The purpose of this study was to examine the effect of modeling conditions and tempo patterns on the performance of high school instrumentalists. The independent variables of this study were (a) model versus no model and (b) steady increase of tempo versus performance speed tempo versus alternating (slower and faster) tempos. Subjects (N = 60) were high school wind instrumentalists from the American Midwest and South. Subjects sight-read an étude and then practiced the same étude six times using one of six practice conditions that combined the two independent variables. Subjects then performed a posttest on the same étude. Dependent measures were pretest-posttest gain score comparisons (as percentages) of correct pitches and rhythms as well as overall percentages of tempo gains. Results demonstrated the with-model condition to be superior to the no-model condition in rhythm percentage gain and tempo percentage gain. Tempo patterns had no significant effect on results.
Seven rehearsal excerpts demonstrating research-identified teaching characteristics were presented to university music majors ( N = 176) for ratings. Subjects watched either a videotape focused on the teacher or another focused on students. Numerical ratings from 1 to 10 were assigned by subjects to 10 categories of student and teacher behavior: time use, musicianship, accuracy of presentation, student attentiveness, student performance quality, enthusiasm, intensity, pacing, personality, and overall effectiveness. Results demonstrated that subjects gave their highest ratings when viewing the teacher and lowest ratings when viewing students. The highest-rated excerpt contained a hw percentage of student off-task behavior (6.53%), a high percentage of approvals (71%), moderate eye contact (2730%), many activity changes (27), a high percentage of student response time (66%), and rapid pacing, as indicated by an average length of both teacher and student activities of 5-6 seconds.
Hardback, $76.95; paperback, $52.95. Wanda Lathom-Radocy, MT-BC, a leader in the field of music therapy, has published a new resource for music therapists and music educators titled Pediatric Music Therapy. This well-researched book is a valuable source of information for anyone working with special learners in music, whether the setting is clinical, educational, or recreational. The text is particularly useful as a reference tool for music educators who are seeking background information on special learners in their classrooms.Lathom-Radocy provides an overview of the history of legislation that has led us to our present inclusive classrooms. She details the assessment process music therapists often use to assess special learners and how these assessments can be applied to the development of an Individualized Education Program (IEP). Elements of these assessments include communication, academic, motor, emotional, organizational, and social skills (CAMEOS). These CAMEOS are described according to goal-oriented therapeutic procedures. Lathom-Radocy then reinforces the use of this framework in the development of goals and objectives for special learners at the close of each section of the book.Music educators will benefit from adaptations of the CAMEOS in designing IEP goals and objectives. They will also benefit from the wealth of information provided about many types of disabling conditions. Lathom-Radocy uses research in the fields of psychology, psychiatry, sociology, education, special education, teacher education, music education, and music therapy to present an impressive source of detailed, accurate, and clear descriptions of special learners.Music educators may initially be confused by the organization of particular disabling conditions in the text. Lathom-Radocy uses the Diagnostic and Statistical Manual of Mental Disorders, 4th ed., rather than the Individuals with Disabilities Education Act (IDEA) more familiar to music educators. A detailed and convenient subject index is located in the final pages, however, and all types of special needs discussed in the book are listed in this elevenpage appendix, which increases the usability of the text.Types of learning disabilities discussed include mental retardation, emotional and/or behavioral disorders, speech and language impairments, hearing impairments, visual impairments, orthopedic impairments, and other health impairments. Each section includes a well-researched background of the disability's characteristics as well as possible therapeutic options, expectations of performance levels, psychological and sociological implications, and examples JANUARY
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