An appraisal of the use of computer music notation software among selected high school music teachers

Thesis (D.M.A.)--Boston UniversityThe use and availability of computer software in support of music composition developed dramatically during the latter part ofthe twentieth century. As technology advanced, so did the ability to compose, notate, and edit music using computer software. The use of notation software has impacted music education. Many high school music educators have implemented music notation software into their music courses. The purpose of the present study was to gain a greater understanding of the practice of high school music teachers who use music notation software in their music classrooms. The specific research questions guiding this project were: (a) How do the high school music teachers in this study describe their experiences with music notation software in the music curriculum? (b) What do the high school music teachers in this study believe students learn through the use of music notation software? (c) How does using music notation software influence the teaching practices of the high school music teachers in this study? This was a collective (multiple) case study investigating how three high school music teachers at three different schools used music notation software in their curricula. I (a) observed and audio recorded music technology classroom instruction, (b) took field notes, and (c) conducted personal interviews over the course of one nine-week high school marking period. Each participant was observed and interviewed three times. The interviews were audio recorded and field notes were taken during each observation. A system of coding was employed to organize the data into categories for analysis. Member checking, triangulation of data sources, bias clarification, peer briefing, and an external audit were used as measures of trustworthiness. Findings ofthe study indicated that music teachers used notation software primarily for teaching students music composition, theory, and ear training. The findings also revealed that music teachers observed in the study preferred the use of music notation software over traditional means ofteaching and noted an increase in its pedagogical value in the classroom. Additionally, the results of the study showed that music teachers observed an increase in student classroom engagement and adaptability when using music notation software

UA68/9/1 Western Minstrel

The Western Minstrel is the official alumni newsletter of the WKU Department of Music

Spartan Daily, September 29, 1986

Volume 87, Issue 22https://scholarworks.sjsu.edu/spartandaily/7479/thumbnail.jp

The Ithacan, 1993-02-18

https://digitalcommons.ithaca.edu/ithacan_1992-93/1018/thumbnail.jp

Current, November 15, 1990

https://irl.umsl.edu/current1990s/1029/thumbnail.jp

Parkland College Music Articulation: 1972-1997

I have been a student of the teaching-learning process for over thirty years. My doctoral studies at the University of Northern Colorado focused upon the development of an effective music curriculum and techniques of music instruction. After my appointment to the faculty at Parkland College in. 1970, it became apparent that my theoretical concepts of curriculum and instruction could be applied in. a practical manner. The existing music courses were Music Appreciation, Music Fundamentals, Music Theory (incorporating ear-training), Chorus, Band, and Class Piano. My goal was to develop the best community college music program possible. I subsequently developed our current music transfer program over several years on a course by course approach, based on student needs for transfer. Today, the goal remains the same, but the means to achieve the goal have changed considerably..

Text books untuk mata kuliah pemrograman web

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Supporting students' construction of hypermedia

This thesis considers the proposition that hypermedia may be employed effectively in higher education. More specifically, the question of its use by undergraduate music students to assist in writing essays and dissertations is investigated. The work begins with a review of general issues relating to educational hypermedia, such as its history, application, design and architecture. A user-centred approach to hypermedia development is advocated, and after critique and analysis of the literature, a framework for human-computer interaction for educational hypermedia is proposed. A case study is reported which serves to facilitate the undertaking of original research, as well as to evaluate the proposed framework. Other environments are also selected to carry out more generic research. Both reading strategies and writing strategies are investigated, and the results from these studies are used to conduct a repertory grid analysis of students' approaches to and perceptions of essay and dissertation development. The outcome of this experiment concludes with a proposal for a structural model of essay and dissertation development. Analysis of the model suggests the need for further survey analysis of taskartefact usage in specific educational domains, and experimental studies into electronic document manipulation and the reading of music from computer screens are investigated with respect to the case study environment. The implications of the research carried out in this thesis have assisted in and helped to justify the design of the prototype system HECTOR (Hypermedia, from Essay Conception TO Realisation). It aims to support students in their research, planning and writing of essays and dissertations. HECTOR has been evaluated in the field, and the results of this go some way to supporting the hypothesis of the thesis - that hypermedia can be employed effectively in higher education

PresentationMaker graphic design archive module 3.2

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