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Статті в журналах з теми "Choir teaching":
Emerson, Kathryn, Victoria Williamson, and Ray Wilkinson. "Once more, with feeling: Conductors’ use of assessments and directives to provide feedback in choir rehearsals." Musicae Scientiae 23, no. 3 (July 20, 2019): 362–82. http://dx.doi.org/10.1177/1029864919844810.
Schneider, B. "Guest Editor's Introduction: Teaching to the Choir." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 8, no. 3 (October 1, 2008): 405–12. http://dx.doi.org/10.1215/15314200-2008-002.
Batey, Angela. "Teaching Music through Performance in Choir: Volume 1." Music Educators Journal 92, no. 1 (September 2005): 27. http://dx.doi.org/10.2307/3400220.
Lazcano, Antonio. "Teaching Evolution in Mexico: Preaching to the Choir." Science 310, no. 5749 (November 3, 2005): 787.1–789. http://dx.doi.org/10.1126/science.1115180.
Ferrer, Rita, Joan Puiggalí, and Montse Tesouro. "Choral singing and the acquisition of educational values." International Journal of Music Education 36, no. 3 (December 21, 2017): 334–46. http://dx.doi.org/10.1177/0255761417741521.
Ilić, Miona. "The presence and importance of choirs made up of students from younger grades of primary school in Serbia." Norma 25, no. 1 (2020): 93–108. http://dx.doi.org/10.5937/norma2001093i.
Kastantin, Joseph, and Milorad Novicevic. "Teaching the Choir: Challenges of a Learner-Centred Simulation." Accounting Education 17, no. 2 (June 2008): 209–12. http://dx.doi.org/10.1080/09639280601167529.
Rickels, David A., Wesley D. Brewer, Kimberly H. Councill, William E. Fredrickson, Michelle Hairston, David L. Perry, Ann M. Porter, and Margaret Schmidt. "Career Influences of Music Education Audition Candidates." Journal of Research in Music Education 61, no. 1 (March 5, 2013): 115–34. http://dx.doi.org/10.1177/0022429412474896.
Suleymanova, Dilorom, and Shoxida Ataboyeva. "Issues Of Professional Training Of Future Music Teachers In Working With The Choir." American Journal of Social Science and Education Innovations 02, no. 11 (November 30, 2020): 453–57. http://dx.doi.org/10.37547/tajssei/volume02issue11-76.
Reifinger, James L. "Teaching Pitch Notation–Reading Skills." General Music Today 33, no. 3 (December 7, 2019): 21–28. http://dx.doi.org/10.1177/1048371319891419.
Дисертації з теми "Choir teaching":
Higginbotham, Lee Ann M. "Teaching techniques : suggested techniques in teaching music through performance in choir /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131459702.pdf.
Anderson, Louise L. "AN EXAMINATION OF THE RELATIONSHIP BETWEEN HIGH-SCHOOL CHOIR DIRECTORS' TEACHING-STYLE AND CHOIR STUDENTS' SENSE-OF-COMMUNITY." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214791.
Ph.D.
