scholarly journals (Re)telling Stories of Middle School Student-Led Bands: How One Music Teacher Becomes a Narrative Researcher

2019 ◽  
Vol 8 (1-2) ◽  
Author(s):  
Stephanie Cronenberg
Keyword(s):  
Middle School ◽  
Peer Review ◽  
Academic Writing ◽  
Writing Process ◽  
Middle School Student ◽  
Music Teacher ◽  
Music Students ◽  
Inquiry Process ◽  
Scholarly Publications ◽  
School Music

Finely polished prose and clean analysis is abundant in scholarly publications. Yet the academic writing process of drafts, peer review, and revisions that lead to these polished papers is one of trials, triumphs, discovery, and self-doubt rarely revealed to new scholars. This paper is one attempt to demystify the writing as inquiry process through the lens of narrative inquiry. Using three drafts of the same researched text, this paper tells the story of twin journeys: my journey from music teacher to narrative researcher and my middle school music students’ journeys through a student-led curricular unit.

scholarly journals Improving informative and narrative writing skills associated with multimodal literacy of middle school students

2018 ◽  
Vol 10 (4) ◽  
pp. 79-94
Author(s):  
Mazhar Bal
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Writing Process ◽  
Writing Skills ◽  
Comic Book ◽  
Structured Interview ◽  
Middle School Student ◽  
Semantic Interpretation ◽  
Narrative Writing ◽  
School Students

The purpose of this research is to improve informative and narrative writing skills of middle school students. The study was designed with action research. The research group is middle school students. Data collection techniques were student diary, semi-structured interview form, semi-structured observation form and documents that consist of comics produced by the students. Descriptive analysis and content analysis techniques were used together in the analysis. It has been determined that the writing process has not attracted students; however, comic books have been shown to attract students It has also been found that the process of semantic interpretation of the text is facilitated. It has been determined that most spelling and punctuation mistakes were made in the writing process. It is thought that the reasons for these mistakes are the habits of out-of-school life. It has been determined that writing processes related to multimodal texts have a positive effect on students’ interest and sense of responsibility.Keywords: Comic book, graphic novel, informative writing, middle school student, narrative writing.*

Democracy in the Middle School Music Classroom

2019 ◽  
Vol 105 (3) ◽  
pp. 17-22
Author(s):  
Amanda R. Draper
Keyword(s):  
Middle School ◽  
Music Teacher ◽  
General Music ◽  
Music Classroom ◽  
Music Program ◽  
Motivation For Learning ◽  
Traditional Public School ◽  
School Music ◽  
Democratic Principles ◽  
Student Independence

Including democratic principles in a traditional public school general music program can be challenging, but the benefits are significant, including greater student independence and motivation for learning. Democratic practice is both an approach to teaching and an outcome of the experience. It prepares students to be participants in society by providing space for student voices and encouraging students to think deeply and ask challenging questions. It also involves negotiating a rebalance of control in which the music teacher is more of a teacher-facilitator, learning alongside the students and allowing their choices and decisions to be a driving force in the learning process. This article presents one model for incorporating democratic ideals in middle school general music.

Differences in Preference for Subtle Dynamic Nuance between Conductors, Middle School Music Students, and Elementary School Students

2001 ◽  
Vol 49 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Vernon Burnsed
Keyword(s):  
Middle School ◽  
Significant Proportion ◽  
Preference Test ◽  
Folk Songs ◽  
Music Students ◽  
Musical Experience ◽  
School Students ◽  
School Music ◽  
Realistic Representation ◽  
Elementary And Middle School

This study began as a systematic replication of two previous studies in which a significant proportion of elementary and middle school music students preferred versions of American folk songs with explicit variation in dynamics over versions of the same folk songs where the dynamics were held constant. In the present study, the preference test used in the previous studies was modified to reflect a more realistic representation of dynamic nuance. Dynamic variation was reduced by one-third, and smoother curvatures were applied to the crescendos and decrescendos of the expressive versions of the 10 folk songs. This revised test was administered to 288 Grade 1–5 students, 78 middle school music students, and 22 conductors. The results of the study indicate that age and/or musical experience may affect perception and preference for subtle dynamic nuance in music.

Musical Creativity, Mobile Technology, and Middle School

2021 ◽  
pp. 107-125
Author(s):  
Rue Lee-Holmes
Keyword(s):  
Middle School ◽  
Mobile Technology ◽  
Music Teacher ◽  
Music Notation ◽  
General Music ◽  
Digital Audio ◽  
School Music ◽  
Digital Audio Workstation ◽  
Musical Creativity ◽  
Music Class

The chapter focuses on examining musical creativity in middle school general music by the use of digital technology, from the perspective of a middle school music teacher who is working with digital natives. It provides practical lesson plans concerning the use of digital audio workstation (DAW) apps and Chrome Music Lab apps to compose music, music notation apps for notating compositions, and ScratchJr for creating music tutorials. Tablets and hand-held devices are morphed into tools for adolescents to express their creative musicianship, leading to a transformation of a middle school general music class.

T2:Recursiviteit En Taakgerichtheid

2004 ◽  
Vol 72 ◽  
pp. 47-53 ◽  
Author(s):  
Atie Blok-Boas ◽  
Elisabetta Materassi
Keyword(s):  
Peer Review ◽  
Academic Writing ◽  
Language Skills ◽  
Writing Process ◽  
Argumentative Texts ◽  
The University

In this article, we discuss a course in academic writing for third-year students of Italian L2 at the university of Amsterdam. During the course, the students produce five argumentative texts. These texts are the end product of a series of tasks which cover the various stages of the writing process. Each task is subject to feedback. Feedback is given in different ways, but peer-peer review is an important feature of this course. The repetition of the writing process and the cooperation and interaction in the performing of the tasks enhance the students' awareness of the argumentative and formal aspects of writing and of their own language skills.

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