Secondary music programs

1990 ◽  
Vol 76 (8) ◽  
pp. 51-52
Author(s):  
Dan Pilotte
Keyword(s):  
Music Programs ◽  
Secondary Music

An Ethnography of Improvisation Training in a Music Methods Course

1995 ◽  
Vol 43 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Christopher J. Delia-Pietra ◽  
Patricia Shehan Campbell
Keyword(s):  
Music Education ◽  
Prospective Teachers ◽  
Music Programs ◽  
Methods Course ◽  
Group Setting ◽  
Education Students ◽  
Music Methods ◽  
Secondary Music ◽  
School Music ◽  
Prior Experiences

In the belief that the strengthening of secondary school music programs is at least partially linked to the training of prospective teachers in the techniques of improvisation, me have examined the process by which music education students reveal an understanding of improvisation, its relationship to analytical listening, the musical and social interactions that can result from its study and practice in a group setting, and ways to integrate it into the curriculum. A 5-week improvisation training segment was included in a secondary music methods course. Five 90-minute sessions were focused on listening and analyzing model pieces and consequent small-group improvisations “in the style of the model.” Data were analyzed using ethnographic techniques. The profiles of two students were developed to trace emerging thoughts and behaviors regarding improvisation training. Although the profiled students differed as to prior experiences and personal perspectives on music-making and teaching, both showed evidence of an evolving sensitivity to the process of improvisation due to instruction—for themselves and for their students.

scholarly journals Demographics of Tenure-Stream Music Faculty in Canadian Post-secondary Institutions

2017 ◽  
Vol 35 (1) ◽  
pp. 79-104
Author(s):  
Louis Bergonzi ◽  
Deanna Yerichuk ◽  
Kiera Galway ◽  
Elizabeth Gould
Keyword(s):  
Sample Size ◽  
Statistical Analyses ◽  
Music Programs ◽  
Tenure Track ◽  
White Faculty ◽  
Post Secondary ◽  
Tenure Track Faculty ◽  
Secondary Music ◽  
Race Ethnicity ◽  
Music Faculty

This study provides a snapshot of tenure at Canadian post-secondary music institutions, with a particular focus on gender and race/ethnicity. The data show tenure has been granted at high rates over a five-year period, and that women are no more or less likely to achieve tenure than men. However, more men than women hold both tenured and tenure-track positions, at a ratio of 2:1. The sample size of non-white faculty was not large enough to conduct statistical analyses about tenure rates in relation to race/ethnicity, although the extremely low rates of non-white tenure-track faculty suggest that diversity remains a concern in post-secondary music programs.

scholarly journals Exploring post-degree employment of recent music alumni

2019 ◽  
Vol 37 (1) ◽  
pp. 142-155 ◽  
Author(s):  
Julia Brook ◽  
Sue Fostaty Young
Keyword(s):  
Mixed Methods ◽  
Research Design ◽  
Mixed Methods Research ◽  
Degree Program ◽  
Music Programs ◽  
Employment Success ◽  
Musical Skills

The purpose of this research was to identify the various types of employment held by music alumni at one university. We also compare the perceptions of alumni who currently work primarily in music with those of alumni who work outside the field. A mixed-methods research design that relied on surveys and interviews was used to gather data. Alumni employed primarily outside the field held a wide variety of roles and many reported incorporating their musical skills in these roles and they continued to engage in a variety of activities within the field of music. Those whose employment was primarily in music were more likely to have reported choosing to enroll in a music degree program with an express intention of gaining music-focused employment. Findings from this study illustrate that while graduates of music programs do find employment success, further investigation is necessary to identify the breadth of roles available, yet untapped, for music graduates and the perhaps entrepreneurial requirements for engagement in them. Our findings also point to the need for music programs to realign curriculum to better reflect the ever-expanding music sector.

scholarly journals Policy at the Intersection of Curriculum and Music Teacher Agency

2020 ◽  
Vol 107 (1) ◽  
pp. 37-42
Author(s):  
Janet Revell Barrett
Keyword(s):  
Choral Music ◽  
Policy Process ◽  
Hip Hop ◽  
Music Teachers ◽  
Music Programs ◽  
Music Teacher ◽  
Music Curriculum ◽  
Policy Environments ◽  
District Initiatives ◽  
Principles Of Change

Music teachers seek imaginative openings to expand the reach and scope of the music curriculum, particularly by engaging more students in creative production and culturally relevant offerings. This article describes the work of a high school choral music educator who implemented new courses in Hip Hop Production by strategically navigating the policy process for course approval in his school district, informing the proposal with readily available data, consulting with colleagues, and aligning the purposes of the courses with district initiatives. As a case of music teachers’ curricular agency, this story illustrates valuable orientations and principles of change that open up avenues for the expansion of music programs in the context of district-level policy environments.

Reading Music Programs Intelligently

1929 ◽  
Vol 2 (7) ◽  
pp. 419 ◽  
Author(s):  
Henry Harap
Keyword(s):  
Music Programs ◽  
Reading Music
Sign in / Sign up

Export Citation Format

Share Document