It's Easier Than You Think—Commissioning Music for the High School Band

1976 ◽  
Vol 62 (5) ◽  
pp. 59-63
Author(s):  
Thomas G. Everett
Keyword(s):  
High School ◽  
High School Band ◽  
School Band

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.

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.

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.

scholarly journals An examination of democratic educational processes within concert band rehearsals

2020 ◽  
Author(s):  
◽  
Alec D. Scherer
Keyword(s):  
High School ◽  
Phenomenological Study ◽  
Concert Band ◽  
Band Directors ◽  
Survey Study ◽  
Multiple Perspectives ◽  
High School Band ◽  
Educational Processes ◽  
School Band ◽  
Music Classrooms

This dissertation consists of three projects that I designed to examine high school band directors' and collegiate musicians' experiences and perceptions of democratic educational processes within concert band rehearsals. The first investigation is a review of literature about democratic educational principles and their application in non-music and music classrooms. The second investigation is a phenomenological study of collegiate musicians' lived experiences with democratic rehearsal procedures in a concert band setting. Emergent themes included (a) the value of multiple perspectives, (b) ownership and musical agency, (c) engagement, (d) the ability to provide feedback, and (e) concerns with the amount of rehearsal time. The third investigation was a survey study of high school band directors' attitudes toward democratic rehearsal procedures, self-reported use in a typical rehearsal cycle, and perceived disadvantages and advantages. Results indicated that respondents believed several democratic rehearsal procedures were important for their students to experience; however, the frequency of their application was inconsistent. Taken together, results from these three projects indicated that democratic educational principles may be beneficial for students and teachers by providing opportunities for students to (a) actively engage in their learning, (b) exercise their agency, (c) work collaboratively, and (d) develop skills related to musical independence.

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