Researchers agree that teachers are the single most influential school-related factor in a child's level of academic achievement. Teaching style may influence students' academic achievement as well as facilitate students' development of social skills and a sense-of-community within the classroom. The purpose of this study was to examine the relationship between high-school choir directors' (n = 42) teaching-style and their high-school choir students' (n =1,108) psychological sense-of-community. Student participants in grades 9-12 within a mid-Atlantic state were members of a 9th-Grade Chorus (n = 2), Men's Chorus (n = 1), Women's Chorus (n = 8), Select Ensemble (n = 7), or Concert Choir (n = 38). Results from students' scores on the Classroom Community Scale revealed that 9th-grade students reported lower levels of sense-of-community, connectedness, and learning than students in grades 10, 11, and 12. Students in Select Ensembles reported significantly higher levels of sense-of-community, connectedness, and learning than students in Concert Choirs, and students in choirs that performed five or more times per school year reported significantly higher levels of sense-of-community than students in choirs that performed four or less times per school year. Results revealed no main effect for gender, students' years-of-experience in high school choir, or choir-class length and frequency. Teachers' scores on the Music Teaching Style Inventory revealed that teachers preferred the Assertive Teaching (M = 3.80), Nonverbal Motivation (M = 3.75), Time Efficiency (M = 4.33), and Positive Learning Environment (M = 4.27) teaching-styles that focus on teacher-led activities. Music Concept Learning (M = 3.48), Artistic Music Performance (M = 3.46), Student Independence (M = 3.30), Group Dynamics (M = 2.84), teaching-styles with a focus on student-led activities were least preferred by the teachers in this study. Group Dynamics teaching style was a low or the lowest preferred teaching-style for 40 of the 42 participating teachers. Results revealed no main effect for teachers' gender or years-of-experience teaching. Teaching-style preference was not a significant predictor for students' levels of sense-of-community or connectedness. Time Efficiency and Student Independence teaching-styles positively correlated with students' perceived level of learning while the Artistic Music Performance teaching-style negatively correlated with students' perceived level learning. Within teachers' reports of observed student behaviors, teachers identified all four elements of sense-of-community: membership, influence, integration and fulfillment of needs, and shared emotional connection. Teachers also reported purposefully planning activities in order to facilitate their choir students' sense-of-community. Activities included teaching behaviors found within the Positive Learning Environment, Group Dynamics, Artistic Music Performance, and Student Independence teaching-styles. Teachers expressed that a sense-of-community has importance in that it effects students' musical expression; students' ability to achieve their potential for musical performance; students' retention within choir ensembles; teachers' advocacy for choir programs; and student's participation in musical ensembles beyond high school.
Temple University--Theses
Krigström, Rasmus. "Learning Tracks : En studie om auditiva hjälpmedel vid instudering av körmusik." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-4231.
This study is on the subject of music learning tracks for learning a capella music. While there is no specific research on the subject yet it has been known as a phenomenon in the genre of barbershop harmony for as long as the tape recorder has been around, and has grown into a well-established business because of the internet and the possibilities of editing music on home computers. Earlier research in surrounding areas such as choir methodology, ear training and mirror neurons have laid the research ground for the study, and the theoretical perspectives which the data was analyzed through are the sociocultural perspective and variation theory. The purpose of this study is to explore variations in musical results and the pupils experience of learning that can be detected between a group that studies with learning tracks and a group that studies without learning tracks. The two groups were followed learning the same piece of music during four classes through observation and recording of sound. Directly following the last class, the students answered a survey about their experience of the learning process. The results were clear, both from the difference in musical results and from the answers in the survey, learning tracks are better for learning new music than just using sheet music. The results also connect to earlier research in surrounding areas, but even though the results of this study are clear more research is needed in this specific area.
Clemente, Louise. "Estratégias didáticas no canto coral : estudo multicaso em três corais universitários da Região do Vale do Itajaí." Universidade do Estado de Santa Catarina, 2014. http://tede.udesc.br/handle/handle/1542.
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This dissertation goal was to investigate teaching strategies used by conductors in three university choirs in the Vale do Itajaí region, in Santa Catarina state, Brazil. Specific objectives were: to discuss the choir practice from the perspective of music education; reflect on the musical education in the choir practice and more specifically in the university choir; identify the main teaching strategies adopted by the conductors for the development of choral practice and; verify musical content covered in the practice of university choirs participating in the research. The work is situated within the qualitative research on the design of a multi case study and the techniques of data collection used semi-structured interviews, systematic observations and interviews by stimulation of remembrance. Data were divided into six categories initial activities, studying a new piece, rehearsing old pieces, preparing a performance, organizing the time, space and use of material resources and analyzed in the light of the literature of the choir area and also in the field of didactics. The results indicate a number of didactic strategies used by conductors in the development of activities in the respective choirs, evidencing the uniqueness and richness of the investigated contexts.
