIK MELALUI PERMAINAN ANSAMBEL MUSIK

2013 ◽  
Vol 27 (2) ◽  
pp. 104-109
Author(s):  
Satrio Satrio ◽  
Galuh Arti Setyani
Keyword(s):  
Action Research ◽  
Daily Life ◽  
Classroom Research ◽  
Music Learning ◽  
Classroom Action Research ◽  
5Th Grade ◽  
Planning Action

This classroom action research have purpose to improving the interest in music learning from music ansamble on 5th grade in SDN Pulogebang Pagi, the research was conducted as from April through May 2012. The research are 30 students were studied at there. This classroom research was implemented through stages of planning, action performance, observations, and reflections as a basic of re-planning in the next cycle. Based on research’s obtained the conclusions that using the recorder soprano ansamble can increase the interest of student in music learning on 5th grade in SDN 04 Pulogebang Pagi. Implication from this research, stated that music ansamble can change performance teacher into more creative and professional, and usefull for student daily life.

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