Developing Musicianship through Chamber Ensembles: A Sequential Unit Design

Shifting school schedules, small class sizes, and unpredictable instrumentation resulting from the global pandemic necessitated a creative approach to teaching ensemble music classes this year. In response to that challenge, I constructed a curriculum for developing independent musicianship through chamber music. Part independence, self-evaluation, communication skills, and practice strategies were key focuses during the term. This sequential approach to introducing chamber music can be transferred beyond a “pandemic schedule” with any ensemble regardless of experience level or instrumentation.

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Measuring the Effectiveness of Holistic Approach to Teaching and Assessment used in Teaching a Decision Support Systems (DSS) Course

10.31124/advance.9771806 ◽

2019 ◽

Author(s):

ADIL FATHELRAHMAN

Keyword(s):

Decision Support ◽

Decision Support Systems ◽

Support Systems ◽

Teaching Strategy ◽

Holistic Approach ◽

Learning Outcome ◽

Course Assessment ◽

Self Evaluation ◽

Approach To Teaching ◽

Assessment Strategies

This paper investigates application of holistic approach to teaching and assessment and applies selected strategies to measure the effectiveness of such approach using results from teaching a Decision Support Systems (DSS) Course. Assessment is an integral part of the learning cycle and for any teaching strategy to succeed, teaching should be aligned with assessment strategies. The strategies used in this paper for measurement of the effectiveness of the holistic approach are student ratings, self-evaluation, and learning outcome measures.

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Preparing Austere Maritime Surgical Teams for Deployment During the COVID-19 Global Pandemic: Is It Time to Change the Training Pipeline?

Military Medicine ◽

10.1093/milmed/usaa574 ◽

2021 ◽

Author(s):

Diego A Vicente ◽

Obinna Ugochukwu ◽

Michael G Johnston ◽

Chad Craft ◽

Virginia Damin ◽

...

Keyword(s):

Communication Skills ◽

Damage Control ◽

Skills Training ◽

Subject Matter Experts ◽

Damage Control Resuscitation ◽

Medical Department ◽

Global Pandemic ◽

Life Saving ◽

Surgical Teams ◽

Compare And Contrast

ABSTRACT Introduction Navy Medicine's Role 2 Light Maneuver (R2LM) Emergency Resuscitative Surgical Systems (ERSS) are austere surgical teams manned, trained, and equipped to provide life-saving damage control resuscitation and surgery in any environment on land or sea. Given the restrictions related to the COVID-19 pandemic, the previously established pre-deployment training pipeline for was modified to prepare a new R2LM team augmenting a Role 1 shipboard medical department. Methods The modified curriculum created in response to COVID-19 related restriction is compared and contrasted to the established pre-deployment R2LM ERSS curriculum. Subject Matter Experts and currently deployed R2LM members critically evaluate the two curricula. Results Both curricula included the team R2LM platform training and exposure to cadaver based team trauma skills training. The modified curriculum included didactics on shipboard resuscitation, anesthesia and surgery, shipboard COVID-19 management, and prolonged field care in austere maritime environments. Conclusions We describe Navy Medicines R2LM ERSS capability and compare and contrast the standard R2LM pre-COVID-19 curriculum to the modified curriculum. Central to both curricula, the standard R2LM platform training is important for developing and honing team dynamics, communication skills and fluid leadership; important for the successful function austere surgical teams. Several opportunities for improvement in the pre-deployment training were identified for R2LM teams augmenting shipboard Role 1 medical departments.

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A video and feedback‐based approach to teaching communication skills in undergraduate clinical dental education – the student perspective

European Journal Of Dental Education ◽

10.1111/eje.12682 ◽

2021 ◽

Author(s):

Felix Krause ◽

Dirk Ziebolz ◽

Katrin Rockenbauch ◽

Rainer Haak ◽

Gerhard Schmalz

Keyword(s):

Communication Skills ◽

Dental Education ◽

Student Perspective ◽

Approach To Teaching

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Symphonies Reframed

10.22501/nmh-ar.481294 ◽

2018 ◽

Author(s):

Gjertrud Pedersen

Keyword(s):

