The Manhattanville Music Curriculum Project created a sequential K-12 music education curriculum focused on musical creativity and discovery rather than performance skills. Led by Ronald Thomas from 1965-1970 and sponsored by the U.S. Office of Education, it trained over 400 teachers in an experimental pedagogy incorporating group projects, improvisation, and teacher facilitation over traditional instruction. Though short-lived, it influenced later developments in music education philosophy.
Listening Room - Listening and Appreciation Reimagined- Lauren FairbairnBushfire Press
Suitable for ALL Primary Music teachers
Making the Classics cool again - a whole world of music through listening (and moving, dancing, drama, body percussion, instrument playing, role-play, drawing, discussion & reflection)
Sensory overload and attention-span deficit are realities of our students’ world. We need to help them slow down, focus and process. And Listening & Appreciation (L & A) are two of the most powerful tools available. They always were … but it seems they got lost or fell out of fashion.
So how do we make L & A relevant to today’s students? By making it a dynamic experience. In this session, you will move, dance, act, play classroom instruments & body percussion, draw and discuss. L & A also introduces/extends musical elements, concepts and contexts (while introducing students to timeless classics) and can be incorporated throughout the primary years, K-6, and beyond.
Come along and discover a world of music as Lauren Fairbairn leads you through: Listening for creative movement, listening for playing classroom instruments and body percussion, listening for drama, listening for relaxation and listening for visual arts. All the music used is accessible via iTunes, Apple Music, Spotify, Youtube (and possibly your own CD collection).
Listening Room - Listening and Appreciation Reimagined- Lauren FairbairnBushfire Press
Suitable for ALL Primary Music teachers
Making the Classics cool again - a whole world of music through listening (and moving, dancing, drama, body percussion, instrument playing, role-play, drawing, discussion & reflection)
Sensory overload and attention-span deficit are realities of our students’ world. We need to help them slow down, focus and process. And Listening & Appreciation (L & A) are two of the most powerful tools available. They always were … but it seems they got lost or fell out of fashion.
So how do we make L & A relevant to today’s students? By making it a dynamic experience. In this session, you will move, dance, act, play classroom instruments & body percussion, draw and discuss. L & A also introduces/extends musical elements, concepts and contexts (while introducing students to timeless classics) and can be incorporated throughout the primary years, K-6, and beyond.
Come along and discover a world of music as Lauren Fairbairn leads you through: Listening for creative movement, listening for playing classroom instruments and body percussion, listening for drama, listening for relaxation and listening for visual arts. All the music used is accessible via iTunes, Apple Music, Spotify, Youtube (and possibly your own CD collection).
Get The Voice You Want by Linda Ballirolindaballiro
Linda trains singers of all levels to develop dynamic,
flexible voices that will support them throughout their career -
no matter where that career takes them.
Get The Voice You Want by Linda Ballirolindaballiro
Linda trains singers of all levels to develop dynamic,
flexible voices that will support them throughout their career -
no matter where that career takes them.
This is a direct copy of Purdue OWL's APA Style presentation. I have uploaded it to embed on my class LMS.
Please visit Purdue's site: https://owl.english.purdue.edu/owl/resource/560/17/
Unveiling the Optimal Approach for Music Theory Instruction: Transitioning fr...AJHSSR Journal
ABSTRACT: This literature review explores the various approaches and methods employed in teaching music
theory and examines the benefits and challenges associated with each approach. The traditional lecture-based
method effectively conveys theoretical knowledge, but supplementary activities may be necessary to encourage
active engagement and practical application. Active learning methods prioritize student participation and
problem-solving, enhancing critical thinking and fostering creativity. Collaborative learning promotes peer
interaction and shared learning experiences, facilitating the development of communication skills and deepening
understanding. The integration of technology provides interactive and personalized learning opportunities, but
attention should be given to technical issues and potential distractions. Contextualization and applied learning
helps students grasp the practical application of theoretical concepts within real-world musical contexts.
