1,826 research outputs found
Bee Gee News April 12, 1933
Get PDFThe BGSU campus student newspaper April 12, 1933. Volume 17 - Issue 27https://scholarworks.bgsu.edu/bg-news/1201/thumbnail.jp
Edgecliff Student Newspaper
Get PDFhttps://www.exhibit.xavier.edu/edgecliff_newspaper/1017/thumbnail.jp
A survey of music education in the smaller high schools of California and a program of music courses
Get PDFIt was the author\u27s privilege to begin teaching in a small secondary school. There, it is his firm belief, is the place for most beginning teachers to commence their life\u27s work.
It is here that one finds problems in curricula and procedures that he would probably never dream of during his theoretical training.
There one would be asked to teach many subjects other than the one he has chosen in his major field. This should not prove to be a hardship but a blessing in that one would have develop initiative and in many other ways round out his personality.
Here it was that the author became interested in the curricular problems of the small high school. Teacher load, pupil hours, and the lack of sufficient time for certain subjects were problems in which he first became acquainted. Music, which was his field in college, proved to be taking a secondary place in many instances; consequently he began to search for reasons and remedies for the situation.
It is the author\u27s earnest desire that this beginning will help other prospective teachers of music with some of the problems they will undoubtedly face
Bee Gee News November 24, 1937
Get PDFThe BGSU campus student newspaper November 24, 1937. Volume 22 - Issue 11https://scholarworks.bgsu.edu/bg-news/1446/thumbnail.jp
Teaching String In College
Get PDFThis thesis is based on tested experiments in the psychology of teaching string music in a standard liberal arts college. The string course anticipates a pre-requisite of basic musical theory, and therefore, begins with the application of such knowledge to the learning of stringed instruments. Music is a complex science, consisting of multiple operations which must be carried on simultaneously in order to achieve good musical performance. With this concept in mind, it is fully realized that certain basic technics must be practiced to a point of automacy in order to permit the student to pursue various other necessary operations unincumbered. The capacity of any student is too limited to digest all of the essentials at once for good musical performance. The introduction of finger patterns, rhythmical patterns, intonation, the counting of time and the proper holding of instrument and bow, all must come in their proper psychological sequence if the successful performance of music is to be attained.
A student, enrolling in a string class, reasonably has the right to expect to be playing something familiar, and soon, just as he would do in a singing class. He has no time to be confused by a maize of seeming non-entities. The idea presented to him must be concise and clear. The very purpose of class teaching is economy of time, which makes no allowance for lost motion. Scales are the very essence of musical production, and must be introduced at the proper time though they are purely academic and have very little, if any, motivating value. Leopold Mozart wrote the first violin method about 200 years ago, but the entire concept of teaching has changed since that time. The teaching of strings has changed greatly even in the last twenty years, as much applied psychology has been incorporated into the technic of string pedagogy
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