Concept Teaching in Instrumental Music Education

Tan, Leonard

doi:10.1177/8755123315604455

Cited by 6 publications

(2 citation statements)

References 22 publications

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“…In brief, teaching conceptually has been found to (1) deepen understanding of musical concepts, (2) sharpen aural skills, (3) encourage musical improvisation, and (4) result in more expressive performances. 15 Students and expert teachers have also been found to rate conceptual teaching highly. 16 Needless to say, teaching conceptually requires time-time that otherwise may be used to rehearse and polish a musical piece for performance.…”

Section: Why Teach Conceptually?mentioning

confidence: 99%

Conceptualizing Conceptual Teaching

Tan¹

2016

Music Educators Journal

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Half a century ago, calls had already been made for instrumental ensemble directors to move beyond performance to include the teaching of musical concepts in the rehearsal hall. Relatively recent research, however, suggests that conceptual teaching remains relatively infrequent during rehearsals. Given the importance of teaching for long-term musical goals, revisiting this critical topic, backed by research and learning theories, is important and timely. Enriched by insights from my own teaching experience, the goal of this article is to clarify the nature of conceptual teaching and encourage conceptual teaching in large instrumental ensembles by addressing the following questions: What is conceptual teaching? Why teach conceptually? and How may musical concepts be taught through the rehearsal hall? I conclude with some thoughts on the future.

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Section: Why Teach Conceptually?mentioning

confidence: 99%

Conceptualizing Conceptual Teaching

Tan¹

2016

Music Educators Journal

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“…Educational music is commonly used in Western classical instrumental music education programs, and it is focused on the development of “high levels of musical skill or expertise” (Hargreaves, 1996, p. 150). Educational music is a central component of music learning (Apfelstadt, 2000; Battisti & Garofalo, 1990; Caslor, 2018; Kaschub, 2020; McCallum, 2007; Reynolds, 2000; Sheldon, 1996; Tan, 2017), and the choice of repertoire is important for the development of music skills in student instrumentalists (McCallum, 2007; Reynolds, 2000; Sheldon, 1996). Music composition involves the arrangement of music elements such as melody, rhythm (duration, tempo, beat, and meter), dynamics, harmony, form, texture, and timbre (i.e., instrumentation), and educational music composing foregrounds pedagogy in the arrangement of music elements.…”

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confidence: 99%

Composing for students: Composers’ reflections on the process of creating educational music

Mielke

Andrews

2022

Research Studies in Music Education

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The purpose of this qualitative study was to investigate the process of composing educational music. As part of a research project titled Sound Connections: Composing Educational Music Canadian composers completed email interviews, responding to semi-structured questions about the process of composing educational music. Using qualitative data analysis, we sought to understand better this process and found that the composers in this study used a variety of compositional techniques at all stages of the compositional process (conceptualizing, writing, and refining) to promote the development of student musicians. Key findings included the importance of balancing skills review and challenge; the use of form, timbre, and harmony for the development of communication and listening skills specific to the ensemble context; the use of elements from various musical styles to support music appreciation; and the encouragement of student collaboration in the creative process of composition. An unexpected finding was the importance of composer collaboration with teachers and students in the composing process. The knowledge gained in this study adds to the literature on this under-researched topic, and may help composers, student composers, and composition teachers develop a better understanding of and appreciation for educational music, thereby encouraging educational music composition. In addition, the findings of this study may assist teachers in the difficult task of choosing educational music for their students.

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Diversified Teaching Strategies for Ethnic Instrumental Music Courses in Colleges and Universities in the Information Age

Shi

2024

Applied Mathematics and Nonlinear Sciences

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The information age is an era of innovation. Instructional design and development tools make it easier and faster for teachers to organize teaching content; instructional evaluation tools make it more scientific and objective for teachers to evaluate teaching effects; and student management tools pay attention to individual differences of students and realize diversified evaluation perspectives for students. On the basis of the MIDI dataset, signal separation information filtering and other related operations are used to preprocess ethnic instrumental music signals, followed by the construction of an automatic composition model using deep learning technology. Based on the diversified teaching needs of ethnic instrumental music courses in colleges and universities, an instrumental music teaching system was designed by using the automatic composition model and computer programming language, and an empirical analysis of the informatization teaching of ethnic instrumental music courses in colleges and universities was carried out by using experimental comparative analysis. The results show that the overall level of ethnic music in the experimental group improved significantly P<0.05, indicating that the students in the experimental group made significant progress in ethnic music literacy. In contrast, the students in the control group improved but did not highlight, indicating that the proposed teaching system has a facilitating effect on the enhancement of the teaching performance of ethnic instrumental music courses. This study improves the teaching quality of ethnic instrumental music courses in colleges and universities and is of great significance in enhancing students’ music literacy and skills.

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Concept Teaching in Instrumental Music Education

Cited by 6 publications

References 22 publications

Conceptualizing Conceptual Teaching

Conceptualizing Conceptual Teaching

Composing for students: Composers’ reflections on the process of creating educational music

Diversified Teaching Strategies for Ethnic Instrumental Music Courses in Colleges and Universities in the Information Age

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