Essa dissertação teve como objetivo geral investigar estratégias didáticas utilizadas pelos regentes em três coros universitários da região do Vale do Itajaí, no estado de Santa Catarina. Os objetivos específicos foram: discutir a prática coral em uma perspectiva de educação musical; refletir sobre o ensino musical na prática do canto coral e mais especificamente no canto coral universitário; identificar as principais estratégias didáticas adotadas pelos regentes para o desenvolvimento da prática musical dos corais e; verificar conteúdos musicais abordados na prática de corais universitários participantes da pesquisa. O trabalho situou-se no âmbito da pesquisa qualitativa sob o desenho de um estudo multicaso e as técnicas de coleta de dados utilizadas foram entrevistas semiestruturadas, observações sistemáticas e entrevista por estimulação de recordação. Os dados coletados foram divididos em seis categorias atividades iniciais, ensaio de música nova, ensaio de música conhecida, ensaio para apresentação, organização do tempo e do espaço e utilização de recursos materiais e foram analisados à luz da literatura específica da área do canto coral e também do campo da didática. Os resultados da pesquisa apontam uma série de estratégias didáticas utilizadas pelos regentes no desenvolvimento de suas atividades, evidenciando a singularidade e riqueza dos contextos investigados.
Guengard, Marianne. "Formation des chefs de choeur. Approche descriptive et compréhensive de l'enseignement-apprentissage de la direction de choeur. Un exemple "la levée"." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040001.
This thesis has the purpose investing in the research of musical education in France. It isfocused on specialised teaching for choir conductors and hence studies the practicesundertaken by both the student and the teacher interdependently, by analysing the conductinggestures in a real teaching-learning situation. The research specifically takes an interest in theteacher's work, and seeks to highlight the role of the latter in the building of knowledge linkedto a particular technical element: « the upbeat ». Of particular importance is the way in whichthe teacher structures the lessons, organises the layout, in terms of “the environment” in orderto direct the students towards targeted learning
Cairns, Alison M. "Introduction and evaluation of a peer observation of teaching scheme to develop the teaching practice of chair-side clinical dentistry tutors." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/38918/.
Xu, Ying. "Piano teaching in Hong Kong : portraits of four outstanding piano pedagogues." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/542.
Kwan, Che-ying, and 關之英. "A school-based case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957900.
Garrouste, Manon. "Ressources scolaires et réactions individuelles : trois essais en économie de l'éducation." Thesis, Paris 1, 2015. http://www.theses.fr/2015PA010010/document.
The main objective of this thesis is to study the interdependence of school resources and individual resources in human capital production. In three empirical analyses using French data, various methods arc proposed to evaluate the impact of educational policies, taking individual behaviors into account. The first chapter shows that compensatory education policies may result in individual sorting. The fact that socially more advantaged families tend to avoid treated schools cancels out additional resources positive effects on academic achievement. The second chapter examines whether pupils are constrained by local school supply. We find that opening a new high school increases the proportion of pupils who continue in upper secondary education, particularly in a vocational track. Studying how students evaluate teaching, the third chapter shows that they take contemporaneous information about their grades into account when they evaluate teachers' pedagogical qualities
Poulogiannopoulou, Paraskevi. "Comment devient-on enseignant? : De l'expérience universitaire à la formation." Phd thesis, Université René Descartes - Paris V, 2012. http://tel.archives-ouvertes.fr/tel-00794332.
Книги з теми "Choir teaching":
Iotti, Paolo. Forming a liturgical choir: A practical approach. Washington, DC: Pastoral Press, 1994.
Swears, Linda. Teaching the elementary school chorus. West Nyack, N.Y: Parker Pub. Co., 1985.
Bedsole, Betty. Effective music activity teaching in preschool and children's choirs. Nashville, Tenn: Convention Press, 1992.
Meirieu, Philippe. Le choix d'éduquer: Éthique et pédagogie. 2nd ed. Paris: ESF éditeur, 1991.
Jacques-Jouvenot, Dominique. Choix du successeur et transmission patrimoniale. Paris: L'Harmattan, 1997.
