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Commercial Music Courses in Secondary Schools

A preliminary study of culture, motivation, and curriculum. Josh Bula, Florida State University, April 15, 2010
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Josh Bula

on 15 April 2010

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Transcript of Commercial Music Courses in Secondary Schools

Commercial Music Courses
in Secondary Schools Related Lit Most Music Teachers are trained in the classical performance practice (Hargreaves, 2003) Many students are not interested in traditional classical music participation (Hope, 2004) General music classes allow students to improvise, create, and do other incredible things, and the secondary level is the last opportunity for general music education. (Block, 2009) Cultural Gap: Traditional vs Guitarists, Keyboardists, Hip-Hop, EDM. (MacDonald et al, 2002) Challenges Finding Teachers
Finding Curriculum Materials
Finding Money Purposes Encourage teachers to add commercial music courses
Find out what's being taught
Find out what's being used to teach it
Find out who's taking the classes Can we reach more students? Method Abstract Results Offer at least one CM Class: 5
MIDI: 3
S.E. / Music Prod.: 2
"Music Technology" Class: 1
Prerequisites:
Any other music class
Three-part program
None-- targeted to non-traditional students Curriculum Materials:
Books
Websites
Teacher Created Materials Student Makeup Average Class size: 16

Also in traditional classes:
2 per section
5
about 1/3
The majority Culture compared to Traditional Classes:
Similar: 2
More collaborative and creative
Broader range of musical interests, skills, and background
Laid back but work hard and have fun. "Festival ratings give the traditional classes a much different culture" 66% Budget Challenges:
Faculty
Equipment/Software
Space
Materials
72% 63% 54.5% Future Research: Curriculum, Software, Training
Targeted Student Population
Student personality
Grands/Funding Opportunities

Students go beyond making musical choices and working within musical genres and into an engagement of rhythmic structures, instrumental and vocal timbres, the musical role of instruments, and the nature of sound, it's placement, repetition, dynamic contrast, form, and texture. (Crowe, 2006) The purpose of this study was to learn about commercial music classes, including Electronic Music, Sound Engineering/Audio Production, Music Technology, and Music Industry/Business, which are being taught in middle and high schools. Teachers (N=19) were surveyed regarding attitudes toward commercial music classes, curriculum materials they used, the cultural and social makeup of students compared with traditional music classes, reasons these classes do or do not exist at their school, and ideas for encouraging more teachers to start commercial music classes. Results indicate a variety of approaches to curriculum materials, prerequisite courses, and target student population. The primary reason for not offering commercial music classes is currently full course loads and no resources for hiring additional teachers. Teachers indicated they would be more encouraged to start commercial music classes if they had training on equipment and software and easy-to-follow curriculum resources such as a textbook or pre-made lesson plans. Many areas of future research are suggested.
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