The High School Band Director' s Handbook

1961 ◽  
Vol 9 (2) ◽  
pp. 170-171
Author(s):  
George Kyme
Keyword(s):  
High School ◽  
Band Director ◽  
High School Band ◽  
School Band

Relationships between Motivation Variables and Selected Criterion Measures of High School Band Directing Success

1981 ◽  
Vol 29 (3) ◽  
pp. 183-198 ◽  
Author(s):  
Florentino J. Caimi
Keyword(s):  
High School ◽  
Teacher Effectiveness ◽  
Music Performance ◽  
Performance Criterion ◽  
Ethical Values ◽  
Band Director ◽  
High School Band ◽  
Ensemble Performance ◽  
School Band

The level of musicianship achieved by the high school band is often attributed to the director. The personality subcategory referred to as motivation is increasingly becoming recognized as an important factor in teacher effectiveness. Motivational characteristics that contribute to the success of the high school band director are unclear. The purpose of this study was to investigate relationships between eight motivational vari ables and three criteria of high school band directing success. The criteria of band directing success were: (1) ensemble musicianship, (2) ensemble music performance, and (3) students' ratings of their director. A combination of two motivational vari ables–conscious concern for security and subconscious concern for home and parents–were statistically significant predictors of the ensemble performance criterion, while subconscious concern with ethical values was a statistically significant predictor of the ensemble musicianship criterion. The number of students in the high school was also found to be a statistically significant predictor of band directing success.

Breaking the Silence: The Phenomenology of the Female High School Band Director

2019 ◽  
Vol 38 (1) ◽  
pp. 34-45 ◽  
Author(s):  
Amy J. Bovin
Keyword(s):  
High School ◽  
Phenomenological Analysis ◽  
Band Director ◽  
High School Band ◽  
Time Consumption ◽  
Analysis Techniques ◽  
Female High School ◽  
School Band ◽  
Gathering Data ◽  
Analyze Data

The purpose of this study was to investigate the phenomenology of the female high school band director (FHSBD). In order to achieve a sample for regional maximum variation, one FHSBD from each county in the state of Connecticut was interviewed. After gathering data from a series of three interviews, I used Moustakas’s modification of the Van Kaam method to analyze data to align with common phenomenological analysis techniques. I identified the following nine themes from relevant and validated invariant constituents: (1) support, (2) resistance and barriers, (3) loving the students and loving music, (4) discrimination, (5) motherhood and time consumption, (6) building or rebuilding a program, (7) gender clubs, (8) high school wasn’t the goal, and (9) administrative and leadership degrees and certification. Based on results from the analyzed data, I determined the essence of the FHSBD is most succinctly described as persistence.

Perceptions of Cooperating Music Teachers on Service Motives, Relationships, and Mentoring Strategies During Student Teaching

2018 ◽  
Vol 28 (1) ◽  
pp. 24-39 ◽  
Author(s):  
C. Michael Palmer
Keyword(s):  
High School ◽  
Student Teachers ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Teaching Experience ◽  
Band Director ◽  
High School Band ◽  
Skill Sets ◽  
School Band

The purpose of this qualitative study was to examine the perceptions of four cooperating teachers concerning their role in the music student teaching experience. Participants included an elementary music educator, middle school band director, high school band director, and a high school choir director. Research questions were (a) What are the personal and professional motivations for hosting a student teacher? (b) How do cooperating teachers describe relationships with student teachers? and (c) What strategies do cooperating teachers use in mentoring student teachers? Data collected included two interviews with each participant and a focus group interview. Participants expressed a desire to help the next generation of music teachers and an eagerness to learn new teaching strategies from interns and collaborate with them in a co-teaching model. Relationships were built around student teachers’ skill sets, personality, and work ethic. Mentoring strategies included modeling, facilitating learning opportunities, and regular discussion and reflection activities.

