Band Programs in Minnesota

1953 ◽  
Vol 1 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Paul S. Ivory
Keyword(s):  
Band Programs

Seeing Red: Effects of Practice Interventions on Woodwind Students’ Accuracy in Performing Articulation

2021 ◽  
pp. 875512332110494
Author(s):  
Laura A. Stambaugh ◽  
Carolyn J. Bryan
Keyword(s):  
Working Memory ◽  
Music Reading ◽  
Experimental Practice ◽  
Secondary Purpose ◽  
Retention Testing ◽  
Accurate Performance ◽  
Band Programs

Music reading is a central part of most band programs, yet research about music reading has rarely included articulation markings. The purpose of this study was to explore the effect of four experimental practice conditions to a control condition on woodwind players’ performance of slur, accent, and staccato markings. A secondary purpose was to examine the role of working memory in performing articulation. The practice conditions used visual and kinesthetic approaches: colored notation, tracing over articulation marks, and speaking syllables. University woodwind players ( N = 26) practiced short etudes on 1 day, and they returned approximately 24 hours later for retention testing. Participants’ working memory was strongly related to playing articulation on the first day of practice. Woodwind players prioritized playing slurs over accents and staccatos, and there was some support for tracing with color to support accurate performance of articulation.

Selected Nonmusic Predictors of Urban Students’ Decisions to Enroll and Persist in Middle School Band Programs

2009 ◽  
Vol 57 (4) ◽  
pp. 334-350 ◽  
Author(s):  
Daryl W. Kinney
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Family Structure ◽  
Theoretical Models ◽  
Sixth Grade ◽  
Enrollment Decisions ◽  
Factors Affecting ◽  
Urban Middle School ◽  
Band Programs ◽  
School Band

The purpose of this study was to fit theoretical models of prediction to students’ decisions to enroll and persist in urban middle school band programs using independent variables of academic achievement, socioeconomic status (SES), family structure, mobility, ethnicity, and gender. Two models were fitted to the data using logistic regression analysis techniques. One predicted initial enrollment (i.e., sixth grade); the other predicted retention (i.e., eighth grade). Academic achievement and family structure emerged as the only significant predictors of initial enrollment decisions. Higher academically achieving students and those from two-parent or two-guardian homes were more likely to begin band instruction. Higher academically achieving students and those from two-parent or two-guardian homes also were more likely to persist in band, as were students from higher SES and females. Comparisons between models suggest slight differences in the nonmusic factors affecting initial enrollment and retention.

Sign in / Sign up

Export Citation Format

Share Document