scholarly journals An investigation of some factors relating to the instrumental music at the Hutt Valley Memorial Technical College

2021 ◽  
Author(s):  
◽  
Joan Elizabeth Taylor

This investigation is concerned with the scheme of music in operation at The Hutt Valley Memorial Technical College. Inquiries were made from all the pupils of this college in May 1946. Although the main emphasis has been laid, in this investigation, on the instrumental side of the school music, the choral aspect has not been overlooked, as every pupil has class-singing lessons in school time, and a uniform programme is determined for this, for the whole school by the Director o Music, there was no need to gain information about it from the pupils. All relevant material regarding the choral aspect , e.g. Timetables, Board reports and personal observations, was readily accessible.

2021 ◽  
Author(s):  
◽  
Joan Elizabeth Taylor

This investigation is concerned with the scheme of music in operation at The Hutt Valley Memorial Technical College. Inquiries were made from all the pupils of this college in May 1946. Although the main emphasis has been laid, in this investigation, on the instrumental side of the school music, the choral aspect has not been overlooked, as every pupil has class-singing lessons in school time, and a uniform programme is determined for this, for the whole school by the Director o Music, there was no need to gain information about it from the pupils. All relevant material regarding the choral aspect , e.g. Timetables, Board reports and personal observations, was readily accessible.


2021 ◽  
pp. 98-126
Author(s):  
Matthew L. Garrett ◽  
Joshua Palkki

In this chapter, attention is given to specific ideas that school music teachers can use to honor TGE students. Examples for sharing and displaying TGE-inclusive names, pronouns, and titles are presented within a variety of music classroom contexts. The authors describe how school music teachers can select inclusive classroom curricular materials by reviewing them for bias against gender diversity, by incorporating inclusion in elementary classroom discourse, and by working to avoid gender stereotypes in instrumental music settings. Further discussion focuses on the need for age-appropriate interactions with children, the implications of gendered vernacular language in classrooms settings, and considerations for music teacher-educators working with pre-service teachers at the college level.


Author(s):  
Martin Fautley

This chapter describes the ways in which assessment policy in classroom music education in England has been both legislated for and operationalized in practice. It describes how changes to whole-school assessment legislation have found their outworking in schools and classrooms, which have become contested and problematic sites. It describes how assessment in classroom music has had to shift its focus from attainment onto progression in order to comply with policy. The chapter also points out the effects of a performativity culture in English school music classes, where the production of data has become a goal in its own right, superseding, in some cases, an attention to learning and musicianship. It concludes that refocusing on musical aspects of teaching and learning would be a good thing for the development of both the subject and the participating learners.


2009 ◽  
Vol 57 (4) ◽  
pp. 308-319 ◽  
Author(s):  
David Nabb ◽  
Emily Balcetis

Students with physical disabilities frequently are excluded from participation in instrumental music programs, yet the obstacles band directors face that preclude integration of these students have not been documented systematically. The primary purpose of this study was to measure Nebraska High School band directors’ concerns regarding the integration of students with physical disabilities into their band programs. Results of a survey of 221 Nebraska high school music programs suggested that awareness of options for ways to include students with physical disabilities, availability of adapted instruments, and the cost of acquiring such instruments are among band directors’ primary concerns. Conclusions drawn from this survey serve as evidence that there is a need for adapted instruments and suggest that integration of students with disabilities and without disabilities in band would provide benefits for all.


1922 ◽  
Author(s):  
Osbourne McConathy
Keyword(s):  

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