The document describes a musical production of Aladdin put on by students at the Hong Kong Institute of Education. It discusses how the production enhanced students' arts skills like singing, dancing, and acting in English while also developing their generic skills such as communication, collaboration, and self-confidence. It involved networking between different departments and bringing in professional artists. While challenging to coordinate, the musical provided opportunities for interdisciplinary learning, community engagement, and professional development. Going forward, the author suggests maximizing student creativity and finding cost-effective ways to continue such productions.
This unit has been designed for year 4/5 students to introduce them to Australian folk music through activities exploring music, dance, drama, visual art and media. Students will learn about the history and cultural importance of Australian folk music and gain an understanding of indigenous music. They will learn folk songs, dances, create artworks, and participate in drama activities. The unit aims to develop students' creativity, critical thinking, and cultural understanding while meeting objectives across the arts, history and literacy areas of the Australian curriculum.
A field based curriculum designed to teach english and culture to musically g...Alexander Decker
This document summarizes a field-based curriculum designed to teach English and culture to two gifted Chinese adolescent pianists attending the prestigious Curtis Institute of Music in Philadelphia. The one-year ESL Transition Program aimed to improve the students' English abilities, introduce them to U.S. culture, and prepare them for high school. Students participated in 19 field trips visiting 50 cultural and historic sites around Philadelphia to gain insight into the city and culture. The curriculum was tailored to the students' needs as musicians and focused on developing their language skills while not interfering with their musical studies.
This study examines how newly arrived immigrant and refugee children perceive and understand music learning activities at their school. Interviews were conducted with three students from different cultural backgrounds to understand their perspectives. The students demonstrated a clear understanding of the music lesson content and creative process. They emphasized the social and engaging aspects of music making. The most popular instruments were the bass xylophone and drums, likely due to their physicality and emotional expression. The students' perceptions of music learning were remarkably similar despite their diverse backgrounds, possibly because music lessens the stresses of cultural adaptation. This study provides insights into effectively eliciting perspectives from non-native English speaking children through creative interview techniques.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
You can’t “unring” a bell:Technology-driven learning with the starsYou can’t...Heba Bakry
Music and technology are fun and interesting tools that can enhance the teaching/learning process. Teaching specialized courses like writing and phonetics through music has empirically proven to have cognitive, linguistic, and affective impact. Songs provide learners with real-life pronunciation, vocabulary, and language structure, in addition to cultural exposure. Besides, in a multi-media world, students learn new concepts and ideas more from the social media surroundings than from books only. Consequently, teachers need to implement the same technology to ensure their students’ genuine engagement. Information learnt through a song will be easily retained whenever the song is played again, and a project created using one’s own mobile phone will not be forgotten. Using everyday available technology such as the classroom data-show, and students’ mobile phones with all the included hardware (ex: the camera and the voice recorder) and software (ex: applications) can create seamless learning activities that they effortlessly practice and even transfer to each other and other courses. In this presentation, a review of literature on the significance of teaching using music will be presented followed by a step-by-step plan with examples on how to use free gadgets and online sources to administer successful individual and group activities.
The document discusses the benefits of incorporating fine arts like visual art, music, dance and theater into classroom lessons. It provides examples of how three teachers taught a history lesson on slavery through different art forms, which helped students better understand the perspectives of slaves. Studies mentioned found that art-integrated lessons improved test scores and engagement compared to traditional teaching methods. However, art programs are often among the first things cut due to lack of funding and prioritization of core subjects under standardized testing policies.
This document summarizes three articles about using music in education. The first article discusses using the Suzuki method of teaching music to preschoolers, emphasizing listening, repeating, and memorizing. The second article describes teens writing in support of school music programs and how music provides a sense of belonging. The third article explains how integrating music into literacy instruction benefits English language learners.
Mohd Asmawi Isa, a 2011 Teacher Innovation Award recipient, has developed an innovative way of integrating traditional wayang kulit (shadow puppet) music into the teaching and learning process in schools. This approach has been successful in increasing student interest and attendance in school activities. Mohd Asmawi teaches students how to understand wayang kulit musical notation and perform at events in Malaysia and internationally. The module he created can be used by people of all ages and is currently used in art schools in Sarawak and Johor. His method also helps students develop cross-curricular skills in areas like art, Malay language, history and more.
This unit has been designed for year 4/5 students to introduce them to Australian folk music through activities exploring music, dance, drama, visual art and media. Students will learn about the history and cultural importance of Australian folk music and gain an understanding of indigenous music. They will learn folk songs, dances, create artworks, and participate in drama activities. The unit aims to develop students' creativity, critical thinking, and cultural understanding while meeting objectives across the arts, history and literacy areas of the Australian curriculum.
A field based curriculum designed to teach english and culture to musically g...Alexander Decker
This document summarizes a field-based curriculum designed to teach English and culture to two gifted Chinese adolescent pianists attending the prestigious Curtis Institute of Music in Philadelphia. The one-year ESL Transition Program aimed to improve the students' English abilities, introduce them to U.S. culture, and prepare them for high school. Students participated in 19 field trips visiting 50 cultural and historic sites around Philadelphia to gain insight into the city and culture. The curriculum was tailored to the students' needs as musicians and focused on developing their language skills while not interfering with their musical studies.
This study examines how newly arrived immigrant and refugee children perceive and understand music learning activities at their school. Interviews were conducted with three students from different cultural backgrounds to understand their perspectives. The students demonstrated a clear understanding of the music lesson content and creative process. They emphasized the social and engaging aspects of music making. The most popular instruments were the bass xylophone and drums, likely due to their physicality and emotional expression. The students' perceptions of music learning were remarkably similar despite their diverse backgrounds, possibly because music lessens the stresses of cultural adaptation. This study provides insights into effectively eliciting perspectives from non-native English speaking children through creative interview techniques.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2015.
