Classroom Instruments Research Articles

Modern Band in Elementary Music

Modern band programs have spread throughout the United States to create learner-centered and culturally affirming school music experiences for children. The four key concepts of modern band, (1) approximation and scaffolding, (2) decision-making, (3) iconic notation, and (4) culturally sustaining (music education), are congruent with many elementary general music philosophies and pedagogies. This article examines intersections of modern band and general music practices and demonstrates how typical classroom instruments (e.g., unpitched percussion, ukuleles, xylophones, and metallophones) can be used to implement key modern band concepts in an elementary school general music setting.

Instruments of Power. The affective power of sound design in American music education

Music education in the United States has increasingly focused upon student creativity and practices such as improvisation. While such practices and changes are often conceptualized as flexible, inclusive reforms about making kinds of children, historically the curriculum has little to do with music and is instead concerned with taming uncertainty in the governing of child. We examine the Orff-Schulwerk pedagogy in the teaching of music, thought of as a progressive reform which emphasized improvisation and creativity. Exploring briefly Orff-Schulwerk’s production in the Weimar Republic as it travels and translated into the post-war United States, we consider the curriculum as formed through psychological research about rationality, choice, and creativity. The focus is on the system of reasoning embodied in the curriculum as generating principles about desired kind of persons in a stable, secure future related to salvation narratives- principles different in the Weimar Republic and US. The shifting design of people in Orff-Schulwerk curriculum and classroom instruments for learning of sound are, we argue, practices in governing of the body and soul. The fabricating and mapping in the music curriculum is about kinds of populations required as evidence of the progressive desires that simultaneously distributes differences.

Elementary Students’ Music Compositions with Notation-Based Software and Handwritten Notation Assisted by Classroom Instruments

Abstract The purpose of this study was to investigate the impact of notation-based software on music composition by comparing student compositions, preferences, and perceived advantages and disadvantages of composing music with and without the aid of notation-based software. The study included 37 upper-grade elementary students who composed eight measures of melody with notation-based software (MuseScore2) and handwritten notation assisted by classroom instruments (glockenspiel) during 12-week music composition lessons. Student preferences and their comments for each compositional mode were also collected. Afterward, the compositions were judged by five music teachers using Amabile’s consensual assessment technique with criteria of creativity, aesthetic appeal, and craftsmanship. Results indicated that notation-based software for music composition scored higher in creativity, while compositions on the hand-written notation assisted by glockenspiels scored higher in craftsmanship. Of the participants, 76% preferred composing music with the aid of notation-based software because of the playback function and perceived ease. Compositions using notation-based software demonstrated higher scores in creativity than handwritten compositions. However, handwritten compositions scored higher in craftsmanship. Comments by students after composition suggested that handwritten approaches allowed them to use composition strategies learned during prior teaching sessions, although they showed a lower preference for it.

A Study on the change of instrumental learning activities for third to fourth grade elementary school

The purpose of this study is to explore how the activities of instrumental learning changed from the beginning of music subject to 4th grade elementary school and to suggest the significance and the direction of learning musical instruments in elementary schools. First, from the first curriculum to the present, there has been consideration of various activities and learning pieces by music educators to teach the concept and nature of music through instrumental activities. Second, instrumental activities have contributed to learn the basic concepts of music. Third, instrumental activities have contributed to collaborating with others through music. Fourth, instrumental music activities started to be reduced as changing to 2015 competency-oriented curriculum. The change of various classroom instruments and the development of instrumental learning pieces and various types of instrumental activities are needed, however, we must remember the meaning of instrumental learning, which has played an important role in the history of music education in elementary school.

Pelatihan Kegiatan Penelitian dan Penulisan Karya Ilmiah bagi Guru Madrasah Aliyah Negeri 3 Lombok Tengah

Training on Research Activities and Scientific Writing for Madrasah Aliyah Negeri 3 Lombok Tengah Teachers
 The purpose of this community service was to improve the ability of teachers to conduct research and publish a research article in a national scientific journal. This program was implemented through a series of activities using in-service training (IST) and on-service training (OST) methods. The andragogy approach was used in IST activities to improve the ability of teachers in analyzing the learning problems that can be raised as research problems; to convey the concept of research in general, especially classroom action research; and to write a scientific article. OST activities are intended to assist the teachers in conducting research activities, writing research reports and scientific articles and publishing scientific journals. The results of IST activities illustrated the situation of Madrasah Aliyah Negeri 3 Lombok Tengah teachers that most teachers had been able to analyze problems that can be raised as the main problems in research activities; the teacher had a good understanding of the concept of classroom action research, design, instruments, and analysis of research data; the teacher was able to understand the concepts and techniques of writing research reports and scientific articles; and the teacher had been able to understand the concepts and techniques of publishing articles in national scientific journals. OST results indicated that teachers had the potential to develop themselves in conducting research and producing scientific papers. During the implementation of community service activities, the teacher consistently followed the activities well. The resulting scientific work could be categorized as good, and generally, met the criteria of scientific writing.

