The use of ICT to support the development of practical music skills through acquiring keyboard skills: a classroom based study

2006 ◽  
Vol 46 (4) ◽  
pp. 391-406 ◽  
Author(s):  
Liz M.Y. Chan ◽  
Ann C. Jones ◽  
Eileen Scanlon ◽  
Richard Joiner
Keyword(s):  
Keyboard Skills ◽  
Music Skills

Sample Curricular Models

2017 ◽  
Author(s):  
Robin D. Moore ◽  
Juan Agudelo ◽  
Katie Chapman ◽  
Carlos Dávalos ◽  
Hannah Durham ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Music Theory ◽  
International Institutions ◽  
Ear Training ◽  
Single Class ◽  
Skill Sets ◽  
Primary Mode ◽  
Music Making ◽  
Keyboard Skills ◽  
Curricular Models

By examining degree plans and conducting interviews with faculty and students at various national and international institutions, the authors of this chapter have generated four curricular models that suggest how existing degree plans and/or core music courses might be productively modified. The enhanced core model (1) aims to broaden the scope of existing curricula by emphasizing more diverse, cross-disciplinary content. The pluralist model (2) requires students to diversify their focus during their first two years of study in order to incorporate a greater degree of critical thinking, creative engagement, and broad skill sets into the major. The integrated model (3) emphasizes music making as the primary mode of learning basic skills and reduces overall requirements by combining courses such as ear training, music theory, and keyboard skills into a single class. Finally, the capstone model (4) demonstrates how self-directed and highly individualized projects can be incorporated into degree plans.

Music Skills. For the Classroom Teacher

1958 ◽  
Vol 44 (6) ◽  
pp. 52
Author(s):  
Robert W. Winslow ◽  
Leon Dallin
Keyword(s):  
Classroom Teacher ◽  
Music Skills

Tap brainwaves to jazz up music skills

2018 ◽  
Vol 237 (3168) ◽  
pp. 13
Author(s):  
Helen Thomson
Keyword(s):  
Music Skills

Effects of Self-Assessment and Successive Approximations on “Knowing” and “Valuing” Selected Keyboard Skills

1997 ◽  
Vol 45 (2) ◽  
pp. 273-281 ◽  
Author(s):  
Marilyn J. Kostka
Keyword(s):  
College Students ◽  
Successive Approximations ◽  
Music Majors ◽  
Strongly Correlated ◽  
Self Assessment ◽  
Approach To Learning ◽  
Keyboard Skills ◽  
Assessment Procedures ◽  
The Relationship

The purpose of this study was twofold: (1) to investigate the relationship between college students' perceptions of “knowing” and “valuing” five selected skills on the piano, and (2) to determine whether a successive-approximations approach to learning the skills plus selfe-evaluation would affect students' perceptions of “knowing” and “valuing ” Thirty-two music majors enrolled in piano classes served as subjects for this investigation, which was a pretest-posttest design and covered one academic semester (15 weeks). Results indicated that students' self-evaluations were strongly correlated to their posttest perceptions of “knowing” and that knowledge and valuing became more closely associated following specific instructional and self-assessment procedures. An important aspect of this study was that it defined five areas of keyboard instruction that could be broken down into smaller, observable units before demonstration of the whole skill.

Sign in / Sign up

Export Citation Format

Share Document