You can’t “unring” a bell:Technology-driven learning with the starsYou can’t...Heba Bakry
Music and technology are fun and interesting tools that can enhance the teaching/learning process. Teaching specialized courses like writing and phonetics through music has empirically proven to have cognitive, linguistic, and affective impact. Songs provide learners with real-life pronunciation, vocabulary, and language structure, in addition to cultural exposure. Besides, in a multi-media world, students learn new concepts and ideas more from the social media surroundings than from books only. Consequently, teachers need to implement the same technology to ensure their students’ genuine engagement. Information learnt through a song will be easily retained whenever the song is played again, and a project created using one’s own mobile phone will not be forgotten. Using everyday available technology such as the classroom data-show, and students’ mobile phones with all the included hardware (ex: the camera and the voice recorder) and software (ex: applications) can create seamless learning activities that they effortlessly practice and even transfer to each other and other courses. In this presentation, a review of literature on the significance of teaching using music will be presented followed by a step-by-step plan with examples on how to use free gadgets and online sources to administer successful individual and group activities.
The document discusses the benefits of incorporating fine arts like visual art, music, dance and theater into classroom lessons. It provides examples of how three teachers taught a history lesson on slavery through different art forms, which helped students better understand the perspectives of slaves. Studies mentioned found that art-integrated lessons improved test scores and engagement compared to traditional teaching methods. However, art programs are often among the first things cut due to lack of funding and prioritization of core subjects under standardized testing policies.
This document summarizes three articles about using music in education. The first article discusses using the Suzuki method of teaching music to preschoolers, emphasizing listening, repeating, and memorizing. The second article describes teens writing in support of school music programs and how music provides a sense of belonging. The third article explains how integrating music into literacy instruction benefits English language learners.
Mohd Asmawi Isa, a 2011 Teacher Innovation Award recipient, has developed an innovative way of integrating traditional wayang kulit (shadow puppet) music into the teaching and learning process in schools. This approach has been successful in increasing student interest and attendance in school activities. Mohd Asmawi teaches students how to understand wayang kulit musical notation and perform at events in Malaysia and internationally. The module he created can be used by people of all ages and is currently used in art schools in Sarawak and Johor. His method also helps students develop cross-curricular skills in areas like art, Malay language, history and more.
This document discusses the importance of music education in schools and communities. It outlines some of the challenges facing music education, such as budget cuts reducing music programs and inconsistent requirements across grade levels. The document advocates for strengthening music education by providing daily lessons, consistent programs in middle school, and more support for high school programs. It provides examples of communities taking initiatives to support music education through programs that provide instruments and encourage community music-making. The document argues that music education improves academic and life skills while fostering creativity, and that stronger support is needed to allow music programs to thrive.
Marketing Music Education: Recent facts, quotes and statistics that YOU can u...Kathleen Heuer
A collection of RECENT new research, statistics and quotes you can use to advocate for music education. The studies cited here were published in 2013 or later. Find the full blog post here: http://marketingmusic.education/advocate-for-music-education/
Music Education Power Point by Matthew Snyderguestc1083
The document summarizes three articles related to music education. The first article discusses how generalist teachers who lack music training teach primary music classes. It found teachers had no music study experience and taught isolated musical concepts without context. The second article explains how software development can be a research method in music education, using the jam2jam improvisation software as an example. The third article explores how having students create "musical maps" to represent their interpretations of music fosters musical understanding and creativity.
The document summarizes the author's experiences participating in the Summer Institute of Literary and Cultural Studies (SILCS) program at Wheaton College in June. As part of the program, the author engaged in graduate-level seminars on theory, participated in a symposium, visited Ivy League graduate schools, attended GRE prep courses, and prepared materials for future graduate school applications. The author states that SILCS, which is funded by Mellon to promote diversity in English, was one of their best academic experiences and will continue to help their career in academia.
The document argues that decreasing funding for music education programs is problematic because research has shown that music education improves students' academic performance and cognitive abilities. It also notes that music education teaches valuable life skills and has benefits for students' emotional and physical well-being. The document concludes that the benefits of music education are undeniable and more funding should be allocated to support music programs in schools.
Music education provides numerous cognitive benefits. It improves brain functioning in areas like language processing, communication skills, and focus/attention. Studies show that musical training is associated with higher test scores in reading, math, and other subjects. Music stimulates multiple areas of the brain at once, strengthening connections and allowing the brain to adapt. These cognitive enhancements from music education demonstrate that it should be part of core public school curriculum.
Principal Ben Januschka welcomed a capacity crowd to Farmington Elementary School's Grand Day event on May 3, 2013, including grandparents who traveled from as far as Georgia, Tennessee, Canada, and Mexico to see their grandchildren perform songs and movements accompanied by a slideshow honoring grandparents. After the show, students gave tours of their classrooms and took photos with their visiting grandparents before enjoying lunch together in the cafeteria, with ice cream for dessert.
1) The document discusses how music affects the brain through influencing behavior, being therapeutic, and helping the mind process information more efficiently.
2) Studies have shown that music can help patients heal from disease or stroke, and that it stimulates more parts of the brain than any other human function.
3) The human brain processes music through both hemispheres working together, and music has been shown to reduce stress, aid relaxation, and help store and recall information.
Joshua DeSantis Gilgoff has over 15 years of experience as a music teacher, most recently teaching 1st and 2nd grade music and older grades. He holds a Master's degree in teaching and has taught at several schools in New York, developing music curriculum and using instruments and symbols to engage students. Gilgoff also spent time working on cruise ships and in museums, and traveled to Ghana to study drumming techniques.