Denis, Girard. Choix et distribution des contenus dans les programmes de langues. Strasbourg: Conseil de la coopération culturelle, Les éditions du Conseil de l'Europe, 1992.
Romilly, Jacqueline de. Lettre aux parents sur les choix scolaires. Paris: Editions de Fallois, 1994.
Colloque Enseignement du français comme langue non maternelle (1983 Sèvres, France). Colloque Enseignement du français comme langue non maternelle: Choix de documents. [Québec]: Service des communications, Conseil de la langue française, 1986.
Seagren, Alan T. The department chair: New roles, responsibilities, and challenges. Washington, DC: School of Education and Human Development, George Washington University, 1993.
Martin, Ged. Canadian history: A play in two acts : inaugural lecture for the Chair of Canadian Studies. Edinburgh: University of Edinburgh, Centre of Canadian Studies, 1999.
Частини книг з теми "Choir teaching":
Shaw, Julia T. "Culturally Responsive Teaching in the West Side Choir." In Culturally Responsive Choral Music Education, 22–42. New York : Routledge, 2019. | Series: Culturally responsive teaching in music: Routledge, 2019. http://dx.doi.org/10.4324/9780429503900-2.
Shaw, Julia T. "Culturally Responsive Teaching in the North Side Choir." In Culturally Responsive Choral Music Education, 43–62. New York : Routledge, 2019. | Series: Culturally responsive teaching in music: Routledge, 2019. http://dx.doi.org/10.4324/9780429503900-3.
Shaw, Julia T. "Culturally Responsive Teaching in the South Side Choir." In Culturally Responsive Choral Music Education, 63–84. New York : Routledge, 2019. | Series: Culturally responsive teaching in music: Routledge, 2019. http://dx.doi.org/10.4324/9780429503900-4.
Cooper, Naomi. "Introducing first year music students to the community choir experience." In Teaching and Evaluating Music Performance at University, 132–44. [1.] | New York : Routledge, 2020. | Series: ISME global perspectives: Routledge, 2020. http://dx.doi.org/10.4324/9780429328077-9.
Pio, Edwina, and Isaac Pio. "Whose Chair Is It Anyway?" In Teaching Leadership and Organizational Behavior through Humor, 19–20. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137024893_8.
Mindus, Patricia. "The Value of a Chair: The Moral Teachings." In A Real Mind, 77–108. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2895-2_3.
Carabal-Montagud, María Ángeles, Guillem Escorihuela-Carbonell, Virginia Santamarina-Campos, and Javier Pérez-Catalá. "The Impact of the COVID-19 Pandemic on Musical Societies in the Valencian Region, Spain." In Music as Intangible Cultural Heritage, 119–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76882-9_8.
Dorfman, Jay. "Teaching Methods and Teacher Behaviors." In Theory and Practice of Technology-Based Music Instruction. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199795581.003.0008.
Hammel, Alice M., and Ryan M. Hourigan. "Teaching Strategies for Performers with Special Needs." In Teaching Music to Students with Special Needs. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780195395402.003.0014.
Cairns, John W. "The First Edinburgh Chair in Law: Grotius and the Scottish Enlightenment." In Enlightenment, Legal Education, and Critique. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748682133.003.0004.
Тези доповідей конференцій з теми "Choir teaching":
"Message from Publication Chair." In 2013 Learning and Teaching in Computing and Enginering (LaTiCE). IEEE, 2013. http://dx.doi.org/10.1109/latice.2013.5.
"Message from General Chair." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.5.
"Message from Publication Chair." In 2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2016. http://dx.doi.org/10.1109/latice.2016.33.
Chan, Henry. "Message from the General Chair." In 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2012. http://dx.doi.org/10.1109/tale.2012.6360311.
"Message from the general conference chair." In 2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2015. http://dx.doi.org/10.1109/tale.2015.7385999.
Connoley, Kathy. "Integration for a New Generation - Technological Solutions for Linking Core Functions of Teaching and Learning." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3012.
Harvey, Jen, Claire McAvinia, Kevin O'Rourke, and Jason FitzSimmons. "Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.24.