國立虎尾科技大學 |

Musical Independence in the Large Ensemble Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Musical Independence in the Large Ensemble Classroom./
作者:	Weidner, Brian Nikolas.
面頁冊數:	1 online resource (181 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Music education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438117297

Musical Independence in the Large Ensemble Classroom.
Weidner, Brian Nikolas.

Musical Independence in the Large Ensemble Classroom. - 1 online resource (181 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--Northwestern University, 2018.

Includes bibliographical references

This multi-study dissertation investigates the nature of musical independence in the instrumental large ensemble and the instructional practices that are used to foster its development. The dissertation is comprised of three separate papers, each addressing different aspects or approaches to the practice of independent musicianship in large ensembles. While each paper is guided by its own specific research questions, the overarching questions for this dissertation are: What is the nature of musical independence when it is taught in large ensemble settings? What elements are necessary to be musically independent, specifically within the context of rehearsal and performance within a large ensemble? What pedagogical considerations contribute to the development of musical independence in large ensemble courses?

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438117297Subjects--Topical Terms:

1179893
Music education.
Index Terms--Genre/Form:

554714
Electronic books.

Musical Independence in the Large Ensemble Classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Steven M. Demorest.
502 $a Thesis (Ph.D.)--Northwestern University, 2018.
504 $a Includes bibliographical references
520 $a This multi-study dissertation investigates the nature of musical independence in the instrumental large ensemble and the instructional practices that are used to foster its development. The dissertation is comprised of three separate papers, each addressing different aspects or approaches to the practice of independent musicianship in large ensembles. While each paper is guided by its own specific research questions, the overarching questions for this dissertation are: What is the nature of musical independence when it is taught in large ensemble settings? What elements are necessary to be musically independent, specifically within the context of rehearsal and performance within a large ensemble? What pedagogical considerations contribute to the development of musical independence in large ensemble courses?
520 $a Paper 1: Developing Musical Independence in a High School Band: This qualitative case study describes how one band director whose objectives included the development of musical independence designed his classroom, curriculum, and instruction and how this pedagogical practice was experienced by his students. The teacher and students of a secondary-level concert band were observed and interviewed over the course of an eight-week concert cycle. The lead teacher utilized a constructivist approach comprised of three interrelated elements: a deliberately structured band environment, teacher-moderated instruction, and student-led engagement. The teacher-moderated and student-led elements were situated within a educational space that emphasized musical rigor, social engagement, and extramusical skills. This environment promoted students' musical growth with support from social and extramusical resources. The teacher facilitated learning through scaffolded instruction that included modeling, guided problem-solving and decision-making, and intentional vagueness. These strategies invited students to actively engage in critical thinking and take personal responsibility within the large ensemble setting. Students applied their learning from teacher-moderated instruction to student-led music opportunities in both large and chamber ensembles. The teacher monitored but did not participate in student-led activities, allowing the students to make their own musical diagnoses and decisions. He used his observations to determine specific student needs and inform his own instructional practice. Students demonstrated musical independence to varying degrees as the teacher facilitated learning differently depending on the student, the content, and the situation.
520 $a Paper 2: A Grounded Theory of Musical Independence in the Large Ensemble: This constructivist grounded theory inquiry investigates the nature of musical independence within the large ensemble context. In part, this study responds to the argument that the traditional large ensemble is not compatible with the development of musical independence. This study is based in observations of and interviews with the teachers and students of three secondary band programs that include musical independence as a primary instructional objective. This study presents a model of musical independence in the large ensemble that includes its key components and pedagogical practices for its development. In this emergent, theoretical model, the key components of musical independence in the large ensemble classroom are student agency, critical decision-making, and lifelong musicianship. These components develop as a result of specific instructional practices related to cognitive apprenticeship that utilizes teacher modeling, scaffolded instruction, and authentic, regular opportunities for student-led music-making in curricular small and large ensemble settings. These instructional practices build upon the musical, social, and personal foundations typically found in the traditional large ensemble classroom.
520 $a Paper 3: The Effect of Group Practice Strategy Instruction on Middle School Instrumentalists' Individual Practice: This quasi-experimental study investigated a transfer of learning of strategies for effective practice from large ensemble rehearsal to individual student practice. Five middle school bands were randomly assigned to one of three conditions. Two treatment conditions had teachers use a repeated, explicit instruction protocol to teach one of two specific practice strategies during a sight-reading activity. The treatment was delivered over the course of six lessons in two weeks using a novel piece of music for each lesson. The control condition included sight-reading activities without specific practice strategy instruction. A sample of students from each band (N = 66) participated in a cycle of pre-test/post-test/delay-test observations that involved a 10-minute practice session followed by a performance on a new piece of music similar to those used in the treatment sessions. Student practice sessions were analyzed for frequency of usage of the targeted strategies, and performances were rated for pitch and rhythmic accuracy. Using a 3x2x3 ANOVA, a significant main effect was identified for the positive change in frequency usage of strategies within groups (F(1,63) = 122.388, p < .001, eta2 = .660), but no significant effects or interactions were found between groups as a result of the instructional treatment. (Abstract shortened by ProQuest.).
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