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Книги з теми "Choir teaching"

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Choir teaching.

Автор: Grafiati

Опубліковано: 15 вересня 2021

Оновлено: 7 лютого 2022

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1

Iotti, Paolo. Forming a liturgical choir: A practical approach. Washington, DC: Pastoral Press, 1994.

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2

Swears, Linda. Teaching the elementary school chorus. West Nyack, N.Y: Parker Pub. Co., 1985.

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3

Bedsole, Betty. Effective music activity teaching in preschool and children's choirs. Nashville, Tenn: Convention Press, 1992.

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4

Meirieu, Philippe. Le choix d'éduquer: Éthique et pédagogie. 2nd ed. Paris: ESF éditeur, 1991.

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5

Jacques-Jouvenot, Dominique. Choix du successeur et transmission patrimoniale. Paris: L'Harmattan, 1997.

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6

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.

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7

Romilly, Jacqueline de. Lettre aux parents sur les choix scolaires. Paris: Editions de Fallois, 1994.

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8

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.

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9

Seagren, Alan T. The department chair: New roles, responsibilities, and challenges. Washington, DC: School of Education and Human Development, George Washington University, 1993.

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10

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.

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11

Karelitz, Ellen Blackburn. The author's chair and beyond: Language and literacy in a primary classroom. Portsmouth, NH: Heinemann, 1993.

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12

Hassa, Samira. De la Médina à la Ville Nouvelle: Étude ethnolinguistique des choix codiques dans l'espace urbain de Fes, Maroc. München: Lincom Europa, 2008.

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13

Pittock, Joan H. Henry Birkhead, founder of the Oxford Chair of Poetry: Poetry and the redemption of history. Lewiston, N.Y: E. Mellen Press, 1999.

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14

Burelli, Miguel Angel. La Cátedra Simón Bolívar en la Universidad de Cambridge. [Venezuela: s.n., 1992.

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15

Valiquette, Josée. L 'enseignement grammatical à l'heure des choix: Une solution pour remédier aux faiblesses chroniques en orthographe grammaticale. Montréal, Qué: Centre éducatif et culturel, 1990.

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16

Toma, J. Douglas. The academic administrator and the law: What every dean and department chair needs to know. Washington, DC: ERIC Clearinghouse on Higher Education, Institute for Education Policy Studies, Graduate School of Education and Human Development, the George Washington University, 1998.

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17

Toma, J. Douglas. The academic administrator and the law: What every dean and department chair needs to know. Washington, DC: Graduate School of Education and Human Development, George Washington University, 1999.

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18

Behrens, Matthis. La qualite en e ducation: Pour re fle chir a la formation de demain. Que bec [Que.]: Presses de l'Universite du Que bec, 2007.

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19

Silberstein, Laurence J. Jewish studies, textualism and the crisis of the humanities: An address delivered at the installation ceremonies for the Philip and Muriel Berman Chair of Judaica. Bethlehem, Pa: Lehigh University, 1985.

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20

Gleyse, Jacques. Le verbe et la chair: Un siècle de bréviaires de la République : une archéologie du corps dans les manuels scolaires français de morale et d'hygiène, 1880-1974. Paris: L'Harmattan, 2010.

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21

Sharafī, ʻAbd al-Majīd. Fī al-shaʼn al-dīnī: Durūs Kursī al-Yūniskū lil-Adyān al-Muqāranah, 1999-2002. Mannūbah: Kullīyat al-Ādāb wa-al-Funūn wa-al-Insānīyāt, 2005.

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22

Bretón, Santiago. Vocación y misión: Formulario profético. Roma: Editrice Pontificio Istituto biblico, 1987.

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23

Enzner-Probst, Brigitte. Zwischen Berufung und Beruf: Zur seelsorgerlichen Begleitung von Theologiestudierenden. Frankfurt am Main: P. Lang, 1988.

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24

Hossler, Don. Going to college: How social, economic, and educational factors influence the decisions students make. Baltimore, Md: Johns Hopkins University Press, 1999.

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25

J, Buchanan Heather, Mehaffey Matthew, Blackstone Jerry, Galván Janet, Jordan James Mark, Jones Ann Howard, and Larsen Libby, eds. Teaching music through performance in choir. Chicago: GIA Publications, 2007.

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26

J, Buchanan Heather, Mehaffey Matthew, and Abrahams Frank, eds. Teaching music through performance in choir. Chicago: GIA Publications, 2005.

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27

Brunelle, Philip, Bruce Chamberlain, Frank S. Albinder, Rodney Eichenberger, and Sandra Snow. Teaching Music through Performance in Choir, Vol. 3/G7522. GIA Publications, 2011.

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28

Abrahams, Frank, and et al Anton E. Armstrong. Teaching Music Through Performance in Choir: Volume 1 (Volume 1). GIA Publications, Inc., 2005.