This document proposes using songs to improve English pronunciation, listening skills, and motivation in students. It aims to encourage using songs to guide students, make learning enjoyable, and teach vocabulary, language skills, and culture. The document justifies this approach by explaining the importance of pronunciation and listening, and how songs can provide motivation. It also discusses relevant theoretical frameworks around using music and songs in language learning.
Learner Views Of Using Authentic Audio To Aid Pronunciation You Can Just Grab...englishonecfl
This document summarizes a study that investigated students' perceptions of using authentic audio texts (poetry, radio theater, short stories) to supplement pronunciation instruction. 24 graduate students enrolled in a pronunciation course and were assigned to listen to audio texts as homework and complete audio journals analyzing prosodic features. Results showed that students found benefits like increased awareness of stress/intonation. While most found radio theater most helpful due to interesting plots, some preferred poetry which clearly showed prosodic patterns. Challenges included not having time to listen and difficulty understanding texts. However, many reported being able to "feel" the language through authentic audio.
Using music in the English classroom can benefit students in several ways. Music helps create a positive learning environment and allows students to focus. Direct music activities can help students understand concepts and improve creativity. Listening to certain types of music may increase brain activity and relaxation. The teacher should choose music based on the desired effect, such as inspiring students or teaching about other cultures. Identifying metaphors in song lyrics, like the example of "I Am a Rock", can help students understand this literary device.
The Los Medanos Chamber Chorale performs choral music from the Renaissance to contemporary eras. As a highly competitive audition chorus, it is comprised mainly of vocal music majors under the direction of Professor Silvester Henderson. The Chamber Chorale tours annually to perform intense classical repertoire at reputable universities and concert halls in California and Nevada. Notable professors from UCLA and CSU Stanislaus praised the Chorale's performances and preparation by Professor Henderson. The group also organizes an annual choral festival and performs for K-12 students in California to support music and arts education.
This document summarizes a study that investigated factors affecting students' performance in English language in Zanzibar secondary schools. The study found that students were highly motivated to learn English for future opportunities but their performance was negatively impacted by shortages of English teachers and teaching materials. The presence of untrained and underqualified teachers who skipped difficult topics in the syllabus also contributed. Large class sizes, teachers' responsibilities, and poor learning environments further hindered performance. The document recommends in-service teacher training, equal distribution of teachers, adequate facilities, and improved learning environments to enhance English teaching and learning.
This document contains the resume of Yu-Peng Yu. It summarizes his education, including obtaining an MBA from National Taiwan Normal University and studying abroad as an exchange student at Radford University in Virginia. It also outlines his work experience, including internships at Pou Chen Group and roles assisting professors. The resume provides details of Yu-Peng's academic achievements, extracurricular activities, and English proficiency certifications. It concludes with an autobiographical section describing his family and motivations for studying abroad in the US.
Flint central launches the high school a cappella movementMelanieGritters
The Flint Central High School A Cappella Choir from Flint, Michigan sang two acclaimed programs at the 1928 Music Supervisors National Conference in Chicago. Under the direction of Jacob Evanson, the 76-singer choir amazed the audience with their musicality, purity of tone, and sincerity in performing pieces from Renaissance to contemporary composers entirely a cappella. The success of the Flint Central choir was due to the efforts of director George Bowen who established the strong choral program in 1918 and hired Evanson, who lacked formal music education but was a talented flute player and leader. Evanson taught the choir to emulate the sound of the renowned St. Olaf College choir and the students committed to daily
Students were tasked with learning new vocabulary through songs. An assessment of two students found that they had greater success learning and using unknown words in written contexts compared to oral contexts. When writing compositions, the students were able to correctly use some of the new words derived from songs. However, in an oral chain story activity where they had to incorporate unknown words, the students struggled and had difficulty continuing the story without teacher assistance. Overall, the results showed that songs can help increase vocabulary learning, but oral use of new words posed a greater challenge than written use.
The document provides background information on The Sage Gateshead and its Access to Excellence Pathfinder programme. It discusses The Sage Gateshead's integrated approach to learning, participation, and performance in music. It highlights key partnerships and principles, including a focus on learners, progression routes in music, and workforce development. The second half summarizes findings from the Creative Transitions project, which engaged young people in music activities. It discusses positive impacts on young people's engagement, confidence, and motivation in music. It also describes benefits for school staff and ways project musicians collaborated effectively with schools.
The document discusses the dance education program at the University of Regina in Canada. It provides an overview of the arts education program, the K-12 dance curriculum in Saskatchewan, and the role of creative dance in Canada. The dance program focuses on dance as an art form and provides opportunities for students to study various dance genres and techniques, as well as dance history, culture and choreography. While dance was once seen as frivolous, many scholars have argued it should be viewed primarily as an art form that develops students' creativity, imagination and aesthetic understanding.
The document discusses music and arts education in the Philippine basic education curriculum. It aims to develop functional literacy through participation in artistic and cultural performances. This promotes self-development, cultural identity and expanding one's world vision. Students will develop skills in reading/analyzing, listening/viewing, performing and creating music and arts. The curriculum will use approaches like teaching for musical understanding and discipline-based arts education, grounded in theories of schema, social constructivism and multiple intelligences. It outlines standards and assessments for four years of study covering folk songs and arts of the Philippines, Asia, different time periods, and the 20th-21st centuries.
The document provides background information on the Sage Gateshead and its Vocal Union project. It discusses how the project aims to promote singing across primary school curriculums by having musicians work closely with teachers. This partnership approach helps build teacher confidence in music and singing. The project sees singing integrated throughout the school day rather than just in dedicated music sessions. Initial feedback has been positive, though it takes time to change practices and beliefs about music. The goal is for singing to become a normal part of each school's culture.
