Skip to main content

Home/ Digital Musicking/ Group items tagged performance strategies

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Jenna Lake

The United States Army Field Band - YouTube - 0 views

www.youtube.com/...featured

united states army field band repair performance instrument ufmue nsX

shared by Jenna Lake on 03 Apr 14 - No Cached
  • Jenna Lake on 03 Apr 14
     
    This is the US Army Field Band's youtube channel.  It contains a series of educational videos that are beneficial to students and teachers.  Topics include performance strategies, instrument repair, and performance videos.
  • Jenna Lake on 03 Apr 14
     
    This is the US Army Field Band's youtube channel.  It contains a series of educational videos that are beneficial to students and teachers.  Topics include performance strategies, instrument repair, and performance videos.
chrodriguez

Technology Strategies for the Performing Ensemble Classroom – National Associatio... - 1 views

www.nafme.org/-performing-ensemble-classroom

#UFMUE #techstrategies

shared by chrodriguez on 24 Sep 15 - No Cached
  • chrodriguez on 24 Sep 15
     
    Great article on using technology strategies in performing ensembles
Stephen Hull

Decisions Made in the Practice Room: A Qualitative Study of Middle School S...: EBSCOhost - 0 views

web.a.ebscohost.com/...detail

Structured practice middle school

shared by Stephen Hull on 05 Oct 14 - No Cached
  • The quality and quantity with which one approaches practicing are key factors in the development of expert instrumental performance skill (Ericsson, Krampe, & Tesch-Romer, 1993). Miksza (2007), Frost and Hamann (2000), and McPherson (2000) have all found that instrumental performance is related to the quality as well as the quantity of practice.
  • McPherson and Zimmerman (2002) described self-regulation as a form of self-teaching in which students set goals, self-monitor, and self-reflect.
  • Self-efficacy, defined as the confidence one has in his or her ability to plan and execute a given task, is considered to be a key factor predicting self-regulation success
  • ...14 more annotations...
  • Other researchers have found that novice adolescent musicians tend to exhibit inconsistent practice habits. Rohwer and Polk (2006) categorized the practice tendencies of students as holistic/noncorrective, holistic/corrective, analytic/reactive, or analytic/proactive. They described analytic practicers as those who were prone to remediate sections of their music both proactively and reactively, and they found that these students made significantly more gains than did the holistic practicers. Barry (1990, 1992) focused on the use of structured practice time and supervision in middle school instrumental students and found that the students were significantly more able to prepare a musical etude when practice was carefully structured and supervised. Like McPherson and Renwick (2001), Barry found that students who engaged in unstructured practice tended to play their music faster, use a metronome less, use fewer mental practice strategies, and self-assessed less than those who engaged in structured and supervised practice.
  • Barry and Hallam (2002) argue that this is because novices who have not yet developed strong aural schemata are often unaware of their own errors, whereas more capable musicians are more aware of their strengths and weaknesses.
  • The ability to self-regulate, or self-teach, is a learned skill requiring individuals to make a number of decisions related to goal setting, self-efficacy, attention, strategy use, and assessment.
  • In order for teachers to improve the way in which they teach their students to practice, it seems apparent that they must first understand the ways in which their students think during practice.
  • retrospective think aloud protocol. Ericsson and Simon (1993) describe this method of data collection as a process in which subjects are asked to describe their thoughts immediately after performing a given task.
  • Though they stated that they knew which pieces needed work, they did not have a specific idea of what aspects of the music needed work.
  • When students encountered difficulty, they reacted in one of three ways. First, although each student exhibited different levels of tolerance for frustration, at some point they each demonstrated the tendency to move on to a new activity when something began to cause frustration.
  • Second, students would retreat to easier passages when things became too difficult.
  • Finally, student ability to maintain focus over the span of the practice period also affected motivation.
  • Although the ability to maintain attention and self-efficacy may be beyond a teacher's realm of direct influence because of the unique personalities of the children, it appears that teachers can improve student motivation by providing students goals for improvement rather than simply recording practice time.
  • The ability to clearly define goals that are specific, proximal (short term), and moderately challenging is a major component of effective practice (
  • The factors influencing the use of practice strategies can be broken down into three categories: strategy repertoire, appropriate use, and motivation. Using the metaphor of having a "practice toolbox," students need to have a number of tools from which to draw on, but they also need the knowledge and skill to use them appropriately and the motivation and self-discipline to make the effort to take the tools out of the box.
  • Educational leaders commonly emphasize the importance of teaching students how to critically think and learn on their own. Musical practice is an important way in which music teachers can provide their students with these opportunities.
  • It seems to follow that helping instrumental music students develop self-regulation would result in improved ensembles and more efficient rehearsals. Methods for teaching practice skills to middle school and high school students must be developed through continued research and best practice in order to develop independent musicians.
  • Stephen Hull on 05 Oct 14
     
