Dr. Susan Tomkiewicz works at Columbus State University as an Associate Professor at the Schwob School of music and as the Director of the Honors College on the RiverPark campus. Dr. Tomkiewicz devotes 50% of her time teaching students to play the Oboe and the other 50% of her time directing the Honors College. Her work at the Honors College is different from her work of teaching students how to play a musical instrument. At Columbus State, she teaches a class of 10 students to learn how to play the Oboe and works with each of them individually in a studio class for an hour. In fact, the Oboe is a woodwind musical instrument that contains a double-reed mouthpiece. Dr. Tomkiewicz researched on how to teach students to play the Oboe before getting
The Western concert flute was developed over the centuries from a simple end-blown flute to the current transverse flute. Transverse flutes are flutes that are held parallel to the floor. To play a transverse, the flutist directs the airstream across the mouth or blow hole and not directly into the instrument. The flute constitutes one of the most important instruments of the orchestra because of its high range, ability to blend in with other instruments and play the melody.
With around 70,000 special education students with hearing losses in the US it is no wonder that teaching these students the art of music has become an important opportunity within their education (U.S. Department of Education). According to Darrow and Heller (1985) as well as Solomon (1980) the history of education for students with hearing loss extends over a hundred and fifty years. These students have every right to music education classes and music instructors need to understand their unique learning differences and similarities to those of the average typical (mainstreamed) student to ensure these students have a successful and comprehensive learning experience. Despite this, there are still plenty of roadblocks, one of which may be some music instructor’s lack of effective practices and methods to successfully teach to the student’s more unique needs. Alice Ann-Darrow is a Music Education and Music Therapy Professor at Florida State University. Darrow’s article “Students with Hearing Losses” focuses not only on the importance of music education for these students but it is also a summarized guide of teaching suggestions containing integral information for the unique way these students learn.
This method book was not only a method for flutists, but a compendium covering musical taste and execution practical on any instrument. Only five of the eighteen chapters solely concern the flute. In contrast to other method books of its time, Quantz did not promise a speedy mastery of the instrument, but instead wrote his essay “to train a skilled and intelligent musician, and not just a mechanical flute-player.
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.
Straw oboes can teach us about wavelengths and the formation of sound through vibrations. We can also learn about mathematical equations that can allow us to cut our straws in a way that creates the do-re-mi scale. Tuning the straw oboes to the correct pitches can help us develop an ear for matching musical tones. It will also teach about the correct embouchure (position of the mouth) for playing a reed instrument.
There were three elements of instruction that were discussed throughout this article: 1) the content to be taught, 2) the learning process in which students are engaged, and 3) the final product to demonstrate what they have mastered. Each of these were described based on the music classroom and ideas were given on how to incorporate differentiation in the music classroom. Standerfer, (2011) states that “Music teachers may unknowingly differentiate by students’ readiness levels or by their musical abilities.” In a band program students are seated based on their ability to play their instrument. The students sitting in first
The clarinet is a woodwind instrament consisting of a cylindrical wood, metal, or ebonite pipe with a bell-shaped opening at one end and a mouthpiece at the other end, to which a thin reed is attached. The clarinet has five different sections, the mouthpiece, the barrel, the upper section, the lower section, and the bell. The length of the entire instrument is 60 cm long. The mouthpiece section consists of a slotted cylinder, to which a reed is attached by a metal clamp called a ligature. The mouthpiece plugs into the next section which is a barrel. The barrel is simply a connecting cylinder to which the mouthpiece and the upper section plugs into. The upper section is a cylindrical pipe consisting of 4 holes and 9 keys placed in different locations along the pipe. On the back of the pipe there is a hole and a key that is used by the thumb. The lower section plugs into the upper section and is also connected via a special bridge key. This piece consists of 3 holes and 8 keys. On the inward facing side of the pipe, there is a protruding piece of metal called a thumb rest, which supports the entire clarinet. The bell plugs into the lower section. It consists of a cylinder that flares out into a bell shape and ends the clarinet.
