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Graphic notation in the elementary s...

McNab, Lynne.

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Graphic notation in the elementary school music classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Graphic notation in the elementary school music classroom./
作者:	McNab, Lynne.
面頁冊數:	126 p.
附註:	Source: Masters Abstracts International, Volume: 55-03.
Contained By:	Masters Abstracts International55-03(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10005126
ISBN:	9781339433905

Graphic notation in the elementary school music classroom.
McNab, Lynne.

Graphic notation in the elementary school music classroom. - 126 p.

Source: Masters Abstracts International, Volume: 55-03.

Thesis (M.Ed.)--Nipissing University (Canada), 2016.

This study explored graphic notation, from the perspective of elementary school music teachers using the Ontario Arts curriculum (2009). Teachers work within defined and limited timelines to teach the musical elements as required in the music curriculum. Teachers in this study used simple, manipulative, graphic notation tools to explore musical concepts with their students. The activities were part of a movement towards constructivism in the elementary school music classroom. The study identified and discusses themes corresponding with student behaviour, lack of time, assessment, remediation, and the use of graphic notation to create a bridge from limited musical experience to standard Western notation and concepts. It also examines graphic notation as a pedagogical tool through a constructivist lens and under the paradigm of reflexive, hermeneutic phenomenology.

ISBN: 9781339433905Subjects--Topical Terms:

3168367
Music education.

Graphic notation in the elementary school music classroom.
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245 1 0 $a Graphic notation in the elementary school music classroom.
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500 $a Source: Masters Abstracts International, Volume: 55-03.
500 $a Advisers: Christine Cho; John Vitale.
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520 $a This study explored graphic notation, from the perspective of elementary school music teachers using the Ontario Arts curriculum (2009). Teachers work within defined and limited timelines to teach the musical elements as required in the music curriculum. Teachers in this study used simple, manipulative, graphic notation tools to explore musical concepts with their students. The activities were part of a movement towards constructivism in the elementary school music classroom. The study identified and discusses themes corresponding with student behaviour, lack of time, assessment, remediation, and the use of graphic notation to create a bridge from limited musical experience to standard Western notation and concepts. It also examines graphic notation as a pedagogical tool through a constructivist lens and under the paradigm of reflexive, hermeneutic phenomenology.
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