Student Recital of a part of the National Association of Schools of Music Campus Visit

This is the program for a student recital that is part of the National Association of Schools of Music Campus Visit that took place on March 7, 2011. This recital featured student vocalist, pianist, flautist, and saxophonist. The recital took place in the McBeth Recital Hall in the Mabee Fine Arts Center

NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC Handbook 2011-12

The National Association of Schools of Music was founded in 1924 for the purpose of securing a better understanding among institutions of higher education engaged in work in music; of establishing a more uniform method of granting credit; and of setting minimum standards for the granting of degrees and other credentials. It is incorporated in the State of Ohio as a not-for-profit organization. The work of the Association during its early years was financed largely by the Carnegie Corporation of New York. In November of 1975, representatives of member institutions ratified proposals creating a category of membership for non-degree-granting institutions. The National Association of Schools of Music has been designated by the United States Department of Education as the agency responsible for the accreditation throughout the United States of free-standing institutions, and units offering music and music-related programs (both degree- and non-degreegranting), including those offered via distance education. The Association is a member of the Association of Specialized and Professional Accreditors. NASM maintains a formal consultative relationship with the Association Européenne des Conservatoires. NASM is a constituent member of the American Council on Education. In the field of teacher education, the Association cooperates with the National Council for Accreditation of Teacher Education. The services of the Association are available to all types of degree-granting institutions in higher education and to non-degree-granting institutions offering pre-professional programs or general music training programs. Membership in the Association is on a voluntary basis

A New Framework for Music Education Knowledge and Skill

This study investigates perceptions of secondary school band and orchestra teachers regarding the relative importance of knowledge and skill categories to professional success, using a framework modeled after Schulman (1986, 1987). Band and orchestra teachers in secondary schools (N = 214) complete an anonymous, online survey ranking the relative importance of various knowledge and skill categories. Participants rank pedagogical content knowledge, content knowledge, and general pedagogical knowledge highest. There are no significant differences in the rankings of the categories among various subgroups at the p < .05 level. Results confirm the applicability of Schulman's model to music education. This framework has implications for undergraduate, graduate, and continuing professional education. Analysis of categories' interaction provides insight into effective classroom instruction.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Undergraduate Conductors’ and Conducting Teachers’ Perceptions of Basic Conducting Efficacy

basic conducting, nonverbal conducting behaviors, conducting effectivenessThe purpose of this study was to examine undergraduate conductors’ and conducting teachers’ perceptions about basic conducting efficacy. At the beginning and end of the semester, undergraduate students (N = 19) enrolled in a basic conducting course (a) were surveyed about the importance of certain skills necessary for being an effective conductor and (b) viewed and rated their first videotaped conducting episode. Results indicated very few significant differences in participants’ ratings of important conducting skills or their own self-evaluation of nonverbal conducting skills. In addition, university conducting teachers (N = 9) evaluated videos of 10 conductors (five who had participated in the basic conducting course and five nonconductors who had not) who led a university concert band in an identical 1-minute excerpt of band music. No significant differences were found between the basic conductors and the nonconductors’ nonverbal conducting behaviors. Implications for conducting teachers, undergraduate conducting students, and preservice teachers are discussed.YesReviewed and accepted for publication in "Update: Applications of Research in Music Education" http://upd.sagepub.com/content/early/2014/10/23/8755123314554809.abstrac

National Association of Schools of Music handbook

Includes current NASM standards and guidelines for accredited institutional membership for degree- and non-degree-granting institutions in music, as well as the Association's Constitution, Bylaws, Code of Ethics, and Rules of Practice and Procedure. It incorporates all recent revisions ratified by the NASM Membership, Board of Directors, and/or Commissions through July 2015.N