11
Data were also analyzed through SPSS and significant differences are noted. There were significant differences related to directors’ level of steel band experience as a player and their curricular and pedagogical choices as a director. This included mode of engagement during rehearsals, selection of musical literature, and the inclusion of historical and musical context. Lastly, recommendations for the field of music education regarding pre-service teacher education and the professional development of steel band directors are addressed.
Cory Himmelspach Wholehan, Waterford Public Schools Reading and Writing in the Traditional Middle School Band Class: A Curriculum of Co-equal Cognitive Integration
Public schools today are being held to continually rising standards. Whether schools are reaching the standards or not is measured by a standardized test. The academic subjects that are tested are math, science, social studies, reading, and writing. On top of raising standards, school districts are receiving less funding to support the programs offered. Elective classes are often the first to feel the cuts in funding; sometimes the classes are cut completely. Aligning elective classes with the outcomes of core classes will strengthen both areas and provide support for the retention of the elective areas.
This curriculum was designed for use in a middle school beginning band class. The curriculum allowed the performance rehearsals to continue while incorporating reading and writing activities. Goals for each lesson of the curriculum are aligned with the National Standards for music, Michigan standards for music, as well as the Michigan standards for reading and writing. In the integration process, reading, writing, and music are placed on the same level of importance to create a co-equal cognitive integration. Along with the goals, each lesson had an assessment component. These lessons were tested on students and students were surveyed at the beginning and end of the school year to track any change in their appreciation for reading and writing. The findings were that with minimal disruption to time spent playing instruments, many reading and writing activities can be incorporated into a traditional band classroom.
Adam Kruse and Marliz B. Gonzales, Michigan State University A Chicana Student Musician's Resilience to Academic and Social Barriers
The purpose of this instrumental case study is to better understand the academic, social and musical experiences of a Chicana music education student. Semi-structured interviews with a third generation Chicana student at a Midwestern university explored her academic, social and musical experiences that preceded her pursuit of an undergraduate music education degree. Due to the current level of academic and social success enjoyed by this student and her access to a wealth of social capital and successful academic models, she is presented as a critical case. Barriers to academic and social pursuits as well as resilience to these barriers related closely to aspects of identity navigation and social capital interaction in this student’s experience. The role of music, music education, and specific music educators acted as crucial ingredients for her eventual success. Implications for music educators and researchers include a call for additional support and greater understanding of potentially marginalized student populations.
50
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60