Sydney Conservatorium of Music Undergraduate Handbook 2010

Dissertação de mestrado em Roads to Democracy(ies), apresentada à Faculdade de Economia da Universidade de Coimbra, sob a orientação de André Brito Correi

Effects of COVID-19 on Elementary and Secondary Music Education

This paper will highlight several key effects the COVID-19 pandemic had on elementary and secondary music education. The 2020 COVID-19 Pandemic drastically changed music education for both elementary and secondary institutions. Changes made to music curriculums to adapt to an online teaching environment have had both positive and negative effects on post-pandemic music education. This paper will discuss how the 2020 pandemic has created a different learning environment for elementary music classrooms, music ensembles, and private lessons

Sydney Conservatorium of Music handbook

2005 handbook for the faculty of Music / 2005 handbook for the Sydney Conservatorium of Musi

Revisiting Irish Ceol Traditions: Composing for Secondary School Strings

Part A: Exegesis -- Part B: Portfolio of compositions [currently unavailable].This submission for the Master of Philosophy degree at the Elder Conservatorium of Music, University of Adelaide, takes the form of a portfolio of compositions supported by an exegesis. The musical investigation that has led to this submission has been creative and compositional. It has drawn upon the Irish ceol tradition and contributes to the repertoire of works for secondary school string ensembles. The works in the portfolio are: Suite for Strings, in 6 movements (35 minutes); Suite for String Quartet, containing 5 movements (10 minutes) and 4 short sets of variations, that draw upon traditional Irish tunes as thematic material. The exegesis contains four chapters; The Irish Ceol Tradition; The Importance of Traditional Music in Secondary School String Ensembles; Creating Irish Ceol in A String Orchestra; and Commentaries on Compositions.Thesis (MPhil) -- University of Adelaide, Elder Conservatorium of Music, 201

Sydney Conservatorium of Music handbook

2001 handbook for the Sydney Conservatorium of Musi

Sydney Conservatorium of Music handbook

2004 handbook for the faculty of Music / 2004 handbook for the Sydney Conservatorium of Musi

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