Chamber Music ◽

String Quartet ◽

Chamber Ensemble ◽

Educational Value ◽

Chamber Ensembles ◽

String Trio ◽

Original Works ◽

The Difference ◽

Core Questions ◽

First Time

Symphonies Reframed recreates symphonies as chamber music. The project aims to capture the features that are unique for chamber music, at the juncture between the “soloistic small” and the “orchestral large”. A new ensemble model, the “triharmonic ensemble” with 7-9 musicians, has been created to serve this purpose. By choosing this size range, we are looking to facilitate group interplay without the need of a conductor. We also want to facilitate a richness of sound colours by involving piano, strings and winds. The exact combination of instruments is chosen in accordance with the features of the original score. The ensemble setup may take two forms: nonet with piano, wind quartet and string quartet (with double bass) or septet with piano, wind trio and string trio. As a group, these instruments have a rich tonal range with continuous and partly overlapping registers. This paper will illuminate three core questions: What artistic features emerge when changing from large orchestral structures to mid-sized chamber groups? How do the performers reflect on their musical roles in the chamber ensemble? What educational value might the reframing unfold? Since its inception in 2014, the project has evolved to include works with vocal, choral and soloistic parts, as well as sonata literature. Ensembles of students and professors have rehearsed, interpreted and performed our transcriptions of works by Brahms, Schumann and Mozart. We have also carried out interviews and critical discussions with the students, on their experiences of the concrete projects and on their reflections on own learning processes in general. Chamber ensembles and orchestras are exponents of different original repertoire. The difference in artistic output thus hinges upon both ensemble structure and the composition at hand. Symphonies Reframed seeks to enable an assessment of the qualities that are specific to the performing corpus and not beholden to any particular piece of music. Our transcriptions have enabled comparisons and reflections, using original compositions as a reference point. Some of our ensemble musicians have had first-hand experience with performing the original works as well. Others have encountered the works for the first time through our productions. This has enabled a multi-angled approach to the three central themes of our research. This text is produced in 2018.

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Medical Education in a Global Pandemic: A Novel Case-Based Learning Approach to Teaching Plastic Surgery Topics to Preclerkship Students

Plastic Surgery ◽

10.1177/22925503211054135 ◽

2021 ◽

pp. 229255032110541

Author(s):

Shaishav Datta ◽

Chantal Valiquette ◽

Kyle R Wanzel

Keyword(s):

Medical Education ◽

Plastic Surgery ◽

Learning Approach ◽

Global Pandemic ◽

Case Based Learning ◽

Approach To Teaching ◽

Case Based

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Beginning Rhythm Section

Teaching School Jazz ◽

10.1093/oso/9780190462574.003.0008 ◽

2019 ◽

pp. 77-92

Author(s):

Chad West ◽

C. Michael Palmer ◽

Michael Grace ◽

Daniel Fabricius

Keyword(s):

Concert Band ◽

Drum Set ◽

Sequential Approach ◽

Rehearsal Strategies ◽

Approach To Teaching ◽

First Time

How does one take a concert band snare drummer, classically trained pianist, orchestral bass player, and self-taught guitar player and turn them into a jazz rhythm section? The drummer has never had so many drums and cymbals to worry about, the pianist may be playing with a group for the very first time, the bass player has to learn to “walk” a bass line, and the guitar player has to play in foreign keys. This chapter addresses the teaching of the rhythm section with regard to (a) rhythm section notation, (b) bass, (c) piano, (d) guitar, (e) drum set, (f) auxiliary instruments, and (g) rhythm section rehearsal strategies. It presents a sequential approach to teaching the beginning rhythm section: (a) walking bass lines, (b) voicing chords, (c) comping patterns, (d) playing setups and fills, and (e) interpreting and realizing instrument-specific rhythm section notation markings.

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Using Active Learning in Lecture: Best of "Both Worlds"

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1001 ◽

2003 ◽

Vol 1 (1) ◽

Author(s):

Marilyn H Oermann

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Active Learning ◽

Communication Skills ◽

Teaching Strategies ◽

Nurse Educators ◽

Integrated Approach ◽

Creative Teaching ◽

Approach To Teaching ◽

Large Groups

Many creative teaching strategies have been developed in recent years in nursing and other fields to promote active learning. These strategies foster development of problem solving, critical thinking, and communication skills, and they encourage students to work collaboratively with peers. However, in nurse educators rush to embrace active learning, lecture has been viewed negatively by some faculty. Rather than positioning active learning against lecture, another approach is to integrate active learning within lecture, gaining the benefits of both methods. An integrated approach also takes into consideration the situation of teaching large groups of students. This article examines benefits of an integrated approach to teaching and presents strategies for active learning intended for use with lecture.

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