    Teaching middle school students HOW to practice
hjmartin0422

Stack Your Jazz Ensemble with Soloists in 10 Steps - Steve Treseler - 0 views

stevetres.com/...ur-jazz-ensemble-with-soloists

ufmue music Music education teaching improvisation jazz rehearsal strategies performance strategies

shared by hjmartin0422 on 10 Feb 19 - No Cached
  • hjmartin0422 on 10 Feb 19
     
    Getting students to improvise is sometimes a very tricky task--lending itself as one of the most difficult challenges we face as teachers; however, author Steve Treseler provides a concise list of 10 steps, or strategies, for approaching the aforementioned topic with students, which includes but is not limited to building community through improvised games, choosing a piece that remains in one key center, and teaching all students the melody. By following these 10 easy steps, Treseler is convinced that students will receive the support they need to perform with confidence.
veanda

Technology Strategies for the Performing Ensemble Classroom - NAfME - 0 views

nafme.org/-performing-ensemble-classroom

ufmue technology strategies

shared by veanda on 10 Feb 19 - No Cached
  • Google Drive™ allows you to store files and share them (without having to send files via email). The Google Apps that complement Google Drive™ such as Google Docs™ or Google Forms™ allow you to send information in a format that can be changed by the reader and sent back, or simply filled out and returned (as in the case of Google Forms).
  • n musical performance, we see this with Computer-Assisted Instruction (CAI) applications such as: SmartMusic, Music Prodigy, and Practice First. Depending on the software, these programs allow students to practice with an accompaniment (SmartMusic has an Intelligent Accompaniment System that can speed up or slow down with the performer). All the programs provide instant feedback to the user (typically regarding pitch and rhythmic accuracy).
  • veanda on 10 Feb 19
     
    This article provides several ways to integrate technology in the music classroom. To aid in administrating, the article suggests Google Drive using Google Docs and Google Forms. I personally am a huge fan of Google Classroom. The article also provides software such as SmartMusic for instructional use.
Stephen Hull

When Repetition Isn't the Best Practice Strategy: Effects of Blocked and Ra...: EBSCOhost - 0 views

web.b.ebscohost.com/...detail

Structured practice repetition

shared by Stephen Hull on 05 Oct 14 - No Cached
  • There were no performance differences between groups at the end of three practice sessions. However, 24 hours after completing practice, random group participants were able to play significantly faster than blocked group participants without sacrificing accuracy.
  • The contextual interference hypothesis predicted that the blocked group would perform better at acquisition but that the random group would perform better at retention. Results of this study provide partial support for the second half of this hypothesis
  • Structured practice, which involves using a planned sequence of practice activities, has been found to be beneficial for students of all ages
  • ...2 more annotations...
  • Results of this study demonstrate that repetitive practice may not always be the most effective strategy for beginning musicians. Teachers could structure class instruction using random orders, rather than relying exclusively on repetitive drill, and teach students how to structure their home practice in this way
  • Many descriptive studies have shown that beginners make very limited use of self-regulated practice strategies (Austin & Berg, 2006; Hallam, 2001; McPherson & Renwick, 2001; Pitts, Davidson, & McPherson, 2000). Therefore, it would be critical for teachers to help students make this application at home.
  • Stephen Hull on 05 Oct 14
     
