The Effect of an Active Parental Program on the Musical Achievement and Musical Affectiveness of Elementary Instrumental Music Students PDF Download
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Author: Mary Frances Bushong
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 142
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Author: Mary Frances Bushong
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 142
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Author: Deborah A. Baldasarre
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 96
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Author: Suzanne Hattala Wasilewski
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 158
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Book Description
"Since the implementation of the New York State Common Core Standards, two primary problems have arisen for elementary instrumental music teachers. First, instrumental music teachers' time to work with students is diminishing. The demands of the rigorous curriculums developed to teach the Common Core Standards create a climate where English Language Arts and Math have precedence over all other subject areas. Music is a core subject in New York State but how it appears in the school day can vary from school district to school district. Second, students are assigned so much more homework causing parents to have reservations about engaging them in other activities but many still involve their children in music. These parents have a set of acquired dispositions of thought, behavior, and taste regarding music or a musical habitus (Bourdieu & Wacquant, 1992; Rimmer, 2006). This study identifies and explores the musical habitus of parents of students at a K-5 elementary school within a large economically diverse suburban school district in upstate New York. General music classes are part of each elementary school's master schedule and families have the option to participate in an elementary band or orchestra program. Specifically, the author seeks to understand the musical habitus of parents whose children are participating in the elementary orchestra. The analytical and theoretical framework used by the author for this research is grounded in Bourdieu's (1986, 1992) theory of capital, with a focus on his notion of habitus and Epstein's (2010) theory of overlapping spheres of influence. Bourdieu's concept of habitus has been extended into the arts in general and to music in particular to examine the way in which people's individual histories, class origins, family backgrounds and educational opportunities interact to compose their ongoing relationship with the arts. Rimmer (2006) describes a musical habitus as an active, adaptive and generative action in sustaining musical meanings, and the structures in which they are embedded. Epstein's work focuses on one part of Bourdieu's concept of field by uniting home and school for the families involved. Understanding the level at which these three areas must interact will be a focus in the analysis of data. Together, they served as a lens to understand the musical habitus of the parents and why music is valued. This study challenges orchestra directors and administrators to understand why parents encourage and perpetuate their child's participation in instrumental music when balancing the daily schedules of their students."--Page vi.
Author: George Ed Sparks
Publisher:
ISBN:
Category : Instrumental music
Languages : en
Pages : 140
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Author: Gwan Ki Yun
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 146
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The purpose of this study was to examine the effects of an after-school music program on music underachievers' musical achievement, social development and self-esteem. A true-experimental pretest-posttest design was used and included 14 hours of treatment time. The subjects (N = 66), fifth-grade students were randomly selected from the lowest quartile of scores on Colwell's Music Achievement Test (MAT), which was administered to all fifth-grade students (N = 494) in three Korean elementary schools. The treatment group (n =33) experienced a movement-based after-school music program (MAMP); the control group (n = 33) did not receive the after-school music program. Measurements included sections of Colwell's Music Achievement Test (MAT), Kim's Social Development Scale (SDS), and Hare's Self-Esteem Scale (HSS). The researcher and music teachers of each school administered all measurements. Fourteen treatment lessons occurred over fourteen weeks. One-way analyses of covariance tests were used to test for post-test differences between groups. A significant difference was found in music achievement total scores of the MAT with the treatment group scoring higher scores than the control group. There were no significant differences for interval and meter discrimination tests of MAT. There were no significant differences between treatment and control groups in the post-test scores of the Social Development Scale (SDS) and the Self-Esteem Scale (HSS). However, for both tests, mean scores increased for the treatment group and decreased for the control group. Results from this study suggest that a movement-based after-school music program promotes music underachievers' musical growth and may also support music underachievers' social development and self-esteem.
Author: Robert A. Cutietta Dean of the Thornton School of Music University of Southern California
Publisher: Oxford University Press, USA
ISBN: 0198029594
Category : Education
Languages : en
Pages : 258
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Book Description
As a musician, a music teacher, and father of three musical children, Robert A. Cutietta can view the challenge of raising musical kids from all sides. Now, in a volume written specifically for parents (with or without musical background), he draws upon his extensive research and varied personal experience to offer a complete, practical guide to this common parenting issue. Does music make kids smarter? At what age should a child begin music lessons? Where should I purchase an instrument? What should parents expect from a child's teachers and lessons? How do I get them to practice? Raising Musical Kids answers these and many more questions as it covers everything from assembling a good listening library for kids, to matching a child's personality with an instrument's personality, to finding musical resources in your community. Cutietta is a gold mine of common sense and straightforward advice. For instance, his novel reward system for enforcing practice will be a godsend for parents. Knowing that children can--and usually do--get most of their music education within the public school system, the author explores at length the features and benefits of elementary and secondary school programs, and shows how parents can make the schools work for them and their children. And along the way, readers will enjoy Cutietta's good humor--his tales of 3rd graders wrestling with huge string basses--and the common sense way he dispels many stereotypes, such as the all-too-common "only boys can play drums." Throughout, Cutietta emphasizes the joy of participating in music for its own sake. This is a book that parents everywhere will treasure as a complete road map for developing their child's musical abilities.
Author: Stephen Franklin Zdzinski
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 206
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Author: Daniel R. Zanutto
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 304
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Author: Margaret Davis Clement
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 82
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Author: John Parkinson Brokaw
Publisher:
ISBN:
Category : Child musicians
Languages : en
Pages : 236
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Book Description
