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Teaching Instrumental Music To Deaf And Hard Of Hearing Students, Phillip M. Hash
Teaching Instrumental Music To Deaf And Hard Of Hearing Students, Phillip M. Hash
Research & Issues in Music Education
Many Deaf/Hard of Hearing (D/HH) individuals have successfully participated in instrumental music programs for over 100 years. In spite of proven success, however, many directors are reluctant to involve students with hearing loss in school bands and orchestras. Reasons may include a lack of knowledge regarding the needs and capabilities of these learners, or the fear that D/HH musicians will negatively impact the performance quality of the ensemble. By becoming familiar with the characteristics and abilities of D/HH students, as well as methods for instructing these individuals, music educators will be better prepared to serve this population. This article provides …
Notes From The Editor, Bruce Gleason
Notes From The Editor, Bruce Gleason
Research & Issues in Music Education
RIME marks another step in the grand experiment of on-line research publishing—an idea that is gaining stature in academic circles with the advent of quality journals. While on-line research reporting formats will probably never subsume print journals (I can detect a future music education historian quoting me here), RIME was founded with the premise that there is indeed room for a quality web-based music education research journal.
Historical Research In Music Education And The Historiography Of Kant, Spengler And Foucault, George N. Heller
Historical Research In Music Education And The Historiography Of Kant, Spengler And Foucault, George N. Heller
Research & Issues in Music Education
This essay examines historical research in music education in connection with historiography and the writing of history, using the works of three exemplary writers recently reviewed in book-length studies. Immanuel Kant (1724-1804) representing classic, enlightenment philosophy as it pertains to historiography was primarily a philosopher who wrote tangentially on history. Oswald Spengler (1880-1936), a modernist German historian and philosopher famous for his pessimistic tome, The Decline of the West (1924-26), was primarily a historian with an interest in philosophy. Michel Foucault (1926-1984), who stated the case for post-modern historiography from a French perspective, seems to have been interested in history …
Cultural Contexts Of Exclusion: Women College Band Directors, Elizabeth S. Gould
Cultural Contexts Of Exclusion: Women College Band Directors, Elizabeth S. Gould
Research & Issues in Music Education
Despite gender affirmative employment practices, women constitute little more than 5% of all U.S. college band directors. Researchers have investigated this situation in terms of historical precedent, traditional socialization, discrimination, segregation, professional identity, and lack of role models. They have not, however, addressed the culture of conducting college bands. Cultural analysis is essential because the percentage of women conducting college bands in the U.S. has remained virtually static during the past thirty years. It is appropriate because it provides a multi-layered, broader view of the problem which make possible explanations that may be more appropriately generalized and less subject to …
Effects Of Sequenced Kodaly Literacy-Based Music Instruction On The Spatial Reasoning Skills Of Kindergarten Students, Marlene Hanson
Effects Of Sequenced Kodaly Literacy-Based Music Instruction On The Spatial Reasoning Skills Of Kindergarten Students, Marlene Hanson
Research & Issues in Music Education
This study was an investigation of the effects of sequenced Kodály literacy-based music instruction on the spatial reasoning skills of kindergarten students. Subjects in the pretest-posttest control group design were 54 kindergarten students who were enrolled in three kindergarten classes in a rural elementary community school. Experimental group one (n = 18) received Kodály music instruction and experimental group two (n = 18) received computer instruction (with no classroom music training) for 30 minutes twice a week. The control group (n = 18) received no classroom music instruction or computer instruction. The instructional-treatment period spanned seven months from October, 2000 …