Changing Lyrics Centered on Musical Concepts as a Music-Making Activity in Elementary School

2021 ◽  
Vol 50 (1) ◽  
pp. 51-79
Author(s):  
Eunjee Shin
Keyword(s):  
Elementary School ◽  
Music Making ◽  
Musical Concepts

Control Interfaces Continued

2011 ◽  
Author(s):  
V. J Manzo
Keyword(s):  
Basic Structure ◽  
Presentation Mode ◽  
Musical Instruments ◽  
Object A ◽  
The Third ◽  
Music Making ◽  
Control Interface ◽  
Musical Concepts ◽  
Physical Abilities ◽  
Computer Keyboard

In this chapter, we will look at some innovative ways to control music making as we develop musical instruments. We will look at using your computer keyboard and mouse as performance instruments as well as discuss the use of videogame controllers in your patches. Designing your own custom musical instruments is a great way to tailor the controls to the specific physical abilities of users while allowing them to focus on certain specific musical concepts like pitches, scales, and harmony/chords. 1. Click on Extras>EAMIR from the top menu to view the main menu of the EAMIR SDK 2. In the umenu labeled Examples, click the third item 3.EAMIR _ASCII_Keyboard_Control.maxpat Unlock the patch that opens and look at its basic structure. As you can see, the patch is really just 4 bpatcher objects, 3 of which refer to patches we’ve already looked at. The newest bpatcher, at the top of the patch, is basically just a patch with a key object, a select object, and some fancy graphics—all things you learned to use in Chapter 3. Lock the patch and 3. Type your full name using your computer keyboard. Note that uppercase letters and lowercase letters trigger different buttons 4. Press the number keys 1–8 as these are mapped to message boxes containing numbers used as diatonic chord functions Without the top bpatcher, your patch generates chords in any key simply by clicking the message boxes. The top bpatcher is just a control interface that maps something (keys) to something else (message boxes). 5. Ctrl+click (Mac) or right click (Windows) the top bpatcher and select Object>Open Original “EAMIR_keyboard.maxpat” from the contextual menu This patch is set to open in Presentation mode. Unlock the patch and put it in Patching view. The contents of the patch are as I described: a key object, as well as a keyup object, are connected to two gigantic sel (select) objects containing the ASCII numbers for all the available characters on the computer keyboard nothing you couldn’t already do. In fact, the most impressive part of this patch, in my opinion, is the graphical part of it.

Environment—A Factor in Conceptual Listening Skills of Elementary School Children

1974 ◽  
Vol 22 (3) ◽  
pp. 205-214 ◽  
Author(s):  
Dorothy McDonald
Keyword(s):  
Elementary School ◽  
Middle Class ◽  
Fourth Grade ◽  
Lower Class ◽  
Listening Skills ◽  
Listening Test ◽  
Mental Age ◽  
Significant Relationships ◽  
Musical Concepts

An attempt was made to determine the role of environment in elementary school children's identification of selected musical concepts through aural experience with orchestral literature. A listening test was developed for this purpose, as well as a pilot study that was conducted with two fourth grade populations from constrasting socioeconomic backgrounds. Results from the investigation showed that the middle-class fourth grade children scored significantly higher on the listening test than did the lower-class children. Among the variables tested, multiple regression analyses revealed a significant relationship between mental age and musical concept identification for the middle-class children. The test itself, while proving acceptable in terms of reliability for the middle-class children, did not prove so for the lower-class children because no significant relationships among any of the variables were found. The results of this study reaffirm the necessity to continue the development of appropriate materials and methods to teach music to lower-class children.

The Effect of Music Instruction on Phonemic Awareness in Beginning Readers

2005 ◽  
Vol 53 (3) ◽  
pp. 199-209 ◽  
Author(s):  
Joyce Eastlund Gromko
Keyword(s):  
Elementary School ◽  
Phonemic Awareness ◽  
Developmentally Appropriate ◽  
Spoken Word ◽  
Music Instruction ◽  
Kindergarten Children ◽  
Control Group ◽  
Phoneme Segmentation ◽  
Music Making ◽  
Music Methods

The purpose of this study was to determine whether music instruction was related to significant gains in the development of young children's phonemic awareness, particularly in their phoneme-segmentation fluency. Beginning in January 2004 and continuing through the end of April 2004, each of four intact classrooms of kindergarten children ( n= 43) from one elementary school were taught music by one of four advanced music-methods students from a nearby university. Kindergarten children ( n= 60) at a second elementary school served as the control group. An analysis of the data revealed that kindergarten children who received 4 months of music instruction showed significantly greater gains in development of their phoneme segmentation fluency when compared to children who did not receive music instruction, t=−3.52, df= 101, p= .001. The results support a near-transfer hypothesis that active music-making and the association of sound with developmentally appropriate symbols may develop cognitive processes similar to those needed for segmentation of a spoken word into its phonemes.December 14, 2004August 1, 2005

Creative Music Education in Japan during the 1920's: The Case of the Elementary School Attached to Nara Women's Higher Teachers College

1994 ◽  
Vol 11 (2) ◽  
pp. 157-162 ◽  
Author(s):  
Kyoko Koizumi
Keyword(s):  
Elementary School ◽  
Great Britain ◽  
Music Education ◽  
Music Teachers ◽  
The United States ◽  
Historical Background ◽  
Teachers College ◽  
Music Making ◽  
Creative Music ◽  
Creative Music Making

‘Creative music-making’, as developed in recent years in Great Britain and other countries, has also become popular in Japanese music education; for many music teachers have come to think seriously about the significance of child-centred music education instead of teacher-centred music education. Such a trend seems to be new. However, as in the United States and Great Britain, child-centred music education has been implemented previously – during the 1920's, in Japan's case. This development began in the Elementary School Attached to Nara Women's Higher Teachers College. The author describes the ideas and practices of creative music education in this school, and its historical background, comparing them with creative music-making today.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

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