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29

Crowther, Duanes. Teaching Choral Concepts: Simple Lesson Plans And Teaching AIDS for In-rehearsal Choir Instruction. Horizon Pub & Dist Inc, 1993.

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30

Crowther, Duane S. Key Choral Concepts: Teaching Techniques and Tools to Help Your Choir Sound Great. Horizon Pub & Dist Inc, 2003.

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31

Richardson, Carole. Collaborative consonance: Hearing our voices while listening to the choir, a collaborative narrative inquiry into the role of music in the lives of seven preservice teachers. 2006.

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32

Boxhall, Mike. Empty Chair: The Teaching Not the T-Shirt. Book Guild Publishing, Limited, 2012.

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33

Denison, Craig. Teaching and Conducting Diverse Populations. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.23.

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Анотація:

This chapter examines how social delineations of boys’ singing inform the boychoir conductor’s choices for vocal technique, programming, and rehearsal procedure. The introduction identifies structural elements that delineate a boychoir from other types of choirs, especially in the United States, with its traditions of multistage maturity level singers across different vocal registers. Once established, the chapter examines signature programming, rehearsal, and performance norms, with attention to the intersection of traditional and contemporary practices. Following a consideration of the boychoir community and its relationship to the community-at-large, the chapter closes with the concluding assertion of a boychoir pedagogy that synergizes the handling of different levels of boychoir development (especially voice changes) and adult and boy meanings of boys’ singing.

34

Stone, Mollie Spector. Striving for Authenticity in Learning and Teaching Black South African Choral Music. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.13.

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Black South African choral music has a rich and complex history rooted in the cultures and communities that first gave voice to it, in modern times contributing to the anti-apartheid struggle and the fight against AIDS. In striving to perform this world music authentically, Western choirs can introduce a sense of solidarity with and understanding of South African people, whose music is often oversimplified and westernized in published arrangements and transcriptions. This chapter provides an overview of techniques and resources directors can use in teaching this repertoire to choirs. Focus on authenticity; the importance of fully understanding the text; dancing; learning the music orally; teaching the cultural, social, political, and religious contexts of each piece; and maintaining high performance expectations. Developing an understanding of this genre encourages interest in the cultures that created it, opening the minds of all who encounter this powerful music.

35

Abrahams, Frank, and Paul D. Head, eds. The Oxford Handbook of Choral Pedagogy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.001.0001.

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This text explores varied perspectives on teaching, learning, and performing choral music. Authors are academic scholars and researchers as well as active choral conductors. Topics include music programming and the selection of repertoire; the exploration of singer and conductor identity; choral traditions in North America, Western Europe, South America, and Africa; and the challenges conductors meet as they work with varied populations of singers. Chapters consider children’s choirs, world music choirs, adult community choirs, gospel choirs, jazz choirs, professional choruses, collegiate glee clubs, and choirs that meet the needs of marginalized singers. Those who contributed chapters discuss a variety of theoretical frameworks including critical pedagogy, constructivism, singer and conductor agency and identity, and the influences of popular media on the choral art. The text is not a “how to” book. While it may be appropriate in various academic courses, the intention is not to explain how to conduct or to organize a choral program. While there is specific information about vocal development and vocal health, it is not a text on voice science. Instead, the editors and contributing authors intend that the collection serve as a resource to inform, provoke, and evoke discourse and dialogue concerning the complexity of pedagogy in the domain of the choral art.

36

Brown, Deb Austin. Lessons From the Beach Chair: Nature's Wisdom for Teaching Character. Character Development Publishing, 1999.

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37

The Role of the Department Chair (Resource Materials for Teaching). 3rd ed. Amer Sociological Assn, 1985.

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38

Avery, Susan. Adult Community Choruses. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.19.

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When considering teaching and conducting diverse populations in community choirs, one must begin with discussions of the phenomenon itself: a description of the term, a brief history of adult singing ensembles in the United States, and an exploration into the many types of community choirs and issues such as age, gender, exclusivity, purpose, and goals. Examined research on these issues is organized into large topics such as adult learning theories (music literacy and learning styles) and adult physiological concerns (untrained adult singers’ vocal mechanisms and aging voice issues). Personal identity growth or creation as individual musicians must be taken into account, as well as social implications of ensemble identity (among group members and by external community members). Finally motivation for joining and remaining in community choirs will be part of this chapter. That necessary phenomenon is examined through lenses such as choral repertoire preference, social needs, and personal goals fulfillment.

39

Cassidy Parker, Elizabeth. Adolescents on Music. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190671358.001.0001.

