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Supporting comprehensive musicianshi...

Dammers, Richard Joseph.

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Supporting comprehensive musicianship through laptop computer-based composing problems in a middle school band rehearsal.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Supporting comprehensive musicianship through laptop computer-based composing problems in a middle school band rehearsal./
作者:	Dammers, Richard Joseph.
面頁冊數:	195 p.
附註:	Adviser: Sam Reese.
Contained By:	Dissertation Abstracts International68-07A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269874
ISBN:	9780549095200

Supporting comprehensive musicianship through laptop computer-based composing problems in a middle school band rehearsal.
Dammers, Richard Joseph.

Supporting comprehensive musicianship through laptop computer-based composing problems in a middle school band rehearsal. - 195 p.

Adviser: Sam Reese.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.

This study examined the integration of laptop-based composition activities into a middle school band rehearsal as a means of implementing one aspect of Comprehensive Musicianship. Twenty-four members of a fifty piece eighth grade band completed a composition problem, during rehearsal, over a 14-week period. The composition problem was to construct a melody that mirrored specific aspects of a model composition being performed by the band. The student compositions were evaluated by a three-judge panel for craftsmanship, creativity, and evidence of understanding of concepts exemplified by the model piece.

ISBN: 9780549095200Subjects--Topical Terms:

1017808
Education, Music.

Supporting comprehensive musicianship through laptop computer-based composing problems in a middle school band rehearsal.
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500 $a Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2868.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.
520 $a This study examined the integration of laptop-based composition activities into a middle school band rehearsal as a means of implementing one aspect of Comprehensive Musicianship. Twenty-four members of a fifty piece eighth grade band completed a composition problem, during rehearsal, over a 14-week period. The composition problem was to construct a melody that mirrored specific aspects of a model composition being performed by the band. The student compositions were evaluated by a three-judge panel for craftsmanship, creativity, and evidence of understanding of concepts exemplified by the model piece.
520 $a The ratings, which had an acceptable level of inter-judge reliability (r > .624), found modest levels of craftsmanship and creativity, and lower levels of conceptual understanding. The composing students, working in the back of the rehearsal room, did not detract from the ongoing rehearsal; however, they reported some difficulties hearing the playback from their laptops. Before and after the study, the students reported positive attitudes toward composing, but they did not seem to view their composing as connected to their playing. There was modest correlation between composing ability and performance skill, but not between levels of outside experience with music and compositional skills.
520 $a The results of this study demonstrate that laptop-based composition is a practical instructional approach within ensemble rehearsals and also confirms concerns about the limited transfer of performance instruction. Recommendations for implementation include the development of an organized, integrated, and continuous instructional program for composition in performance settings. Recommendations for further research include experimental research that would examine the effect of composition activities upon transfer of musical learning in performance ensembles in broader contexts.
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