This document provides a summary of language learning tasks designed for a kindergarten class in Colombia. The objectives are to develop intercultural awareness through folk tales, increase fluency through songs and projects, and use the target language. Tasks include building vocabulary about the sun and moon, previewing and reading the story "I Am La Luna", singing and acting out a song, using target language structures, and drawing and collage projects. Some aspects went well, like student engagement, but others were challenging, such as pronunciation and generating target language. Improvements would focus on repetitive practice and dividing large groups.
This document discusses the importance of music education in schools and communities. It outlines some of the challenges facing music education, such as budget cuts reducing music programs and inconsistent requirements across grade levels. The document advocates for strengthening music education by providing daily lessons, consistent programs in middle school, and more support for high school programs. It provides examples of communities taking initiatives to support music education through programs that provide instruments and encourage community music-making. The document argues that music education improves academic and life skills while fostering creativity, and that stronger support is needed to allow music programs to thrive.
Marketing Music Education: Recent facts, quotes and statistics that YOU can u...Kathleen Heuer
A collection of RECENT new research, statistics and quotes you can use to advocate for music education. The studies cited here were published in 2013 or later. Find the full blog post here: http://marketingmusic.education/advocate-for-music-education/
Music Education Power Point by Matthew Snyderguestc1083
The document summarizes three articles related to music education. The first article discusses how generalist teachers who lack music training teach primary music classes. It found teachers had no music study experience and taught isolated musical concepts without context. The second article explains how software development can be a research method in music education, using the jam2jam improvisation software as an example. The third article explores how having students create "musical maps" to represent their interpretations of music fosters musical understanding and creativity.
The document summarizes the author's experiences participating in the Summer Institute of Literary and Cultural Studies (SILCS) program at Wheaton College in June. As part of the program, the author engaged in graduate-level seminars on theory, participated in a symposium, visited Ivy League graduate schools, attended GRE prep courses, and prepared materials for future graduate school applications. The author states that SILCS, which is funded by Mellon to promote diversity in English, was one of their best academic experiences and will continue to help their career in academia.
The document argues that decreasing funding for music education programs is problematic because research has shown that music education improves students' academic performance and cognitive abilities. It also notes that music education teaches valuable life skills and has benefits for students' emotional and physical well-being. The document concludes that the benefits of music education are undeniable and more funding should be allocated to support music programs in schools.
Music education provides numerous cognitive benefits. It improves brain functioning in areas like language processing, communication skills, and focus/attention. Studies show that musical training is associated with higher test scores in reading, math, and other subjects. Music stimulates multiple areas of the brain at once, strengthening connections and allowing the brain to adapt. These cognitive enhancements from music education demonstrate that it should be part of core public school curriculum.
Principal Ben Januschka welcomed a capacity crowd to Farmington Elementary School's Grand Day event on May 3, 2013, including grandparents who traveled from as far as Georgia, Tennessee, Canada, and Mexico to see their grandchildren perform songs and movements accompanied by a slideshow honoring grandparents. After the show, students gave tours of their classrooms and took photos with their visiting grandparents before enjoying lunch together in the cafeteria, with ice cream for dessert.
1) The document discusses how music affects the brain through influencing behavior, being therapeutic, and helping the mind process information more efficiently.
2) Studies have shown that music can help patients heal from disease or stroke, and that it stimulates more parts of the brain than any other human function.
3) The human brain processes music through both hemispheres working together, and music has been shown to reduce stress, aid relaxation, and help store and recall information.
Joshua DeSantis Gilgoff has over 15 years of experience as a music teacher, most recently teaching 1st and 2nd grade music and older grades. He holds a Master's degree in teaching and has taught at several schools in New York, developing music curriculum and using instruments and symbols to engage students. Gilgoff also spent time working on cruise ships and in museums, and traveled to Ghana to study drumming techniques.
This document proposes using songs to improve English pronunciation, listening skills, and motivation in students. It aims to encourage using songs to guide students, make learning enjoyable, and teach vocabulary, language skills, and culture. The document justifies this approach by explaining the importance of pronunciation and listening, and how songs can provide motivation. It also discusses relevant theoretical frameworks around using music and songs in language learning.
Learner Views Of Using Authentic Audio To Aid Pronunciation You Can Just Grab...englishonecfl
This document summarizes a study that investigated students' perceptions of using authentic audio texts (poetry, radio theater, short stories) to supplement pronunciation instruction. 24 graduate students enrolled in a pronunciation course and were assigned to listen to audio texts as homework and complete audio journals analyzing prosodic features. Results showed that students found benefits like increased awareness of stress/intonation. While most found radio theater most helpful due to interesting plots, some preferred poetry which clearly showed prosodic patterns. Challenges included not having time to listen and difficulty understanding texts. However, many reported being able to "feel" the language through authentic audio.
Using music in the English classroom can benefit students in several ways. Music helps create a positive learning environment and allows students to focus. Direct music activities can help students understand concepts and improve creativity. Listening to certain types of music may increase brain activity and relaxation. The teacher should choose music based on the desired effect, such as inspiring students or teaching about other cultures. Identifying metaphors in song lyrics, like the example of "I Am a Rock", can help students understand this literary device.
The Los Medanos Chamber Chorale performs choral music from the Renaissance to contemporary eras. As a highly competitive audition chorus, it is comprised mainly of vocal music majors under the direction of Professor Silvester Henderson. The Chamber Chorale tours annually to perform intense classical repertoire at reputable universities and concert halls in California and Nevada. Notable professors from UCLA and CSU Stanislaus praised the Chorale's performances and preparation by Professor Henderson. The group also organizes an annual choral festival and performs for K-12 students in California to support music and arts education.