Multisensory approaches accommodate diverse learning styles, reinforcing understanding through auditory,
visual, and kinesthetic elements. However, existing literature reveals gaps in research, including the long-term
impact of teaching methods, student perspectives, inclusive practices, assessment strategies, interdisciplinary
approaches, and technology accessibility. Addressing these gaps can inform instructional practices and enhance
student learning experiences in music theory education. Overall, comprehending the benefits and challenges
associated with different teaching methods in music theory enables educators to design effective instructional
strategies that promote student engagement, critical thinking, and the practical application of theoretical
concepts
School Music ProgramsPaula NohEnglish 112.docxkenjordan97598
School Music Programs
Paula Noh
English 112
Golwitzer, Beau
8/17/2014
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.
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 and mathematics are connected one another, for example, check music expression and musicality. When I play music before ,i constantly looked around my music and got the time marks, then tally an essential of music rhythm. Hence, I think performers ought to have fundamental learning of math to enhance their music perusing skills. However, they don't think they have any thought of science; they couldn't care less about that. Luckily, they will consequently gain from music about math and different subjects and be better general understudies.
In conclusion, understudies can get collaboration and focus abilities from playing in anorchestra and/or playing musical instrument with accomplice, and effectiveness for their learning. This brings about a noticeable improvem.
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 .
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Created a curriculum fo Music Education
which was spiral or sequential for grades 1-
12.
Promoted musical growth after grade 12.
Emphasis on "discovery" process
Encouraged musical creativity with
flexibility.
Remove focus of music education from
performance and skill to creative
accomplishment.
General Objectives
3. Task oriented strategies
Train teachers in new curriculum
Unify philosophies and direction of music
curriculum and music teachers.
General Objectives continued
4. Dated 1965-1970.
Pedagogical Model in Music Education.
Grew out of Open Classroom Concept.
Shaped by ideas of co-operation and
collaborationto create musical experience.
Sponsored by U.S. Office of Education (Arts
and Humanities Division).
Conducted by Manhattanville College in
New York.
Led by Ronald Thomas.
History
5. Waning student interest in school music
programs.
Expansion of informal music settings not
connected to school.
Response to the then current ideology of
student centered curriculum.
Desire for music education to veer from
traditional Western concepts and enter into
realms of emergence and evolution.
Music educations response to the reform
movements initiated by Sputnik.
Compelling factors in Creation
7. Group projects over individual learning.
Collective music making.
Learning circles.
Peer collaboration.
Teacher as facillatator.
Critique of final project based on process
and aural product rather than music theory
or "rules."
Music as a personal expression
Concepts
8. Learning strategies revolved around the
culture and the community.
Improvisation was a language being spoken
in musical sound.
Teacher posed challenge or idea, group
solved.
Teacher was a facilitator, then a
consultant.
Strategies
9. Early Childhood Music Curriculum
"Interaction." Music for 4-8 year olds built
on inquiry.
Electronic Keyboard Laboratory
Grew out of necessity, more tightly
sequenced and participated in by 3rd
graders only.
Science Music Study technical curiosity,
loosely knit.
Creations
10. Year 1: 19 educatore from NY became
experimental team of teachers.
Year 2: 19 educators not all teachers added
from across country.
-through in service trainings reached
over 400 teachers across country who
trained and taught in the new style.
Process
11. 4th Year: Divions in Early Childhood Music
Curriculum, Electronic Keyboard
Laboratory, and Science Music Study
refined, trained and taught: 16 classroom
teachers used "Interaction" in their
classroom.
Process Con't
12. Aural Skills
-increase abilities in recognition and recall
sound.
Structural Concepts and Practices
-expand creative,interpretive, and
analytical capabilities.
Liturature
-expand aural, intellectual,and estethic
basis for judgement.
Pedagogical Categories
13. Translative Skills
-increase abilities in use of notational
techniques
-Performance
-explore musical alternatives
-practice judgement making
-refine vocal and instrumental skills
Pedagogical Categories Con't
15. Curricula still found in CMP in Wisconsin
and Iowa.
Progressive Sight-Singing by Dr. Carol
Krueger is based on Spiral learning
Kodaly is an excellent example of many of
the tenets of Manhattanville. It preceded
Manhattanville, but has outlasted it as
well.
Lasting Effects
16. Abeles,Harold F. and Custodero, Lori A.
"Critical Issues In Music Education." Oxford:
2010. Print 88,153.
ED045865 Manhattanville Music Curriculum
Program. Final Report. Thomas, Ronald B.
1970-08-00
Citations