    Is it better to practice the same small section until perfected before moving on to the next? Or is it better to vary the order of items practiced?
marshallb85

North Carolina Music Educators Association - 0 views

www.ncmea.net

shared by marshallb85 on 29 May 17 - Cached
  • marshallb85 on 29 May 17
     
    North Carolina Music Educators Association. MISSION:  To advance music education by promoting the understanding and making of music by all. VISION:  Leading North Carolina in music education, empowering generations to create, perform and respond to music. VALUES: INCLUSION and EQUITY - Building strength and promoting diversity in a profession representing a wide and changing spectrum of people and culture, abilities, economic backgrounds and gender identities while continuing to carry out the association's letter of intent. COMMUNITY - Collaborating with our members and partners to carry out our mission STEWARDSHIP - Empowering volunteerism and strategically developing leadership, fostering a spirit of accountability and a culture of giving of our time, talents, and resources COMPREHENSIVENESS - Uplifting the human spirit and providing opportunities for all students to create, perform, respond, and connect to all styles of music INNOVATION - Enhancing music teaching through combining effective and dynamic new practices with proven strategies in the context of a changing global community.
Stephen Hull

It's Not How Much; It's How: EBSCOhost - 1 views

web.a.ebscohost.com/...detail

practice

shared by Stephen Hull on 05 Oct 14 - No Cached
  • Irrespective of the pedagogical implications of the more recent studies of practice behavior, making practice assignments in terms of time practiced instead of goals accomplished remains one of the most curious and stubbornly persistent traditions in music pedagogy
  • In fact, informal reviews of private teachers' instructions for practice reveal that teachers commonly assign only what to practice and how long to practice, with little attention given to specific proximal goals to be accomplished each day.
  • This is in stark contrast to assignments in many academic disciplines in school, where students are given sets of problems to solve, chapters to read, or essays to write, and the time devoted to homework is determined by the time required to complete the problems, read the chapters, or compose the essays. It seems readily accepted in other disciplines by teachers and students alike that all students will not devote the same amount of time to assignments, because individual learners work at different rates and different learners will not require the same amount of time to complete each assignment. How long one works depends on how long it takes to accomplish the assigned goals.
  • ...6 more annotations...
  • This seems an indication that the nature of the practice defined in our observations was more determinative of retention test performance than was the amount of practice.
  • Our results show that, among our sample of performers, the strategies employed during practice were more determinative of their retention test performances than was how much or how long they practiced.
  • Thus, it seems that the actions taken subsequent to the discovery of errors were major determinants of the effectiveness of practice.
  • The most effective way that the participants corrected errors was by making judicious changes in performance speed that facilitated the maintenance of accuracy following the correction of a given error.
  • These results point to the importance of developing in young musicians effective approaches to correcting errors — procedures that preclude errors' persistence.
  • There is no doubt that most students have heard their teachers demonstrate good playing, but it is probably also true that few have observed their teachers encountering performance problems and advantageously addressing them.
  • Stephen Hull on 05 Oct 14
     
    Meeting of practice goals more important than just measuring time spent
Stephen Hull

Effective Practice: An Investigation of Observed Practice Behaviors, Self-R...: EBSCOhost - 0 views

