Musical Aptitude in Relation to a High-School Music Program

1940 ◽  
Vol 48 (6) ◽  
pp. 445-450 ◽  
Author(s):  
L. A. Pechstein ◽  
L. Paschal Monk
Keyword(s):  
High School ◽  
Musical Aptitude ◽  
Music Program ◽  
School Music ◽  
High School Music

Inspiring the Next Generation of Music Educators: A Multiple Case Study of High School Music Experiences and Career Choice

2020 ◽  
pp. 002242942097578
Author(s):  
Tiger Robison ◽  
Scott N. Edgar ◽  
John Eros ◽  
Kimberly H. Councill ◽  
William E. Fredrickson ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Music Education ◽  
Multiple Case Study ◽  
Music Educators ◽  
Future Research ◽  
School Music ◽  
Multiple Case ◽  
High School Music

The purpose of this instrumental multiple case study was to explore the roles that high school music educators and the experiences they provide play in influencing high school students’ decisions to pursue a career in music education. Four bounded systems, consisting of programs led by ensemble directors with documented records and reputations for helping matriculate music education students into undergraduate music education programs, were studied. Findings were organized into the following themes: (a) formative attraction to the profession, (b) differing approaches to encouragement, (c) forms of encouragement, and (d) life as a music teacher. Specific implications for practice for multiple stakeholders and implications for future research are provided based on these findings.

Musical Creativity: The Stream of Consciousness in Composition, Improvisation, and Education

1981 ◽  
Vol 1 (1) ◽  
pp. 67-88 ◽  
Author(s):  
Christopher M. Aranosian
Keyword(s):  
High School ◽  
Skill Development ◽  
Primary Source ◽  
Music Programs ◽  
Stream Of Consciousness ◽  
School Music ◽  
Musical Creativity ◽  
Teaching Music ◽  
Cognitive Foundations ◽  
High School Music

This article explores the stream of consciousness as a primary source for the ideas from which music is created. Improvisation and composition are presented as behaviors which deserve attention at all levels of elementary and high school music programs; the cognitive foundations of each are discussed. Also, humanistic methods of teaching music are described in the article as being superior to the traditional behaviorist methods, because the former encourage the development of both representational and creative skills, while the latter reward representational skill development and discourage the skills needed to be a creator of music.

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