This document summarizes a study that investigated factors affecting students' performance in English language in Zanzibar secondary schools. The study found that students were highly motivated to learn English for future opportunities but their performance was negatively impacted by shortages of English teachers and teaching materials. The presence of untrained and underqualified teachers who skipped difficult topics in the syllabus also contributed. Large class sizes, teachers' responsibilities, and poor learning environments further hindered performance. The document recommends in-service teacher training, equal distribution of teachers, adequate facilities, and improved learning environments to enhance English teaching and learning.
This document contains the resume of Yu-Peng Yu. It summarizes his education, including obtaining an MBA from National Taiwan Normal University and studying abroad as an exchange student at Radford University in Virginia. It also outlines his work experience, including internships at Pou Chen Group and roles assisting professors. The resume provides details of Yu-Peng's academic achievements, extracurricular activities, and English proficiency certifications. It concludes with an autobiographical section describing his family and motivations for studying abroad in the US.
Flint central launches the high school a cappella movementMelanieGritters
The Flint Central High School A Cappella Choir from Flint, Michigan sang two acclaimed programs at the 1928 Music Supervisors National Conference in Chicago. Under the direction of Jacob Evanson, the 76-singer choir amazed the audience with their musicality, purity of tone, and sincerity in performing pieces from Renaissance to contemporary composers entirely a cappella. The success of the Flint Central choir was due to the efforts of director George Bowen who established the strong choral program in 1918 and hired Evanson, who lacked formal music education but was a talented flute player and leader. Evanson taught the choir to emulate the sound of the renowned St. Olaf College choir and the students committed to daily
Students were tasked with learning new vocabulary through songs. An assessment of two students found that they had greater success learning and using unknown words in written contexts compared to oral contexts. When writing compositions, the students were able to correctly use some of the new words derived from songs. However, in an oral chain story activity where they had to incorporate unknown words, the students struggled and had difficulty continuing the story without teacher assistance. Overall, the results showed that songs can help increase vocabulary learning, but oral use of new words posed a greater challenge than written use.
The document provides background information on The Sage Gateshead and its Access to Excellence Pathfinder programme. It discusses The Sage Gateshead's integrated approach to learning, participation, and performance in music. It highlights key partnerships and principles, including a focus on learners, progression routes in music, and workforce development. The second half summarizes findings from the Creative Transitions project, which engaged young people in music activities. It discusses positive impacts on young people's engagement, confidence, and motivation in music. It also describes benefits for school staff and ways project musicians collaborated effectively with schools.
The document discusses the dance education program at the University of Regina in Canada. It provides an overview of the arts education program, the K-12 dance curriculum in Saskatchewan, and the role of creative dance in Canada. The dance program focuses on dance as an art form and provides opportunities for students to study various dance genres and techniques, as well as dance history, culture and choreography. While dance was once seen as frivolous, many scholars have argued it should be viewed primarily as an art form that develops students' creativity, imagination and aesthetic understanding.
The document discusses music and arts education in the Philippine basic education curriculum. It aims to develop functional literacy through participation in artistic and cultural performances. This promotes self-development, cultural identity and expanding one's world vision. Students will develop skills in reading/analyzing, listening/viewing, performing and creating music and arts. The curriculum will use approaches like teaching for musical understanding and discipline-based arts education, grounded in theories of schema, social constructivism and multiple intelligences. It outlines standards and assessments for four years of study covering folk songs and arts of the Philippines, Asia, different time periods, and the 20th-21st centuries.
The document provides background information on the Sage Gateshead and its Vocal Union project. It discusses how the project aims to promote singing across primary school curriculums by having musicians work closely with teachers. This partnership approach helps build teacher confidence in music and singing. The project sees singing integrated throughout the school day rather than just in dedicated music sessions. Initial feedback has been positive, though it takes time to change practices and beliefs about music. The goal is for singing to become a normal part of each school's culture.
This document provides a summary of language learning tasks designed for a kindergarten class in Colombia. The objectives are to develop intercultural awareness through folk tales, increase fluency through songs and projects, and use the target language. Tasks include building vocabulary about the sun and moon, previewing and reading the story "I Am La Luna", singing and acting out a song, using target language structures, and drawing and collage projects. Some aspects went well, like student engagement, but others were challenging, such as pronunciation and generating target language. Improvements would focus on repetitive practice and dividing large groups.
This document discusses the benefits of using music in foreign language classrooms. It provides several studies that show music improves students' vocabulary acquisition, memorization, pronunciation and understanding of a language's structure. The document argues music engages students more than traditional repetition drills and allows them to learn in a more natural way. It concludes the language skills of confidence, communication, cultural understanding and understanding context are most enhanced when music is incorporated into language lessons.
This document presents a jazz-based beginning band improvisation curriculum created by Ronite J. Gluck. The curriculum aims to incorporate improvisation and jazz into beginning instrumental music instruction as an alternative to the notation-first approach typically used. The curriculum was developed to fill a void in current beginning band method books and make improvisation accessible to all instrumental students. The unit meets national standards and can be taught within typical time constraints of beginning instrumental classes.