web.b.ebscohost.com/...detail

Structured practice

shared by Stephen Hull on 05 Oct 14 - No Cached
  • Although it exists in the larger context of music practice in general, the concept of deliberate practice requires sustained concentration and effort and is therefore somewhat distinct from unstructured activities engaged in for the sake of playing for fun.
  • Deliberate practice encompasses effortful, goal-directed, and intentionally structured activities.
  • When taken together, the findings suggest that those who took a more strategic approach toward practicing (e.g., breaking parts down and putting them back into context, identifying difficult spots) also achieved the highest performance scores.
  • ...8 more annotations...
  • Although several lines of research (e.g., deliberate practice, mental practice, modeling, self-regulation) have begun to show links between general practicing approaches and achievement, relatively little is known about which specific behaviors are most effective in eliciting performance gains. Information regarding which behaviors are beneficial to school-age musicians is especially needed, given their often limited formal training and the scarcity of studies with this population. The purpose of this study was to examine relationships among observed practice behaviors, self-reported practice habits, and the performance achievement of high school wind players.
  • In general, the results of this study have shown that the quality of practicing that takes place may be more crucial to improvement than the quantity of time spent playing.
  • The results also have practical implications for music educators. Although the findings cannot be considered causal, the correlations between performance achievement and the behaviors repeat section, slowing, whole-part-whole, and skipping directly to or just before critical musical sections of the étude indicate that these may be particularly useful strategies for making improvement.
  • It may be that those who were more accustomed to practicing with specific musical or technical goals in mind were able to practice more effectively during the study
  • This suggests that teachers should guide students toward practicing with musical and/or technical goals in mind.
  • This could be done by assigning specific musical passages to students or by asking students to practice applying specific musical concepts (dynamic contrasts, vibrato, expressive tempo manipulation, etc.) to various pieces when working alone.
  • This suggests students may need to be trained to distinguish between efficient and inefficient practicing.
  • For example, teachers could demonstrate characteristics of inefficient practicing, such as repetition of errors and physical and/or mental fatigue, and warn students to guard against them. Conversely, teachers could also highlight characteristics of efficient practice, such as focusing on problematic passages and taking appropriate amounts of rest.
  • Stephen Hull on 05 Oct 14
     
    Well structured practice is the key to improvement
hjmartin0422

How to Help Students with Special Needs in Music Class | Cued In - The J.W. Pepper Musi... - 0 views

blogs.jwpepper.com/...h-special-needs-in-music-class

ufmue music music education teaching special education differentiation accommodations IEPs 504 plans

shared by hjmartin0422 on 10 Feb 19 - No Cached
  • hjmartin0422 on 10 Feb 19
     
    How to make accommodations for music students with special needs has always been a topic of conversation; however, as author Mary Rogelstad suggests, we have nothing to fear; among her list of recommended strategies for effective differentiation are items like teaching lessons that appeal to multiple senses and varying the speed of the content, or repertoire, to be learned and performed. As you can see, Rogelstad provides a sort of manual that helps us help our students to reach their maximum potential.
Chris Grifa

The Talent Code - 0 views

thetalentcode.com

UFMUE music education practice

shared by Chris Grifa on 24 May 17 - Cached
  • Chris Grifa on 24 May 17
     
    The Talent Code is a blog centered website by the published author of a book of the same name, Daniel Coyle. The Talent Code is a book that talks about the importance of proper practice and its link to success. The purpose of this website is to share ideas of effective strategies for successful practice that correlate with the book. The ideas that are shared have a direct connection for practice for students both at home and in the performing arts classroom.
Chris Grifa

The Highly Effective Band Room - 0 views

fritzs7.wixsite.com/samuelfritz

Music UFMUE Band resources music education Technology

shared by Chris Grifa on 24 May 17 - No Cached
  • Chris Grifa on 24 May 17
     
    The Highly Effective Band Room is a blog centered website focusing on numerous pedagogical concepts ranging from 21st century skills, technology, rehearsal strategies, and ways to incorporate numerous school improvement concepts into the performing arts classroom. The purpose of the website is to share ideas and concepts that the author has used in his classroom. There is also a list of various resources that are available from other websites that pertain to the various blogs available.
tonyamashburn

Music Education Professional Development - Mu... - 0 views

www.midwestclinic.org/default.aspx

ufmue education music

shared by tonyamashburn on 06 Apr 14 - No Cached
  • Melissa Bayliss on 06 Apr 14
     
