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Going for the Goals : = How Teachers and Students Set and Meet Goals in Music Composition and Psalms and Meditations for Flexible Ensemble.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Going for the Goals :/
Reminder of title:	How Teachers and Students Set and Meet Goals in Music Composition and Psalms and Meditations for Flexible Ensemble.
Author:	Vasinda, Joseph Mark.
Description:	1 online resource (355 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
Subject:	Musical composition. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30488169click for full text (PQDT)
ISBN:	9798380361538

Going for the Goals : = How Teachers and Students Set and Meet Goals in Music Composition and Psalms and Meditations for Flexible Ensemble.
Vasinda, Joseph Mark.

Going for the Goals :How Teachers and Students Set and Meet Goals in Music Composition and Psalms and Meditations for Flexible Ensemble. - 1 online resource (355 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ph.D.)--University of California, Davis, 2023.

Includes bibliographical references

Learning to compose might, at first, seem like drinking an entire ocean. There are an overwhelming number of things to consider when sitting down to composing a piece of music: what instruments are going to be involved, what notes should I use, do I want to focus on notes or sounds, or maybe gestures, who's going to play this piece, what do I want to say? This especially affects young composers who might have even more philosophical questions about composing. Even after years, staring down a blank page can continue to intimidate more experienced composers. Wrapped up in thoughts about what pieces could become, students need a person whose role consists of unraveling that sticky web of thoughts. This person should further focus the student's attention on specific ideas in the student's music or in their approach to their music so that they begin to understand how to navigate these questions on their own.There are as many ways to compose as there are composers, and likewise with composition teachers, there are several different roads which teachers can set students down. This dissertation attempts to map several different paths which newer, younger, or differently experienced teachers might use as trail headings in their own teaching. This study looks for those landmarks that many teachers can use to choose a particular goal or destination that either the teacher or the student has chosen and guide the student to it. And by drawing on literature from the fields of music education and composition, through this dissertation I seek to contribute to conversation regarding these two fields and the ways in which they might benefit one another.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798380361538Subjects--Topical Terms:

3289630
Musical composition.
Subjects--Index Terms:

CompositionIndex Terms--Genre/Form:

542853
Electronic books.

Going for the Goals : = How Teachers and Students Set and Meet Goals in Music Composition and Psalms and Meditations for Flexible Ensemble.
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504 $a Includes bibliographical references
520 $a Learning to compose might, at first, seem like drinking an entire ocean. There are an overwhelming number of things to consider when sitting down to composing a piece of music: what instruments are going to be involved, what notes should I use, do I want to focus on notes or sounds, or maybe gestures, who's going to play this piece, what do I want to say? This especially affects young composers who might have even more philosophical questions about composing. Even after years, staring down a blank page can continue to intimidate more experienced composers. Wrapped up in thoughts about what pieces could become, students need a person whose role consists of unraveling that sticky web of thoughts. This person should further focus the student's attention on specific ideas in the student's music or in their approach to their music so that they begin to understand how to navigate these questions on their own.There are as many ways to compose as there are composers, and likewise with composition teachers, there are several different roads which teachers can set students down. This dissertation attempts to map several different paths which newer, younger, or differently experienced teachers might use as trail headings in their own teaching. This study looks for those landmarks that many teachers can use to choose a particular goal or destination that either the teacher or the student has chosen and guide the student to it. And by drawing on literature from the fields of music education and composition, through this dissertation I seek to contribute to conversation regarding these two fields and the ways in which they might benefit one another.
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