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Relevant bibliographies by topics / Marching bands

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Journal articles

Academic literature on the topic 'Marching bands'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Marching bands"

1

Cumberledge, Jason P. "The Benefits of College Marching Bands for Students and Universities: A Review of the Literature." Update: Applications of Research in Music Education 36, no. 1 (2016): 44–50. http://dx.doi.org/10.1177/8755123316682819.

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College marching bands are a large and visible part of American music education. Institutions of higher learning have benefited from the existence of marching bands, as they serve as a powerful recruitment tool and an essential public relations vehicle for music departments and universities. The benefit students may receive from marching band participation is influenced by a variety of social and educational factors. This article is a review of literature on the benefits of marching bands and band participation for universities and college students. The review is organized as follows: (a) brie

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2

Keefe, Joseph. "Noise exposure in marching bands." Journal of the Acoustical Society of America 118, no. 3 (2005): 1979. http://dx.doi.org/10.1121/1.4782008.

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3

Gibiat, Vincent, Jerome Selmer, and Jonathan Cottier. "Saxophone acoustics and marching bands." Journal of the Acoustical Society of America 142, no. 4 (2017): 2509–10. http://dx.doi.org/10.1121/1.5014165.

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4

Suanmonta, Tawanchai. "The early age of national marching band contest." Linguistics and Culture Review 6 (November 25, 2021): 24–32. http://dx.doi.org/10.21744/lingcure.v6ns2.1893.

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This academic article aims to 1) study the history of the national marching band contest; 2) the development of the national marching band contest. The results showed that National Marching Band Contest has been held from 1982 until the present. The contest in the early age from 1982 to 1993 is divided into three categories: Category A, Men, Category B, Men and Women, Category C, Women. The winning marching band will receive a royal trophy. In addition, the marching band has to play three songs at the Supachalasai Stadium: royal song (Rama IX), Thai Thao song or Prelude song, and a selected so

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5

de Sousa, Aurelio Nogueira, Eliton Perpetuo Rosa Pereira, and Cristiano Aparecido da Costa. "Marching bands in Brazil: a historical and pedagogical approach." Arts & Humanities Open Access Journal 5, no. 2 (2023): 133–40. http://dx.doi.org/10.15406/ahoaj.2023.05.00198.

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In Brazil, school marching bands are responsible for training instrumentalists who make up the scene of music teaching institutions, professional groups, and orchestras. In Goiânia, capital of the state of Goiás (Brazil), there are thirty-five school bands, and those residing in civil and military schools have up to two hundred students each band, aged between eleven and seventeen years old. They have a staff of music teachers divided by instrument categories, which are: trumpet, trombone, tuba, horn, euphonium, percussion, and front commission (choreographic body). Collective musical teaching

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6

Silveira, Jason M., and Michael W. Hudson. "Hazing in the College Marching Band." Journal of Research in Music Education 63, no. 1 (2015): 5–27. http://dx.doi.org/10.1177/0022429415569064.

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The purpose of this study was to investigate hazing in collegiate marching bands. Specifically, the researchers were interested in marching band students’ experiences with hazing behaviors, to whom they were reported, attitudes toward hazing, and level of awareness of institutional hazing policies. Using a multistage cluster sampling approach, we distributed an online questionnaire to college marching band members attending National Collegiate Athletic Association Division I schools. Participants ( N = 1,215) were representative of 30 different states and included college freshmen, sophomores,

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7

Clark, Robert H. "A Narrative History of African American Marching Band: Toward A Historicultural Understanding." Journal of Historical Research in Music Education 41, no. 1 (2019): 5–32. http://dx.doi.org/10.1177/1536600619847933.

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The purpose of this study is to construct a concise historical narrative of the development and characteristics of African American styles of marching band. While some extant research studies have been published in this area of study, the focus has been primarily on individual exemplary teachers or university band programs. In this article, much of the available published and unpublished scholarly work was reviewed for synthesis into narrative form. Unique style characteristics of African American marching bands are identified and tied to historical developments. The author proposes that Afric

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8

Russell, Jeffrey A., and Moegi Yamaguchi. "Sound Exposure of Healthcare Professionals Working with a University Marching Band." Journal of the American Academy of Audiology 29, no. 01 (2018): 083–89. http://dx.doi.org/10.3766/jaaa.17018.

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AbstractMusic-induced hearing disorders are known to result from exposure to excessive levels of music of different genres. Marching band music, with its heavy emphasis on brass and percussion, is one type that is a likely contributor to music-induced hearing disorders, although specific data on sound pressure levels of marching bands have not been widely studied. Furthermore, if marching band music does lead to music-induced hearing disorders, the musicians may not be the only individuals at risk. Support personnel such as directors, equipment managers, and performing arts healthcare provider

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9

Cumberledge, Jason P., Brian A. Silvey, Christian M. Noon, and Faith Hall. "A Phenomenological Investigation of Student Leadership in College Marching Bands." Bulletin of the Council for Research in Music Education, no. 239 (January 1, 2024): 26–47. http://dx.doi.org/10.5406/21627223.239.02.

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Abstract The purpose of this phenomenological investigation was to examine the lived experiences of undergraduate students serving in leadership roles in college marching bands. Ten student leaders completed written responses to an open set of questions that were then discussed during two corresponding in-depth interviews. The following research questions were addressed: (1) How do student leaders describe their experiences in college marching band? (2) How do student leaders perceive their growth through these experiences? (3) How do students perceive these experiences in relation to their fu

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10

Sakakeeny, Matt. "Music Lessons as Life Lessons in New Orleans Marching Bands." Souls 17, no. 3-4 (2015): 279–302. http://dx.doi.org/10.1080/10999949.2015.1127106.

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