    The purpose of this website is to allow you to browse upcoming educational workshops and events scheduled to take place at the annual Midwest Clinic International Band, Orchestra, and Music Conference in December. The content focuses on the schedule of events which shows the most recent upcoming material on specific teaching strategies/pedagogies and how to implement these in the classroom. It allows you to sign up as an exhibitor, advertiser or attendee. It also allows you to sign up your performing ensembles to showcase their talent or to feature newly published music. Exhibits include workshops, musical equipment/instruments, and other material to help music educators and musicians.
  • ...5 more comments...
  • Melissa Bayliss on 06 Apr 14
     
    digital musicking diigo group
  • Melissa Bayliss on 06 Apr 14
     
    digital musicking diigo group
  • kate_socha on 25 Sep 15
     
    This is the website for The Midwest Clinic, a conference for band and orchestra teachers/conductors/professionals in Chicago every December.  This is where you can register, view the performance schedule, and find out more information.  
  • djwilcher on 27 Sep 15
     
    Our yearly music conference exhibits products, music education workshops, clinics, concerts & unrivaled opportunities to network with the best and brightest.
  • ulmjacob on 11 Feb 19
     
    This is the official website to the largest band conference in the country. It provides information on the conference as well as educational tools. Recordings of performances can also be found here. This is a great website for professional development opportunities to educators.
  • todaysk0 on 11 Feb 19
     
    This site is for the Midwest clinic. The Midwest clinic is an international clinic for music educators. I have been 4 times and every time it is so much ti take it and I have left with tangible and intangible thing that have increased my knowledge and made me a better teacher.
  • tonyamashburn on 28 Feb 19
     
    This website is the home page for the international band and orchestra conference. The page also offers professional development resources.
Melissa Bayliss

Music Teacher's Helper Blog - Tips and Resources for Private Music Teachers and Perform... - 0 views

www.musicteachershelper.com/blog

UFMUE Music Education Graduate

shared by Melissa Bayliss on 06 Apr 14 - No Cached
  • Melissa Bayliss on 06 Apr 14
     
    The purpose of this blog is to provide music educators with useful hints, tips and teaching strategies that can improve instruction. The content features articles on helping educators with problems that they might have encountered with software programs or with problems they are having with their students grasping musical concepts.
  • Melissa Bayliss on 06 Apr 14
     
    digital musicking diigo group
hjmartin0422

Escaping the Pyramid Trap: Reconstructing Conceptions of Balance - SBO - 0 views

sbomagazine.com/...ng-conceptions-of-balance.html

ufmue music music education teaching balance rehearsal strategies performance strategies

shared by hjmartin0422 on 10 Feb 19 - No Cached
  • hjmartin0422 on 10 Feb 19
     
    Educator Ken Thompson describes several views or perspectives on balancing an ensemble. By asserting his opinion as well as that of Francis McBeth, he weighs the pros and cons of some of the most common models, including the "Christmas tree pyramid." In short, Thompson uses SBO Magazine as a means through which to discuss the need for teachers to make balance an integral component of their day-to-day instruction.
hjmartin0422

Tips on Teaching Intonation (from 50+ Band Directors) - Band Directors Talk Shop - 1 views

banddirectorstalkshop.com/...onation-from-50-band-directors

ufmue music music education teaching intonation rehearsal strategies performance strategies

shared by hjmartin0422 on 10 Feb 19 - No Cached
  • hjmartin0422 on 10 Feb 19
     
    This page lends itself as a particularly valuable resource, especially for those whose weakness is intonation. In it, you will find philosophies, phrases, analogies, activities, and what the author terms "common threads" for approaching the aforementioned topic with your students. Among the most popular suggestions are singing, practicing characteristic tone quality, and listening down, or back, to the tuba section--all of which can and should be practiced in the early stages of a student's musical development.
kjcute

Music Tech Teacher - 0 views

www.musictechteacher.com/index.htm

ufmue Music education resources

shared by kjcute on 02 Apr 14 - Cached
  • extension of the music technology and band classroom at Green Acres Middle School in Birmingham, AL
  • elementary students are learning to read, write, compose, publish and perform their music. Student work, videos, photos and music compositions are posted on this site
  • technology links, quizzes, resources and information to all music teachers interested in using technology to enhance music instruction
  • Martha Howard on 02 Apr 14
     