Classroom Instruments and Carpool Karaoke: Ritual and Collaboration in Late Night’s YouTube Era

This article uses two recurring late-night talk show segments, “Classroom Instruments” (NBC’s The Tonight Show Starring Jimmy Fallon) and “Carpool Karaoke” (CBS’s The Late Late Show with James Corden), to explore how programming strategies are changing in response to late night’s adoption of YouTube as a distribution platform. Through close analysis of these segments, the series’ YouTube presences, and industry perspective, the article explores how late night’s digital turn has embraced historical qualities of late-night programming that have proven compatible with YouTube as a platform, with these segments prioritizing collaboration common in the YouTube community at large. It goes on to analyze how this content is being “re-ritualized” for online audiences, disconnecting the segments from their linear broadcast context and reframing them for nonlinear audiences in light of this once secondary space of distribution increasingly becoming the primary space of consumption in late-night talk’s “YouTube era.”

Korean Percussion Ensemble (Samulnori) in the General Music Classroom

This article introduces samulnori (Korean percussion ensemble), its cultural background, and instructional methods as parts of a classroom approach to teaching upper-level general music. We introduce five of eight sections from youngnam nong-ak (a style of samulnori) as a repertoire for teaching Korean percussion music to beginners in general music classrooms. When playing samulnori, students will learn the origin of this music, the symbolism of each instrumental timbre, yin yang philosophy, and oral and aural music practices. In addition, students will have opportunities to participate in a type of song writing that originates from Korean farmers’ chanting. To help music teachers learn to use samulnori in the classroom, video clips are provided. Music teachers can encourage students to engage in Korean percussion ensemble using classroom or handmade instruments if traditional Korean ones are unavailable.

Strategies to Develop Students’ Conceptual Understanding and Singing Accuracy of Pitch

Students’ skill development in the production and discrimination of music pitches is a goal for most music education programs. The development of these skills can begin with students’ earliest music experiences. Music activities addressing pitch should be structured and sequenced in ways that are most effective in helping students develop conceptual understanding as well as performance ability. These activities can also help prepare students for future achievement with more advanced pitch skills. To facilitate learning, teachers should incorporate a variety of activities and techniques, such as singing with a neutral syllable, singing individually, using visual and kinesthetic aids, using classroom instruments, selecting repertoire judiciously, and using effective questioning techniques that lead students to cognitively attend to and discover characteristics of musical pitches.

Adaptive Instruments for Students With Physical Disabilities

The main adaptations that will be made for music students with physical disabilities are those that make the classroom accessible and those that make classroom instruments accessible. There are a number of principles to guide one when selecting instruments for students with physical disabilities. These principles can assist one in determining the instruments best suited to meet selected therapeutic and educational goals, as well as instruments that can accommodate students’ physical limitations.

Beyond Guided Listening: Exploring World Musics With Classroom Instruments

This article explores issues of authenticity related to adapting world music examples for classroom instruments and suggests ways to engage students in active, participatory music-making activities derived from diverse musical cultures. Several lesson plan segments are provided to aid general music specialists in implementing “play along” activities and performance-based recreations of listening examples.

A Study of Vocal Pitch-Matching Skills Among Undergraduate Education Majors Using Classroom Instruments

A Study of Vocal Pitch-Matching Skills Among Undergraduate Education Majors Using Classroom Instruments

Music Education in China: An Overview and Some Issues

Formal music instruction begins in China's kindergartens for those children lucky enough to attend one. Daily music activities include singing, moving, dancing, clapping, playing classroom instruments, usually in individual classrooms but sometimes in larger groups in the courtyard or playground areas. Teachers are seldom if ever music specialists, their music preparation being a course or two in music (not methods of teaching music) during their regular two years of training at grade levels ten and eleven. But some of the teachers have a particular interest in or talent for music and exercise more leadership in providing it for their children. The range of tuneful singing ability seems to be as wide as one would expect, with some children unable to match tones, some singing remarkably accurately, and most somewhere in between, forming what I would guess is a normal curve. This suggests that Chinese children are not in any way mysteriously or inscrutably different from children anywhere else, as those whose knowledge of

Beaters: Guides to the use of classroom instruments. Ten volumes edited by Diana Thompson. London: Schott, 1984/1985. Various prices, see below.

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