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Adolescents on Music foregrounds the voices of 30 American adolescent musicians, ages 12–18. Adolescent singer-songwriters, studio and solo musicians, rappers, composers and arrangers, and band, choir, and orchestra members tell about their musical development and what it is like to make music by themselves and others. Situated in these 30 adolescents’ experiences is a theory of adolescent musical development—a theory that will help music educators support adolescents in their lives. The book is structured in three parts: Part I focuses on “who I am” with an in-depth look at musical identities; Part II explores “the social self” by investigating adolescent experiences of belonging, community, and social identity; Part III looks toward “a future vision” focusing on adolescent perspectives on their future and their advice for music educators. In the last chapter, Parker proposes one philosophy of adolescent music-making. Throughout the book, research from the arts, social and natural sciences, humanities, and education dimensionalize adolescent perspectives. Special features of this book include “Step Back” locations, reflective spaces for the reader to draw connections with adolescents’ experience and their own experiences. At the end of each chapter, the “Wrap Up” allows additional spaces for topics, questions, and possibilities for effective teaching interactions. Between each chapter are “Interludes” written by one or more of the 30 adolescent contributors.

40

Shaw, Brian P. Music Assessment for Better Ensembles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.001.0001.

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Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including concert preparation, music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.

41

Hecht, Irene W. D., 1932-, ed. The department chair as academic leader. Phoenix, Ariz: Oryx Press, 1999.

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42

Aminoff, Michael J. The Ebbing Tide. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190614966.003.0012.

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Charles Bell spent his final days in the chair of surgery at the University of Edinburgh. He was not well off and was disappointed that his reputation did not bring more referrals and requests for consultation. Despite his good intentions, however, he could not get back fully into an academic way of life. He had lost his sense of urgency and purpose, and he preferred to spend much time fishing and painting. He developed angina pectoris and, on 29 April 1842, died suddenly of a heart attack in the arms of his wife at Hallow Park, near Worcester, while on his way to London. He died a poor man, having been more concerned with teaching, writing, and advancing knowledge than with the acquisition of wealth, and his wife was therefore granted a civil pension by a grateful government.

43

Roberta, Mura, ed. Attitudes, expériences et performance en mathématique d'étudiantes et d'étudiants de cinquième secondaire selon leur choix scolaire. Québec: Groupe de recherche et d'échange multidisciplinaire feministe, Université Laval, 1986.

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44

Knight, Diana, ed. Interdisciplinary Barthes. British Academy, 2020. http://dx.doi.org/10.5871/bacad/9780197266670.001.0001.

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The disciplinary range of Barthes’s work is unusually diverse, as is that of its reception. An energetic contributor to the human sciences in postwar France, Barthes is credited with a pivotal role in the emergence of interdisciplinarity. But Barthes was alert to its recuperation by the technocratic higher-education reforms of 1968, referring to ‘the myth of interdisciplinarity’. He was equally wary of a federation of disciplines that would leave each one comfortably unchanged, rather than overturning the intellectual landscape. A more fertile interdisciplinarity originates in Barthes’s intensive reading of Michelet in the sanatorium. It is tracked through his euphoric discovery of structuralism to his teaching at the École pratique des hautes études, and his idiosyncratic aspirations for a ‘peripatetic’ chair of literary semiology at the Collège de France. Barthes was interested in the historically shifting hierarchies of disciplines, noting the equal status of the trivium and quadrivium within the medieval septenium, and bemoaning the downgrading of language to mere instrumentality within the contemporary human sciences. Literature, which already contains within it all forms of knowledge, is proposed as a transformative discipline despite its current exclusion, a corrective for the refusal of the human sciences to pay attention to their discourse.

45

Wheeler, Daniel W., John W. Creswell, and Alan T. Seagren. The Department Chair : New Roles, Responsibilities, and Challenges (J-B ASHE-ERIC Report Series (AEHE)). Jossey-Bass, 2000.

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46

La banque, vous connaissez?: Initiation aux types de comptes bancaires, au choix d'un compte et aux outils offerts par les banques. [Montreal, PQ]: Association de Banquiers canadiens, 1998.

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47

Hajda, John, and Diana Macalintal Kaulback. The Musician's Book of the Mass. Resource Publications (CA), 1999.

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48

1939-, Laquian Eleanor R., and University of British Columbia. Institute of Asian Research., eds. Design for the next millennium: The C.K. Choi Building for the Institute of Asian Research. Vancouver: Institute of Asian Research, University of British Columbia, 1996.

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49

Barbara, Evans, Hughes D. E. 1915-, Lloyd David 1940-, and Venables Al, eds. Microbiology: Past, present and future ; a festschrift for Emeritus Professor David Hughes in his eightieth year ; contributions made to mark the 30th anniversary of the Chair of Microbiology at Cardiff University, 1 October 1994. Cardiff, UK: Bioline, 1994.

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50

Tucker, Allan, Irene W. D. Hecht, Mary Lou Higgerson, and Walter H. Gmelch. The Department Chair As Academic Leader: (American Council on Education Oryx Press Series on Higher Education). American Council on Education/Oryx Press, 1998.

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