THE APPLICATION OF ART IN THE ENHANCEMENT OF SPEAKING SKILLS IN GREEK STATE P...IJITE
The findings show that visual arts-based instruction positively impacts learners' oracy abilities, vocabulary
development, and formulaic assimilation. Art has always been a potent medium for teachers of all subjects
contributing to learners’ social, emotional, intellectual and physical evolution. However, it often becomes
subjugated and considered as unnecessary and extracurricular. The particular research aims at exploring
the ways Art can be integrated into the first grade of Greek State Primary School curriculum for English
language learning and exploited for the benefit of young learners. More specifically, this research aims to
investigate whether art, and particularly visual arts, can emerge as an invaluable tool which will enhance
instruction for the learning of English as a foreign language, thus triggering motivation which will lead to
young learners’ enhancement of their speaking skills. In addition to this, this research explores the effects
of visual arts-based instruction on vocabulary, and language chunks development, through young learners’
engagement in a number of multisensory tasks deriving from works of art presented to them. For this
reason, action research was carried out among thirty-two first grade learners of a state primary school in
Greece, who were divided into two groups, a control and an experimental group. The information obtained
through both quantitative and qualitative tools of data collection will be exploited for this research as they
can prove that the participants of the experimental group improved substantially concerning all the three
variables compared to the participants of the control group. The results of this small-case research cannot
be disregarded as they indicate that the use of visual arts can have a considerably positive effect on young
learners’ receptive and productive oracy skills.
School Music ProgramsPaula NohEnglish 112G.docxkenjordan97598
School Music Programs
Paula Noh
English 112
Golwitzer, Beau
9/7/2014
School Music Programs
Most American state funded schools have music projects of playing instruments for one class, either ensemble or band. These projects can positive impact understudies' figuring out how to create cooperation with their accomplices and improve fixation on their work. Also, playing their instruments is useful for their general learning proficiency. All these impacts bring about a noticeable improvement understudies.
Lately it seems that everywhere schools have been cutting their music programs because of low budgets. In my opinion, cutting the music programs in schools is the wrong thing to do. I believe that all students should have the opportunity to learn a musical instrument or to practice their vocal skills. First of all, music programs are not just fun and educational, they are also very beneficial for success in school. Secondly, music programs in schools are beneficial for success in developing intelligence. Most importantly, music programs are very important and beneficial for success in life. Some people might say that music programs are just a waste of the school budget; I believe that there isn’t a better way for schools to use their money than on music programs.
Hence, school music projects ought not get wiped out.
Working in a symphony ought to run in collaboration with their accomplice, in light of the fact that playing in anorchestra is playing alone, as well as playing with in excess of 40 distinctive instrument players. Furthermore, there are in excess of 20 violin players. Thus, most symphony has no less than two areas of violinsuch as first violin and second violin. Each 40 separate instruments players play diverse instrument of one writer's music, despite the fact that they have all distinctive play style and music. In this manner, they must listen to each others' entertainer painstakingly and participate to playing in congruity.
Also, symphony players ought to have focus on their music. On the off chance that understudies play in anorchestra, they may figure out how to focus on their work amid an execution. In Fairfax, public schools have programs where youngsters can play in a symphony or in other music exercises and they start at forward grade. For instance, some kids who I instruct to play the violin perform in a symphony at their school. At the starting, these youngsters did not take ensemble and simply took private lessons with me. On the other hand, when they enter fourth grade, they joined their school ensemble. After center of their semester, their working state of mind had transformed; they play their music precisely and focus more on my teachings. I imagined that join the school ensemble had great impact in them.
Besides, when understudies join the ensemble, they must play their own particular instruments. Furthermore, playing instruments may be useful for understudies learning capacity. For instance, I think music .
The document summarizes several articles on the link between music education and literacy, teaching strategies for music education, and credentials for music teachers. It finds that music education helps develop important skills for children and supports their learning in other subjects. The articles discuss how music uses symbols similarly to reading, and how activities like singing and movement can engage students and improve listening skills. They also note that changes in music require teachers to pursue advanced degrees to update their skills and knowledge.
This document provides guidance for starting a chamber music program in high schools. It discusses recruiting interested students, forming ensembles, selecting appropriate repertoire, and providing coaching. The goal is to help students develop deeper musical and personal connections through chamber music. An advisory council of experienced teachers provides additional advice and resources to help more students experience the benefits of chamber music.
This project is about a research study applied in a second level EFL course at a university in Tunja. The study examines the listening performance of students throughout the development of six workshops based on the songs.
This document provides an overview of Mr. Alzaher's music class. The class meets five times a week to focus on vocal technique, choral technique, and music reading. Students will learn to sing various genres of choral literature and develop musicianship skills. In addition to standard music curriculum, the class aims to develop students' life and career skills like flexibility, initiative, social skills, and leadership. As an example activity, students will analyze songs from different eras in groups and present their findings using technology. The goal is to help students become critical thinkers and informed consumers of music.
Joy Altman seeks a position using music, theater, and creative arts to help students build skills and self-esteem. She has over 25 years of experience teaching these subjects and has developed successful programs incorporating performance. Her objective is to challenge students and help them achieve goals through creative expression.
Joy Altman is seeking a position using music, theater, and creative arts to help students build skills. She has over 25 years of experience teaching these subjects to students of all academic levels and needs. Her specialties include vocal music, musical theater productions, behavior management, and using the arts to increase student achievement, self-esteem, and life skills. She holds teaching certifications in music, special education, and elementary education in New York and Florida.
The document provides an overview of the Grade 10 Music curriculum guide from the Department of Education of the Philippines. It outlines the conceptual framework, philosophy, and rationale of music education. It also includes standards and competencies, as well as content and learning materials for the first and second quarters, focusing on 20th century music styles, Afro-Latin and popular music.
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
This document discusses factors to consider when teaching English to young learners and designing teaching materials. It notes that teaching English to young learners requires understanding theories of second language acquisition and child development. When designing materials, teachers should make lessons engaging by incorporating games, songs, hands-on activities and media. Lessons should also be topic-based to help students associate vocabulary and language with real-world topics of interest. Additionally, classroom management is important to create a supportive environment where students feel secure taking risks with the new language.
