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Importance of student engagement
The importance of student engagement in learning
The importance of student engagement in learning
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A String Method Book Evaluation
Three different methods books; “Muller Rusch String Method,” “Action with Strings,” and “ Essential Elements for strings,” revealed three very different approaches to learning. The influence of time is greatly noticeable in comparing and contrasting these three approaches. “Essential Elements for Strings” was published in 1994 and the other two books in the 1960’s. After many years of studying education the approach to teaching students how to play an instrument has greatly improved. The increased knowledge in educational psychology is evident through comparing “Essential Elements for Strings” to the other two. The student learns best through a step by step guide to this new endeavor. The student gets frustrated and upset with the mass amount of knowledge expected to understand in the books published in the 1960’s.
We will begin by examining the methods approach of “Muller Rusch String Method” by Muller and Rusch. The book opens with the fundamentals of music all listed on one page (i.e. note names, time signature, repeat signs, note values, etceteras). This first page also illustrates the instrument with identification of the open strings’ names. The book moves on to teach the parts of the instrument and then the student begins to play on the open strings (with no definite instructions of pizzicato, bowing, or holding techniques). The notes on the D string are defined and a written explanation of how to finger E and F# is shown. There is no illustration of fingers or how the finger pattern should be held on the string. The child is then instructed to play these new notes but the book doesn’t represent the notes in staff yet, it uses indications underneath quarter not...
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...le making for a more effective and productive classroom. “Essential Elements for Strings” by far surpasses the outdated material of the other two books. The clear and definite instructions provide for the most effective teaching for student and teacher. Included with these evaluations are copies of the first music introduced in each of the three books in order of worst to best. The introduction of music is difficult and the most effective way is to include the note names on the staff with the notes to clearly explain and to quickly progress.
Works Cited
Klotman, Robert H. “Action with Strings” Southern Music, 1963.
Muller, J. Frederick and Rusch, Harold W. “Muller Rusch String Method” Neil A.
Kjos Music Co. 1961
Allen, Michael; Gillespie, Robert; and Hayes, Pamela. “Essential Elements for
Strings” Hal Leonard. 1994.
With hundreds of years of evolution in the study of elementary piano, nowadays materials of this sort have been widely available, perhaps even gone rampant. This article argues the effectiveness of solely relying on certain elementary piano methods to teach, without the incorporation of a more holistic approach to piano playing. The beneficiaries of the renowned Taubman approach to piano technique are mostly injured concert pianists, conservatory students, and piano teachers, people who already have more or less a certain degree of piano proficiency. Since Taubman approach is so effective in helping intermediate and advance pianists, I would like to experiment the application of it to young beginning children’s piano lesson. Seeing that systematic materials for young beginner based on Taubman’s approach are extremely limited, my goal is not only to incorporate part of Taubman’s ideas to the standard beginning teaching, but to suggest a way to make it an essential part of teaching, using existing beginning materials. This article will discuss how the Taubman Technique can be systematically taught, learned in young beginner’s lessons with traditional materials, using the Alfred’s Basic Piano Library lesson series as a model.
Richard Colwell, Carol Richardson. The New Handbook of Research on Music Teaching and Learning: A Project of the Music Educators National Conference. Oxford: Oxford University Press, 2002.
The obstacle I had to confront a problem my freshman year in high school. I entered into orchestra class to learn the basics of playing violin. I use to play before, but I forgot how it was played. Our teacher gave us a book to read called the “The Inner Game of Tennis.” Told us to look through it and find the deeper mean towards the book. I found it interesting that he gave us a book of tennis theme. The thing we should focus on is the position of our finger patterns and note names.
With school budget cuts, and no music instruments, more and more people are beginning to realize the benefits of having music in education. Providing music as part of education helps develop intelligence that leads to greater success in school and in life. Everyone from VH1 Save The Music to The National Association For Music Education agree that, “Every student in the nation should have an education in the arts.” These two companies are doing everything they can to get out the information about music, and the importance of resorting music education as part of the core curriculum.
...re was very interesting transitions between the variation, for example, string section plays the variation from low to high, when they reach the highest note, the brass family takes over and continue with the scale and make it more higher. Tremolo style was used in this piece, which is a quick ups and downs stroke mode. The music were very soothing and attracted the audience. Lastly, they end the piece with the same variations that was played at the beginning.
Pogue, David and Scott Speck. “Classical Music for Dummies.” Hoboken, New Jersey: John Wiley & Sons, Inc. 1997. Print.
Most music educators realize the need for integration of music into other areas of the school curriculum but do not understand the effort that goes into forming an integrated lesson plan. When incorporating music into another subject, students gain a richer experience in their education. Perhaps the most important reason for music integration is fulfillment of the eighth National Standard: "understanding relationships between music, the other arts, and disciplines outside the arts."
Many public schools offer music education as part of their curriculum. Although these classes are required, many schools choose not to allocate enough money into the music programs in favor of better scores on standard tests. Recently there have been many strides to strengthen the importance of music education.
An example of a technological advance, and method of teaching that incorporates all three types of learning, is Music (Runfola 13). There are several different ways to incorporate music in a way that uses more senses than simply listening. Kinesthetic learning is used in music by the playing of the instruments, and using hands to make the sound. Professor Maria Runfola said, “The strumming of a guitar, the air blown into a flute, or ringing of bells, requires a combination of concentration, aptitude, and tenacity”. While music is stimulating to the senses, incorporating images of the musical notes, helps to support students that tend to be visual learners (Runfola 13).
Educators are set in place to guide us through a thorough understanding of a subject, and give us enough information to suffice without their immediate guidance. In piano class, our Professors have been taught to use specific methods on breaking down the skills to becoming a pianist. From scales to score reading, all of the lessons are used to gain a sustainable amount of self knowledge to plunk out notes for our future choirs or assist our own rehearsals in a practice room. Guido of Arezzo, musical therapist, pedagogue and author of Micrologus suggested a lack of common knowledge is one of the main causes for an individual to not put forth the appropriate efforts to achieve a perfect understanding of the task.
With music, there are two sides of the musical education of secondary school students. There are many
"What’s the History of the Violin?." About.com Music Education. N.p., n.d. Web. 19 June 2014. .
When music education comes to one’s mind, one may think that it only applies when it comes to listening to diverse songs and beating two drum sticks together to the beat of songs. However, there is much more of a deeper meaning to it than that. According to the acclaimed author, J. Yudkin, “Music education is a field of study associated with the teaching and learning of music. It touches on all domains of learning, including the psychomotor domain (the development of skills), the cognitive domain (the acquisition of knowledge), and, in particular and significant ways, the affective domain, including music appreciation and sensitivity. The incorporation of music training from preschool to postsecondary education is common in most nations because involvement in music is considered a fundamental component of human culture and behavior. Music, like language, is an accomplishment that distinguishes us as humans” (Yudkin 4). The subject of expurgating music education has been discussed for numerous decades. However, those discussing this fail to realize that music education not only has an imperative part in the students’ grades improving but also betters their behavior. Music education should remain in the curriculums of today’s students because it has a positive effect on their upbringing, in turn leading them to better, more fruitfulfutures.
"An introduction to the music of the modern orchestra." essortment. PageWise, n.d. Web. 20 May 2010. .
TASK: Assess four teaching methods and strategies used in your school and discus innovations that should take place to make them more effective and learner centred.