1937: Abilene Christian College Bible Lectures - Full Text

Delivered in the auditorium of Abilene Christian College, Abilene, Texas, February 193

1965: Abilene Christian College Bible Lectures - Full Text

LIFT UP YOUR EYES” Being the Abilene Christian College Annual Bible Lectures 1965 Price: $3.95 Published by ABILENE CHRISTIAN COLLEGE STUDENTS EXCHANGE ACC Station Abilene. Texa

Effects of Mental Practice, Physical Practice, and Knowledge of Results on Piano Performance

In this study, the author examined the effects of type of practice (physical, mental, I alternating physical/mental, and a motivational control) and aural knowledge of results on improving piano performance. Forty music education and music therapy majors participated in a pretest and posttest experiment using one of eight treatment conditions. The dependent variables were performance time, number of pitch errors, and number of rhythm errors. Results revealed that (a) all three practice conditions had significantly shorter performance times than did the control condition, (b) treatments using physical practice and alternating mental/physical practice yielded significantly shorter performance times than did the mental practice treatment alone, and (c) the physical practice treatment did not differ significantly from the alternating mental/physical practicel treatment in improving performance times. No other statistically significant differences were found among the three practice conditions

Vocal Music and the Classroom Teacher, 1885 to 1905

One hundred years ago, public school vocal music was taught primarily by regular classroom teachers and not by music specialists. What was the quality of the preparation of these teachers and the extent of their music teaching? What can today's music educators learn from a time when music could have been called a “basic” in the classroom? This study reviewed educational philosophies of the period from 1885 to 1905, teacher preparation at normal institutes, certification examinations in vocal music, techniques of classroom teacher supervision by music specialists, and methods of teaching vocal music. Four contemporary national surveys regarding the status of public school music were also examined. The study found that teachers trained at normal schools received between ten and fifty hours of music instruction, primarily in music theory. Supervision of grade teachers (instuctors of the period who were primarily responsible for grades one through eight) by music supervisors produced some striking successes and some failures. The study's findings suggest that music educators pursue joint efforts between music specialists and classroom teachers

Measuring Musical Originality Using Information Theory

The purpose of this study was to examine the feasibility of applying the mathematics of information theory to the analysis of musical originality. Originality can be thought of, in information theory, as entropy, the degree of freedom a composer has in selecting musical symbols to convey a message. Theoretically, original music has high information, or low predictability. Seventh grade students (N = 34) enrolled in a nine-week general music course were asked to create a composition on a MIDI keyboard prior to receiving course instruction and once again at the end of the course. The pitch content of pre- and post-instruction compositions were analysed for levels of entropy. Results showed that post-instruction compositions exhi- bited significantly higher pitch entropy, indicating greater freedom of choice and less predictability in pitch choices, despite a sizeable reduction in the average length of compositions

'And they lived happily ever after': Community music and higher education?

This article argues that community music and higher education have sufficient shared visions to overcome past philosophical differences. Each party brings valuable contributions in what some speculate is only a 'marriage of convenience'

Community Music Practice with Adults

This chapter examines three approaches to teaching and learning that resonate with community music principles and that can help inform the theoretical bases for community music practice, because there are similarities between the facilitating behaviours of community musicians and the teaching behaviours of educators. Specifically, this chapter portrays a continuum of viewpoints about guiding others—pedagogy, andragogy, and heutagogy—and illustrates how aspects of each approach can be applied to community music practice. These approaches range from authoritarian ideas that are teacher-centred and learner-dependent to more autonomous ideas that embrace learner-centred and self-directed learning. The New Horizons Band of Iowa City, Iowa, in the United States, is presented as an illustration

Looking back and looking forward: A content analysis of the International Journal of Community Music, 2007–2022

This study examines the contents of 45 issues of the International Journal of Community Music from 2007 to 2022, noting the type of article, authorship, location by country, participants involved, setting, form of music making and discussions of paramusical issues of community music discourse. Findings suggest that the journal has evolved, expanding its range of content while increasing the proportion of research articles. The authors use their findings to discuss ‘What should the journal include?