scholarly journals B. Britten’s “Guide to the Orchestra”: to the Question of the Unity of the Artistic and Pedagogical Aspects of the Composer’s Plan

2019 ◽  
Vol 7 (4) ◽  
pp. 65-81
Author(s):  
Andrey Lesovichenko
Keyword(s):  
Secondary School ◽  
Symphony Orchestra ◽  
Educational Programs ◽  
Benjamin Britten ◽  
Organic Solution ◽  
Musical Education ◽  
Artistic Value ◽  
Developing Flow ◽  
Initial Idea ◽  
Original Theme

The article presents an analysis of one of the most interesting orchestral compositions intended to familiarize listeners of symphonic concerts with instruments – compositions by Benjamin Britten “Guide to the orchestra. Variations on Purcell’s theme” The composer created his opus in such a way that it could be played in educational programs. At the same time, the composition has a great artistic value. This allows us to consider it in purely musical and pedagogical aspects. The problems of the variation cycle as a dynamically developing flow of diverse images are determined by intonation segments emanating from the theme borrowed from Henry Purcell, in which the initial idea of the master of the XVII century is deeply rethought. The pedagogical task is connected with the demonstration of the timbres of all instruments in solo, ensemble, orchestral sounds, expressing different semantic facets of the original theme, transformed in the process of development into its own antipode. B. Britten found an organic solution to the problems. The article outlines the options for the use of this work in music lessons in secondary school and in the system of additional musical education in the study of instruments of the Symphony orchestra. For this purpose, the comparative characteristics of the performance of the “Guide” by major conductors of different generations are involved, including the interpretation of the composition by the author of the music, which can be assessed a reference. The characteristic of the film for which the music and contemporary videos of the performance of Britten’s opus are written is given.

scholarly journals Making a digital game active: Examining the responses of students to the adapted active version

2016 ◽  
Vol 6 (1) ◽  
pp. 113-132
Author(s):  
Mehmet Inan ◽  
Fatih Dervent
Keyword(s):  
Content Analysis ◽  
Secondary School ◽  
Private School ◽  
Qualitative Method ◽  
Secondary School Students ◽  
Negative Emotions ◽  
Structured Interview ◽  
Educational Programs ◽  
Digital Game ◽  
School Students

The purpose of this study was to examine the differences between the responses to the digital and the active version of Angry Birds . Participants of this study were comprised of 26 secondary school students who enrolled in a state or a private school. The data for the study were collected during the 2012-2013 school years by using a three question semi-structured interview. The responses to the interviews were analyzed with the qualitative method of content analysis. 6 categories and 31 codes were emerged from the responses of the students. According to responses of the students, entertainment was the most cited category and mostly referred to active games. Negative emotions were controllable in the active game play even students found it more challenging. This study has implications to design game based educational programs.

The British symphony orchestra and the Arts Council of Great Britain

2018 ◽  
Author(s):  
Benjamin Wolf
Keyword(s):  
Great Britain ◽  
Fine Arts ◽  
Symphony Orchestra ◽  
Cultural Economics ◽  
Symphony Orchestras ◽  
Artistic Value ◽  
The Arts ◽  
Limited Support ◽  
Successful Execution ◽  
The Relationship

This chapter explores the relationship between British symphony orchestras and the Arts Council of Great Britain. Combining archival research with institutional sociology and cultural economics, it describes how the Arts Council’s demands changed between 1946 and 2000, and how financial and ideological constraints prevented the successful execution of some of these demands. Between 1946 and 1980, symphony orchestras were encouraged to focus on professional performances of the ‘fine arts’ and the performance of music by living composers. Subsequently the 1980s and 1990s witnessed a collapse in traditional ideas of artistic value and a growth in bureaucratized management, with symphony orchestras undergoing time-consuming appraisal procedures, expanding their educational activities and demonstrating limited support for the arts of ethnic minorities. Overall, the chapter suggests that the ideologies of subsidised support were in tension with each other, leading to only partial achievement of the goals that were set out by the Arts Council.

Composing in the School: Composing for the School

1988 ◽  
Vol 5 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Andrew Macgill
Keyword(s):  
Secondary School ◽  
New Era ◽  
Musical Education ◽  
Lessons Learnt

This article describes some of the experiences of, and lessons learnt by a composer working as Head of Music in a secondary school. The article highlights in particular aspects which are considered to be of value to teachers and other colleagues now embarking on a new era of musical education in schools, notably aspects relevant to the composing component in public examinations. The text includes details of a recording of newly composed music.

Teaching Emotionally Disturbed Adolescents: A Study of Selected Teacher and Teaching Characteristics

1984 ◽  
Vol 9 (2) ◽  
pp. 105-112 ◽  
Author(s):  
Rex Schmid ◽  
Bob Algozzine ◽  
Maryellen Maher ◽  
Don Wells
Keyword(s):  
Secondary School ◽  
Emotionally Disturbed ◽  
State Of The Art ◽  
Learning Disabled ◽  
Educational Programs ◽  
Response Analysis ◽  
Public School Teachers ◽  
School Teachers ◽  
Teaching Characteristics ◽  
School Survey

The National Secondary School Survey was conducted to obtain information regarding the state-of-the-art in service delivery to learning disabled and emotionally disturbed adolescents. Volunteer public school teachers in all 50 states completed a survey instrument regarding their own characteristics and those of their students and educational programs. The analyses of responses from 222 teachers of emotionally disturbed adolescents to questionnaire items regarding their personal and educational characteristics are presented and discussed. Based on the response analysis, four implications for teacher trainers and inservice directors were identified.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

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