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![Polishing Gems: A Supplemental Curriculum for Developing the Musical Literacy and Musical Expression Skills of Junior High Flute Students için kapak resmi Polishing Gems: A Supplemental Curriculum for Developing the Musical Literacy and Musical Expression Skills of Junior High Flute Students için kapak resmi](/client/assets/cf6e192b74af2810/ctx/images/no_image.png)
Polishing Gems: A Supplemental Curriculum for Developing the Musical Literacy and Musical Expression Skills of Junior High Flute Students
Başlık:
Polishing Gems: A Supplemental Curriculum for Developing the Musical Literacy and Musical Expression Skills of Junior High Flute Students
Yazar:
Amox, Jennifer Lynn, author.
ISBN:
9780355984514
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (128 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Includes supplementary digital materials.
Advisors: Janet K. Page Committee members: Elise Blatchford; Ryan Fisher; Albert Nguyen; Michelle Vigneau.
Özet:
This study determines the content for a supplemental curriculum designed to improve musical literacy and musical expression skills using the Arkansas School Band and Orchestra (ASBOA) all-state junior high flute etudes. It addresses the first two steps ("analysis of practical problems" and "development of possible solutions") of a Design-Based Research (DBR) project. The author intends to address the third and fourth steps ("iterative cycles of testing and refinement" and "reflection and enhancement") in future research studies.
A pilot study identified technical and interpretive deficiencies exhibited in nine (N = 9) student audition recordings using excerpts from the ASBOA etudes. A modified version of Saunders and Holahan's Woodwind/Brass Solo Evaluation Form (WBSEF) was used to assess the recordings. The results showed deficiencies in the areas of tone, intonation, rhythmic accuracy, technique/articulation, and interpretation (primarily musical coherence). These results were compared to the Arkansas Department of Education (ADE) Beginning Band Curriculum Framework in order to determine possible modifications and/or additions to address the technical and interpretive difficulties found in the pilot study. The second step of the DBR process involves the creation of a supplemental curriculum framework designed to improve musical literacy and musical expression using Patrik Juslin's GERMS model that explains the components of musical expression: Generative rules (G), Emotional expression (E), Random variability (R), Motion principles (M), and Stylistic unexpectedness (S).
Notlar:
School code: 1194
Konu Başlığı:
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(680078.1) | 680078-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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