School Bands and Choirs

In this study, the authors investigated effects of aural model—supported rehearsal preparation on selected behavioral and evaluative elements of novice teachers’ rehearsals. Sixteen preservice music teachers conducted high school bands in four 15-minute rehearsals (two rehearsals on two different pieces).To prepare for their rehearsals on one piece, participants were given only the conductor score, while for the other piece, they were given both a score and a recorded model of the piece on an audio compact disc.Video recordings of all 64 rehearsals were systematically observed for teachers’ verbalizations across several musical and teaching variables. Participants also completed post-rehearsal evaluations of their teaching and of the ensemble’s playing. Differences between conditions were small, with teachers’ verbalizations reflecting a proportionally greater concern for accuracy in the model-supported condition. Evaluations of rehearsals were less self-directed and were more critical of the ensemble, a finding consistent with previous research.There was virtually no difference in responses between conditions for conductor expressiveness.

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School Bands

The Musical Times ◽

10.2307/957018 ◽

1971 ◽

Vol 112 (1541) ◽

pp. 669

Author(s):

John Churchill

Keyword(s):

School Bands

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School Bands in Saskatchewan, Canada: A History

Journal of Historical Research in Music Education ◽

10.1177/153660060002100202 ◽

2000 ◽

Vol 21 (2) ◽

pp. 112-131 ◽

Cited By ~ 1

Author(s):

Edwin B. Wasiak

Keyword(s):

School Bands

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The Punk Effect: Art School Bands, Artist Collectives, and the Makings of an Alternative Culture in Downtown Toronto 1976-1978

10.22215/etd/2019-13560 ◽

2019 ◽

Author(s):

Jakub Marshall

Keyword(s):

Alternative Culture ◽

School Bands ◽

Art School

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Student Retention in School Bands and Orchestras: A Literature Review

Update Applications of Research in Music Education ◽

10.1177/87551233211042585 ◽

2021 ◽

pp. 875512332110425

Author(s):

Phillip M. Hash

Keyword(s):

Literature Review ◽

Student Retention ◽

Instrumental Music ◽

Full Potential ◽

Instrumental Study ◽

Key Factor ◽

Decisions To Leave ◽

School Bands ◽

Students Attitudes

The purpose of this review was to synthesize the literature on attrition and retention in instrumental music and to identify strategies to encourage students’ continued participation in school bands and orchestras. Retaining members from 1 year to the next is a key factor in building ensembles and helping individual musicians reach their full potential. At least 35 years of research, however, has yielded little consistency in determining why students persist in or dropout of instrumental study. Most decisions likely involve (a) practical considerations, especially related to scheduling and other interests and commitments; (b) students’ attitudes on their musicianship and various aspects of the program; and (c) the influence of other people. The MUSICSM Model of Motivation can provide a framework through which stakeholders examine how their school bands and orchestras meet the needs of students, thus influencing their decisions to leave or remain in the program.

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