Evidence of Pedagogical Content Knowledge Among High School Band Directors and University Applied Music Teachers in the Context of Student Self-Evaluation

The purpose of this study was threefold: (a) to seek evidence of pedagogical content knowledge (PCK) in high school band directors’ (generalists) and applied music teachers’ (specialists) evaluations of musical performance; (b) explore the similarities and differences between generalists’ and specialists’ perspectives on PCK; and (c) compare the evidences of PCK to student musicians’ self-evaluations of same performances. A basic interpretive qualitative approach with data collected through a think-aloud procedure applied to evaluation of solo music performance videos revealed four themes indicative of PCK—Aural Concept, Conveying Information, Effecting Change, and Uncertainty—and attendant sub-themes. Generalists and specialists provided a rich trove of evidence of PCK. Several findings appear to be unique to PCK in music, among them teacher uncertainty and the sheer variety of pedagogical means available to experienced teachers. Generalists and specialists were remarkably the same in their verbalizations about student performance, casting doubt on whether the generalist/specialist dichotomy is real relative to experienced teachers’ dealings with PCK in music. Apparent differences in educational and performance background did not result in actual differences in the way that teachers responded to the same evaluative tasks and the ways they thought from the perspective of PCK. The difference in verbalizations between teachers and students, not surprisingly, was wide. The magnitude of the gap, indicative of students’ pedagogical needs, was striking

Instrument Construction: An Examination of the Effect of Lead Pipe Design Variability on Tuba Response

The document begins with a brief description of the main parts of the tuba: the mouthpiece, the valves, the body and the bell; in addition to a short explanation of the different types of material used to construct brass instruments. This study will function as the first installment of a bigger series exploring the variations in tuba sound when the different main parts are physically altered or swapped for other designs of the same part. This first installment of the series seeks to examine the section of the tuba known as the lead pipe in relation to the implications of varying the lead pipe and observing the effects of these changes. One of the goals of this research is to, through review of related literature, understand the acoustic processes that go into the creation of sound energy within a brass wind instrument. Another purpose of this writing is to discuss, through interviews of experts in the field, the lead pipe and how it is constructed, shaped, and designed, while gaining information as to how it could relate to the sound and response of the tuba. Finally, the primary objective of this study is to gather data through a series of performance tests in which the lead pipe design will be modified with results recorded

Review of high-contrast imaging systems for current and future ground- and space-based telescopes I. Coronagraph design methods and optical performance metrics

The Optimal Optical Coronagraph (OOC) Workshop at the Lorentz Center in September 2017 in Leiden, the Netherlands gathered a diverse group of 25 researchers working on exoplanet instrumentation to stimulate the emergence and sharing of new ideas. In this first installment of a series of three papers summarizing the outcomes of the OOC workshop, we present an overview of design methods and optical performance metrics developed for coronagraph instruments. The design and optimization of coronagraphs for future telescopes has progressed rapidly over the past several years in the context of space mission studies for Exo-C, WFIRST, HabEx, and LUVOIR as well as ground-based telescopes. Design tools have been developed at several institutions to optimize a variety of coronagraph mask types. We aim to give a broad overview of the approaches used, examples of their utility, and provide the optimization tools to the community. Though it is clear that the basic function of coronagraphs is to suppress starlight while maintaining light from off-axis sources, our community lacks a general set of standard performance metrics that apply to both detecting and characterizing exoplanets. The attendees of the OOC workshop agreed that it would benefit our community to clearly define quantities for comparing the performance of coronagraph designs and systems. Therefore, we also present a set of metrics that may be applied to theoretical designs, testbeds, and deployed instruments. We show how these quantities may be used to easily relate the basic properties of the optical instrument to the detection significance of the given point source in the presence of realistic noise.Comment: To appear in Proceedings of the SPIE, vol. 1069

Instructional Decision-Making among Expert Choral and Instrumental Directors: How Musical Setting Influences Pedagogy

In large music ensembles, directors make countless instructional decisions on a daily basis that indicate their learning priorities and guide student learning. In particular, expert music directors (i.e., those having earned a master’s degree and/or National Board Certification) have advanced problem-solving strategies and effective means of fostering student learning in their ensembles. To explore the influence of musical setting on directors’ instructional decision-making, the authors examined expert choral and instrumental directors’ perspectives on instructional decision-making. Forty experienced music teachers employed as either a choral or instrumental ensemble music teachers wrote open-ended responses to three scenarios, each representing different instructional challenges. Three main themes emerged related to instructional challenges: (1) Pedagogy, (2) Student Motivation, and (3) Classroom Management. Within each theme, the authors articulated multiple topics that revealed similarities and differences between the choral and instrumental settings. Understanding these comparisons and contrasts by musical setting is essential to enhancing teacher education programs. Implications include improving teachers’ self-awareness and advancing professional development opportunities for both choral and instrumental music directors