High School Band Directors’ Perceptions and Applications of Democratic Rehearsal Procedures in Concert Band Rehearsals

2021 ◽  
pp. 875512332198929
Author(s):  
Alec D. Scherer
Keyword(s):  
High School ◽  
Music Education ◽  
Concert Band ◽  
Band Directors ◽  
School Level ◽  
High School Level ◽  
Classroom Dynamics ◽  
High School Band ◽  
Student Ownership ◽  
School Band

The purpose of this study was to examine inservice high school band directors’ perceptions and applications of democratic rehearsal procedures in concert band rehearsals. Respondents ( N = 216) were members of the National Association for Music Education who were currently teaching concert band at the high school level. Respondents indicated that “identify and describe opportunities for individual and ensemble performance improvement” and “student-led sectionals” were considered the most important democratic rehearsal procedures for their students to experience. These same procedures were also the most frequently used democratic rehearsal procedures. Analysis of open-ended responses revealed that respondents believed student ownership, student engagement, and student growth as musicians and leaders were advantages to implementing democratic rehearsal procedures. Potential disadvantages included issues related to student ability, rehearsal time limitations, unfamiliar classroom dynamics, and availability of classroom resources. Implications for music teachers are discussed.

An Exploratory Case Study of Mindfulness Techniques in a High School Band Program During the COVID-19 Pandemic

2021 ◽  
pp. 875512332110500
Author(s):  
Karen M. Koner ◽  
Abigayle Weaver
Keyword(s):  
High School ◽  
Instrumental Music ◽  
Mindfulness Practice ◽  
Action Research Project ◽  
High School Band ◽  
Exploratory Case Study ◽  
Band Students ◽  
Mindfulness Practices ◽  
School Band

The purpose of this study was to explore the effects of mindfulness practices on high school band students. This action research project took place in spring 2020, during the COVID-19 pandemic stay-at-home orders. Four students enrolled in the high school band participated in five weeks of mindfulness practice interventions over the virtual format alongside their instrumental music director. Mindfulness practices included diaphragmatic breathing, relaxation imagery, cued relaxation, and stretching. Throughout the five weeks, student participants discussed improved focus, improvement of stress management, and increased frequency of mindfulness practice. However, four months after data collection was complete, three of the four student participants continued to practice mindfulness techniques on their own time to assist with nervousness, anxiety, and stress.

High School Band Students’ and Directors’ Perceptions of Verbal and Nonverbal Teaching Behaviors

2011 ◽  
Vol 59 (3) ◽  
pp. 290-309 ◽  
Author(s):  
Jennifer A. Whitaker
Keyword(s):  
High School ◽  
Band Directors ◽  
Teacher Talk ◽  
Student Response ◽  
Teaching Behaviors ◽  
Self Assessment ◽  
High School Band ◽  
Band Students ◽  
School Band ◽  
Expressive Conducting

This study was designed to examine the use and perception of selected teaching behaviors of high school band directors. Videotaped rehearsals of six band directors’ top-performing ensembles were analyzed for conductor magnitude, sequential pattern components, and instructional pacing. Directors and students rated video excerpts of their rehearsals, completed a questionnaire, and participated in interviews. Teaching behaviors were generally consistent with previous research. Student evaluations of excerpts containing drill, all strict conducting, and more teacher talk were rated lowest. Highest rated excerpts contained more or relatively equal amounts of student response and teacher talk, some expressive conducting, and varying facial expressions. Directors rated excerpts containing little variety in facial expression and more or equal amounts of teacher talk highest. Lowest rated excerpts contained drill or structured rehearsal; all or mostly strict, or no conducting; and longer student activity times. Students were able to identify and discuss their director’s teaching behaviors, had a respect for their director’s musical abilities and knowledge regardless of rapport, desired more praise, and thought of disapproving feedback as necessary critique. Directors were most critical of their conducting behaviors, spent time reflecting on their teaching, and believed self-assessment was beneficial to improve one’s teaching.

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