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1. Arts enhancement+ through musical production
Jane Cheung-Yung Wai Yee
Department of Cultural and Creative Arts
Hong Kong Institute of Education
Hong Kong SAR
Abstract
This paper describes how producing a musical has given the Music and English
elective students at the Hong Kong Institute of Education not only arts enhancement,
it has also facilitated their language skills and generic skills through the learning
process. Furthermore, the production has provided an effective avenue for
departments within the Institute to collaborate, for students of different year groups
and subjects to interact with each other and with the primary and secondary school
children, as well as for staff and students to work with professional artists and
industry for a common goal. Some issues are identified, which include designing
efficient approach to integrate the arts, ways of maximising students’ creativity, and
finding cost effective strategies to involve the artists and industry.
Background
At the turn of the 21st Century, the Hong Kong Government has started to introduce an
education reform, which aims to prepare well-rounded, knowledgeable, resourceful
and creative citizens, who should possess global vision and concern for local
community needs. Curriculum changes were introduced, emphasizing an all-rounded
education to develop children’s ethics, intellect, physique, social skills and aesthetics.
Priority is given to students’ joyful learning, effective communication, development
of creativity and sense of commitment (EC, 2000).
In order to achieve the above aims, some policies and strategies are introduced in the
primary and secondary schools. These include grouping all the subjects into eight Key
Learning Areas (KLAs), where Music and Visual Arts belong to the Arts Education
KLA, together with Dance, Drama and Media Arts. Integrative learning across the arts
and interdisciplinary learning of other Key Learning Areas through the arts are
encouraged to reduce compartmentalizing the subjects, to enhance curriculum
coherence and broaden students’ perspectives. The development of generic skills,
such as creativity, problem solving, collaboration, communication, critical thinking,
self-management, study skills, numeracy and IT skill is stressed. Life-long and life-
wide learning are promoted, emphasizing that learning takes place both in formal and
informal hours (CDC, 2003).
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2. The use of Mother-tongue as the Medium of Instruction (MOI) was thought to be
most effective to facilitate student learning, hence about 90% secondary schools were
assigned to use Chinese as MOI. This policy has created problems bridging over from
junior secondary to senior secondary and post-secondary levels, where English is
generally used as the MOI. The policy has resulted in a general decline in English
standards in recent years, and in order to raise students’ English standards, more
opportunities are created to expose students to practice English.
The study
The Hong Kong Institute of Education (HKIEd) amalgamated five institutions in
1994: three Colleges of Education, i.e. Northcote Colleges of Education, Grantham
Colleges of Education and Robert Black Colleges of Education; the Institute of
Language in Education and the Hong Kong Technical Teachers' College to form an
institute of education. It consists of three Faculties and a Language Centre to provide
teacher education in a range of subjects from the Early Childhood, Primary to
Secondary levels. In early 2008, the Music Division of the Creative Arts and Physical
Education Department (now renamed the Cultural and Creative Arts Department)
jointly produced a musical Aladdin with the English Department and the Centre for
Language in Education. The main aims were to i) enhance Music and English
students’ experience in the arts: dance, drama, music and stage management; ii) raise
the standard of spoken English; iii) improve singing skills; iv) develop generic skills
and broaden life experience and v) explore the interdisciplinary approach of the arts.
The one-hour production was an adapted version of Walt Disney’s Aladdin. The main
casts were chosen from HKIEd’s students with a few characters chosen from the
nearby secondary and primary schools and a staff from the English Department. Two
production directors were staff from the English Department while the music director
was a Music staff. Other members of the production team included an artistic
designer, a choreographer, a stage manager, a costume designer and a graphic artist,
who were the English Teaching Assistants and professional artists. For five months
from October 2007, the casts went through very disciplined rehearsals in acting,
dancing, learning and memorizing the songs, which they found quite difficult, and
putting everything together from scene to scene until the musical production became a
coherent whole. One of the co-directors gave individual and group coaching to those
who needed help with their spoken English. They rehearsed twice a week until
February 2008, when they finally produced five performances for the general public,
including staff, students, parents and guests.
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3. Arts and English Enhancement
Ten Music and English elective students were interviewed three times: at the
beginning, interim and final stages to investigate any changes of attitude and what
they have learned from the production. The Music and artistic directors were also
interviewed to triangulate results. Both the staff and students have found the learning
process beneficial in several aspects. The students eventually mastered their English
and spoke with good flow and confidence in front of an audience.
“The biggest progress I’ve ever made is speaking English fluently.
For every sentence we’ve to speak so many times using the correct
intonation and stress. We’ve learned where the focus is and how
different it is from speaking Cantonese.” (Princess Jasmine)
“I’ve made more friends, I have confidence to speak in English, to
dance and sing.” (a reporter)
Although the music students have vocal classes and choir experience, they have found
great improvement and enjoyment in singing through this integrated arts approach.
Some music students pointed out the similarities and differences between singing
classical songs and singing in a musical, and they were able to apply relevant skills to
sing in the production. Although some dancers felt that they were weak in dancing,
their gestures and body coordination were much improved after months of regular
rehearsals. When performing, they realised that they have to consider the cast, the
story, the mood and the context in order to produce the best dramatic effects. The
integrated approach has enhanced their confidence in singing, acting, dancing, as well
as expressing their feelings and emotion.
“At first I wanted to sing in the musical, as this is my strength.
But I was asked to dance and I can do it. I practiced hard, and it has
strengthened my ability.” (a dancer)
“Among the arts, the most unforgettable experience is acting,
because I didn’t think I could actually do it…now I can feel the close
3
4. relationship between music and drama.” (Aladdin)
Developing generic skills
Apart from enhancing the artistic skills, the students found that the musical
production has also helped to develop their generic skills such as communication,
critical response, collaboration, time-management, problem solving and self-esteem.