    This site contains lessons, worksheets, and quizzes for young music students. In addition, there are links to other music tech related resources and suggested reading materials and other supplies
  • ...13 more comments...
  • I Soliz on 04 Apr 14
     
    This is the website of a music teacher in Alabama. She has free music theory lessons and TONS of theory games and quizzes. This teacher made them all herself and shares how she did it. The site is directed toward elementary age students, though you could get away with middle school students too. High school teachers might want to create their own games.
  • Juanita Knight on 05 Apr 14
     
    This page gives a great example of how a music technology program can work. It also includes lesson plans, worksheets, quizzes, and links to completed student projects.
  • Michelle Lucia-Ingle on 06 Apr 14
     
    This website has useful information on using technology to teach music. There lessons and quizzes to use.
  • Clint Weinberg on 07 Apr 14
     
    This is one of my favorite websites and I use it frequently at school. There are over 140 elementary music quizzes, puzzles and games. There are lessons, a piano practice interface, and worksheets all about music notes, rhythms, instruments, composers, and more. This site also incorporates the use of NoteFlight and showcases student work. There are also links and resources for music technology available on the site.
  • Josh Geary on 08 Apr 14
     
    This website contains various lessons, worksheets and interactive elements for students and instructors in a general music to high school theory classroom.  It contains a large library of music worksheets for lesson plan strategies!
  • Josh Geary on 08 Apr 14
     
    This website contains various lessons, worksheets and interactive elements for students and instructors in a general music to high school theory classroom.  It contains a large library of music worksheets for lesson plan strategies!
  • marissakelly23 on 23 Sep 15
     
    Ms. Karen Garrett has provided a website that is comprehensive, interactive and impressive for a classroom teacher.  Her lessons, worksheets and quizzes/games are excellent resources to use for beginner piano, note reading, rhythms, basic music history and music theory.  
  • Stefanie Buscher on 24 Sep 15
     
    Music Tech Teacher offers cloud based music theory lessons and quizzes for learners of all ages.
  • altosaxplayer5 on 27 Sep 15
     
    This website is chock full of activities, quizzes, worksheets, and more. A good number of the quizzes are interactive, which would be great for technology centered music classrooms. Though a good number of documents revolve around piano, there is plenty of material on the site that would be great to use with your students.
  • altosaxplayer5 on 27 Sep 15
     
    This website is chock full of activities, quizzes, worksheets, and more. A good number of the quizzes are interactive, which would be great for technology centered music classrooms. Though a good number of documents revolve around piano, there is plenty of material on the site that would be great to use with your students.
  • hero1338 on 28 Sep 15
     
    The purpose of this resource is to provide free instructional content for music teachers. The site is also used to provide music technology links, quizzes, resources and information to all music teachers interested in using technology to enhance music instruction.
  • cahulsey on 07 Feb 19
     
    Music Tech Teacher offers music based quizzes and games along with information about lessons, and band.
  • hoctar on 08 Feb 19
     
    The Music Tech Teacher website is interested and contains several menus including class lessons, quizzes, and examples of student work. The music tech lessons look great and seem pretty comprehensive on my quick review.
  • bbmused on 10 Feb 19
     
    Amazing resource for lesson plans, worksheets, and games to teach students about a wide variety of music topics. This website would be great for creating lesson plans for subs and would also be a great resource if you can't find printed worksheets that address theory. The games are also fun and educational, asking students to identify instruments, tempos, etc. and can act as quizzes that can be scored and printed out. Great resource!
  • kjcute on 11 Feb 19
     
    Music Tech Teacher is an open resource offered by Karen Garrett as an extension of her own music classes she had previously been teaching. Ms. Garrett offers free lessons, worksheets and assessments that can be downloaded as .pdfs and used by any teachers looking for materials that could be used within their own classrooms. Ms. Garrett's resources also have a strong focus on teachers looking to specifically make use of technology in their classes.
1 - 17 of 17
Showing 20▼ items per page