When people come into this world, they are given the right to do what they want with their life. No one can tell them how to live, it is simply their right to decide on what to do with it. In every choice, an individual will encounter in their lifetime, their background and moral principles will most likely help them make that decision. People will rely on their own opinions and judgements to make the difficult decisions that come along in life, not their friends nor their family can make those decisions for them. In the analysis of Thomson’s Violinist, the protagonist must make one of those difficult decisions, whether human rights or human existence is more valuable in making a controversial choice.
Unlike a generation or two ago, many colleges with music programs now offer students the opportunity to major in euphonium. However, due to the small number of euphonium students at most schools it is possible, and even likely, that they will study with a professor whose major instrument is not the euphonium. More often than not, tubas and euphoniums will be combined into a studio taught by one professor. And if you go to a small school, I hope you don’t have any problems with being with trombones or french horns, because more than likely, you will be grouped with them too. Universities will usually require professors in this situation to have a high level of proficiency on all the instruments they teach, and some of the best college euphonium studios are taught by non-euphonium players. Now being a euphoniun player, I’ve learned that a lot of people have no clue what that is. Normally when I tell people I’m in band, their first reaction is a, “Huh? Shouldn’t you be playing football?” while I do like watching football, I obviously don’t play it at
middle of paper ... ... Music was not taught in the high school I was in. To satisfy my interest in learning about music and how to play musical instruments, I had to find a source of education other than school; a great depiction in agreement with Graff’s claim that students are being limited by not considering their interests when creating curricula (Graff 197). In conclusion, education is broader than just falling into what the contemporary school system has to offer. Both Gatto and Graff proved this by explaining how conforming students to certain perspectives of education limits their potential in other educational branches that interest the students.
A clarinet is a woodwind instrument. Most clarinets are made of wood. The instrument consists of a tube with a mouthpiece at one end and a bell-shaped opening at the other end. A clarinet has open tone holes and other holes covered by small metal levers called keys. The musician places his or her fingertips on the holes and keys and blows on a flat cane reed attached to the mouthpiece. The reed vibrates, producing a full, rich tone. The musician plays different notes by covering or uncovering various holes. Clarinets are manufactured in five pitches. The B-flat soprano clarinet is the most popular.
The concert hall was filled with hundreds of people all squished together like a can of sardines. Not a single seat was empty. Audrey sat waiting and filled with anticipation to hear the orchestra play. The director lifted his arms in a motion that resembled a bird about to take off in flight. All eyes and ears turned towards the stage. Not a sound was heard but the enchanting notes that came from a silver glimmering rod. From those few notes Audrey knew she wanted to play the flute, but her middle school band director, Ms. Boland, handed her a trumpet.
Everyone knows that Music is played an important role in human lives. Music Instruments are also created for people to play and compose songs for them. The Instrument that I want to mention in this paragraph is one of the traditional keyboard Instruments. That is Pipe Organ. This Organ earns a Great reputation as the King of Instruments. The console includes stops, the pedals and there are one to seven manuals or keyboards for a Pipe Organ. This Organ creates sounds by pumping the air through the hundreds of tubes which is controlled by the keyboard. Pipe Organ is inspired by the water Organ in the third century B.C which is invented by the Greek engineer in Egypt. His name is Ktesibios or Tesibius, he is also known as a
(Tillman)” Motivation plays a pivotal role essential in the Music Education in terms of finding ways to teach at a pace where it benefits every student, even those with disabilities. Teaching students how to play, count, or sing at perfect rate is an exceptional motivational tool using to instill in them as it will force them to practice on a daily routine. In addition to making them practice on a daily routine, the instructor should hand out a printed guide explaining how to practice, what to practice, and how long to
However I did not have a big problem being in that class, the only issue was there were no instrument like a keyboard piano. The instrument that I picked was the brass flute since it looked easy to learn. As I continued to practice playing the flute in my Beginning Band class and rehearse after school, I mastered to which keys to press and how to blow properly in the riser. To be able to play at a slow tempo, regular tempo, and swift tempo. As matter of fact, I also learned to work well and play all together with my classmates and my flute partner, Robbie Lee. From being in this class, My Beginning Band has taught me skills of playing an instrument besides a keyboard piano and gave me more knowledge about music. Somehow being in that class, it inspired me to teach myself to sing well and show people that I do not just draw, but that I know how to sing and