The casts consisted of students from the English and Music departments, some pupils
from a primary school, a few English speaking pupils from an international school,
and a few students from mainland China studying in Hong Kong. At first they found
difficulties to communicate with one another, especially when one of the co-directors
was very strict and hard to communicate with. Gradually they have gained more
interpersonal skills and managed to employ flexible ways to communicate with the
directors and the other casts. They have developed critical response to appraise each
other and their self-esteem was raised when they saw their performance improved.
The rehearsal process has helped them to understand and appreciate each other more
and they were willing to collaborate with one another more readily. The students have
broadened their perspectives through experiencing various art forms. They have
shown great excitement with a sense of achievement and satisfaction after the final
performances.
Students participated in the musical have reflected how much they have enjoyed and
found the musical experience useful. One emphasized that this valuable experience
could not be achieved through formal music lectures, as they have learned several
artistic skills, English language and generic skills through a lengthy period of time.
Some found they were empowered with improved communication skills and self-
confidence, which they regarded as important life skills. Some were stimulated and
have started writing their own musical for new production. The findings echo those
reported earlier from the Arts-in-education programme (2000-2003), where secondary
schools teamed as pilot and partner schools to produce their school-based musicals
4
5. through close collaboration with the artists (Cheung, 2005). The students
demonstrated great interest with enhanced skills and appreciation of different arts
experience. They had increased communication among their peers, better bonding,
and undergone peak experience at the end of the performance.
Networking through musical production
Musical production is not only an integration of various art forms such as music,
drama, dance, and language arts, it is also a production through active participation of
many casts and parties. The production team includes the main and minor casts,
dancers, chorus, artistic and music directors, stage manager, choreographer, set and
costume designers, artistic designer, makeup team and photographer. It has networked
staff from the Music and English departments, students across the first to the fourth
year of both Music and English subjects, professional artists and industry to
collaborate closely in order to produce the musical successfully. This resonates
findings from previous study about teacher and artist collaboration, that school music
teachers, whose strengths are in music, education theories and child psychology but
lack an in-depth knowledge of a range of arts, and performing artists such as dancers
and actors, whose strengths are their artistic skills and charisma but lack the
experience to deal with different age groups, could bring about successful and
effective student learning through meaningful partnership (Cheung, 2008).
Musical is a good platform to showcase different forms of art, but unfortunately the
Institute has only Music and Visual Arts subject groups. Although there are drama
experts in the Department of Languages, there also needs expert advice from
professional dancers in the community. A lot of the casts were first year students, who
knew very few students when they first joined the institute. The production has
provided an excellent opportunity for them to integrate with the upper forms and
children from local schools, so that they could understand more about the real
teaching situation. It has also provided a good chance for staff’s professional
development, either to learn about other performing arts or the language art. Fund
5
6. raising to stage a production would be an issue, which needs careful planning,
networking, organisation and time investment.
Challenges in musical production
Although much strength is found in the musical production, many challenges also
emerge. It is not easy to design appropriate strategies to integrate the arts effectively
and efficiently. While some students found learning the arts separately more suitable,
others found it more appropriate to learn singing, dancing and acting of the songs one
after another. Some students have found memorizing the lyrics rather difficult while
some have found singing with dancing or singing with acting hard to coordinate.
Since there are only Music and Visual Arts subjects in the Department, one has to rely
on professional dance expert when producing a musical. Furthermore, communication
between the director and the casts can be difficult if the director is not sensitive to the
need and response of the students.
Although producing a musical like Aladdin is rewarding, there is still room to develop
students’ creativity since the songs, lyrics, story plot and dance were already
composed or set. Students mainly reproduced the musical and there was limited room
to nurture their creativity. It would be more beneficial for students to create and
produce their own musical, write their own storyline, compose their songs and lyrics,
and choreograph their dances to maximize creativity. Unlike staging a concert
performance, a musical involves appropriate facilities and sophisticated equipment,
wider network to oversee the front and backstage, and it is also costly to obtain the
right to reproduce a musical like Aladdin. The production team has to stage five
performances with full turnout rate in order to balance the expenses. Finding
sponsorship and adequate subsidy to fund the musical and finding cost effective
strategies to involve professional artists and industry are among the many challenges
when producing a musical.
The way forward
Compare students’ performances at the beginning and final stages, some of them were
transformed into livelier, versatile and more confident characters. Despite the
substantial cost and effort, the positive feedback have reinforced that musical
production is effective to enhance not only artistic, but language and life skills in the
tertiary level. It is worth examining more creative pedagogies to implement arts
integration, so that students’ creative and artistic potentials can be maximized.
Recreating a well-known musical is appropriate for students to experience multiple
arts to arouse interest and attain a sense of achieve. They would develop more
6
7. confidence to direct musicals when they become teachers in schools. To be able to
write script and produce their own musicals should be the final goal.
The musical production has raised some questions of concern:-
How to maximize students’ creativity through participating in a musical production?
How to effectively integrate the arts with other Key Learning Areas in a musical
production?
How do we network stakeholders, sponsors and parties involved to achieve mutual
benefits?
References
Cheung, J. (2005). Artists in Schools: integrating the arts in education. In Educating
for creativity- Bringing the arts and culture into Asian Education, 63-69.
Thailand: UNESCO.
Cheung, J. (2008). The arts-in-education programme: towards effective learning
through partnership. In L. Joubert (ed.). Educating in the arts the Asian
experience: twenty-four essays, 65-81. The Netherlands: Springer.
Curriculum Development Council, (2003). Arts education key learning area –music
curriculum guide (primary 1-Secondary 3). Hong Kong: Government Logistics
Department.
Education Commission, (2000). Learning for life, learning through life: reform
proposals for the education system in Hong Kong. Hong Kong: Hong Kong
Special Administrative Region of the People’s Republic of China Education
Commission.
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