scholarly journals Collaborative Composing in Middle and High School Chamber Music Ensembles

2019 ◽  
Vol 69 (1) ◽  
pp. 47-53
Author(s):  
Michael Hopkins
Keyword(s):  
High School ◽  
Chamber Music ◽  
Music Ensembles

Collaborative Composing in High School String Chamber Music Ensembles

2014 ◽  
Vol 62 (4) ◽  
pp. 405-424 ◽  
Author(s):  
Michael T. Hopkins
Keyword(s):  
High School ◽  
Chamber Music ◽  
Music Performance ◽  
Strong Relationship ◽  
Gender Grouping ◽  
Music Ensembles ◽  
Gender Groups ◽  
Musical Communication ◽  
Mixed Gender

The purpose of this study was to examine collaborative composing in high school string chamber music ensembles. Research questions included the following: (a) How do high school string instrumentalists in chamber music ensembles use verbal and musical forms of communication to collaboratively compose a piece of music? (b) How do selected variables (music performance and composing experience, quality of group collaboration, gender grouping, perceptions of the project) influence the process of composing collaboratively in a high school chamber music ensemble? and (c) What variables influence the quality of the resulting collaborative composition? High school string instrumentalists ( N = 37) formed eight chamber music ensembles. Participants completed a presurvey regarding music performance and composing experiences, were videotaped while composing chamber music compositions, and completed a postsurvey regarding their project experiences. All groups spent a larger percentage of time engaged in task-directed musical communication than in verbal communication. Balance of collaboration had a strong relationship with composition quality. Mixed-gender groups had a stronger balance of collaboration than same-gender groups. Postsurvey data indicated that enjoyment of the project was found to have a strong relationship with composition quality.

Internal Consistency of Performance Evaluations as a Function of Music Expertise and Excerpt Familiarity

2009 ◽  
Vol 56 (4) ◽  
pp. 322-337 ◽  
Author(s):  
Daryl W. Kinney
Keyword(s):  
High School ◽  
Internal Consistency ◽  
Performance Evaluations ◽  
Music Majors ◽  
Music Ensembles ◽  
Two Factors ◽  
School Music ◽  
Nonmusic Majors ◽  
Music Faculty ◽  
High School Music

The purpose of this study was to examine the effects of music experience and excerpt familiarity on the internal consistency of performance evaluations. Participants included nonmusic majors who had not participated in high school music ensembles, nonmusic majors who had participated in high school music ensembles, music majors, and experts (graduate music majors and music faculty). Participants listened to 45 piano performances of two familiar stimuli and one unfamiliar stimulus and rated each for accuracy and musical expression. Fifteen excerpts were repeated within the presentation of stimuli so that internal consistency could be calculated. Results indicated that both expertise and familiarity significantly affected internal consistency and that these two factors interacted significantly. Internal consistency means reflected linear trends, with more experienced groups demonstrating greater internal consistency for both accuracy and expression evaluations. Greater internal consistency was also evidenced for familiar excerpts, although the effect size associated with this variable was modest. Findings suggest that expertise is a salient influence on the consistency of performance evaluations.

The impact of group identity on the social dynamics and sustainability of chamber music ensembles

2021 ◽  
pp. 71-76
Author(s):  
Alana Blackburn
Keyword(s):  
Environmental Factors ◽  
Chamber Music ◽  
Social Dynamics ◽  
Group Identity ◽  
The Social ◽  
Music Ensembles ◽  
Personal Experiences ◽  
The Impact ◽  
Goals And Objectives

Group identity is viewed as a way to distinguish one group from another. In a competitive, ever-changing environment, group identity is considered increasingly important for a musical ensemble in terms of developing a niche, gaining audience attention, and creating a successful performing team. Thirty professional chamber musicians from “unconventional” or “non-traditional” ensembles were individually interviewed about their personal experiences working within this environment. Results show that group identity emerges in two main ways: members sharing similar characteristics, goals, and objectives, often based on repertoire choice and programming; and the sound or musical aesthetic developed through an interpretation of repertoire, instrumental combination, and the collective skills and knowledge of the musicians. This case study highlights the need for a constant vision and aesthetic concept throughout the lifetime of the ensemble in order for it to be sustainable, yet having to evolve and adapt to changing environmental factors and external influences.

Emphasis on Chamber Music in the High School

1966 ◽  
Vol 53 (3) ◽  
pp. 116-116
Author(s):  
Timothy J. Mcgee
Keyword(s):  
High School ◽  
Chamber Music

Group Cohesion, Collective Efficacy, and Motivational Climate as Predictors of Conductor Support in Music Ensembles

2007 ◽  
Vol 55 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Wendy K Matthews ◽  
Anastasia Kitsantas
Keyword(s):  
High School ◽  
Collective Efficacy ◽  
Learning Environments ◽  
Group Cohesion ◽  
Motivational Climate ◽  
Strong Sense ◽  
Music Ensembles ◽  
Music Ensemble ◽  
Perceived Motivational Climate

In the present study, we examined whether collective efficacy, group cohesion (task and social), and perceived motivational climate (task-involving and ego-involving orientations) in a music ensemble predict instrumentalists' perceived conductor support. Ninety-one (N = 91) skilled high school instrumentalists participated in the study. To assess the variables, participants responded to a number of surveys during rehearsals. It was hypothesized that instrumentalists' perceptions of collective efficacy, group cohesion, and a task-involving motivational climate cultivated by the conductor would predict conductor support. Results showed that, collectively, these variables accounted for 46% of the variance in instrumentalist perceptions of a supportive conductor. Findings of this study may provide guidance on how conductors can create learning environments that instill a strong sense of support for their instrumentalists.

Starting a High School Chamber Music Group

2000 ◽  
Vol 86 (6) ◽  
pp. 23 ◽  
Author(s):  
Joseph Rutkowski
Keyword(s):  
High School ◽  
Chamber Music

Chamber Music in High School

1993 ◽  
Vol 43 (2) ◽  
pp. 74-76
Author(s):  
Lenny Schranze ◽  
Heidi Castleman
Keyword(s):  
High School ◽  
Chamber Music

“A Home away from Home”: The World of the High School Music Classroom

2003 ◽  
Vol 51 (3) ◽  
pp. 190-205 ◽  
Author(s):  
Cecil Adderley ◽  
Mary Kennedy ◽  
William Berz
Keyword(s):  
High School ◽  
Well Being ◽  
Social Climate ◽  
Structured Interviews ◽  
Music Classroom ◽  
The Social ◽  
Music Ensembles ◽  
The World ◽  
School Music ◽  
High School Music

The purpose of the study was to investigate the world of the high school music classroom. Motivation to join music ensembles and to remain, perception of the musical groups by their members and by the school community as a whole, the meaning and value that music ensembles engender for their participants, and the social climate of the music classroom were explored. Structured interviews were conducted with 60 students—20 each from band, choir, and orchestra. Students joined ensembles for musical, social, academic, and family reasons. Insider views highlighted the importance of labels and identifiers and changing perceptions throughout one's school career, whereas outsider views included the opinion that musicians are talented, intelligent, and underappreciated. Ensemble participation yielded musical, academic, psychological, and social benefits. The social climate emerged as a pervasive element in the study as students noted the importance of relationships for their well-being and growth.

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