Music Teaching and Music Literacy

@article{Asmus2004MusicTA,
  title={Music Teaching and Music Literacy},
  author={Edward P. Asmus},
  journal={Journal of Music Teacher Education},
  year={2004},
  volume={13},
  pages={6 - 8}
}
  • E. Asmus
  • Published 1 January 2004
  • Education
  • Journal of Music Teacher Education

Integrating movable numbers into fixed-do system in solfege class: an action research study

ABSTRACT The aim of this study was to explore the impact of a new solfege course design, where movable numbers integrated into the fixed-do system, on students’ sight-singing skills. The procedure of

Rote Instruction in Secondary Instrumental Music Classrooms: A Review of the Literature

Rote versus note beginning instrumental pedagogy has been an active topic for music educators. Traditional method books have often comprised a significant portion of beginning instrumental curricula,

The Effects of Two Approaches to Rhythm Study on the Sight-Reading Proficiency of Secondary Wind Instrumentalists

TLDR
The author states that the present manuscript aims to provide a history of the field and some of the techniques used in its development, as well as some suggestions for further study, are suitable for use as guides.

Exploring Disciplinary and Multimodal Literacy Practices in Music Education

.............................................................................................................................xv Chapter 1: Introduction

Using nontraditional text for Socratic dialogue in a middle level Montessori music classroom

Plan B Paper. 2015. Master of Science in Education- Montessori--University of Wisconsin-River Falls. Teacher Education Department. 40 leaves. Includes bibliographical references (leaf 31)

Experiential and Cognitive Predictors of Sight-Singing Performance in Music Higher Education

Sight-singing is prevalent in aural skill classes, where learners differ in experience and cognitive abilities. In this research, we investigated whether musical experience, level of study, and

Does cognitive load differ among sight-singers? An exploratory study using pupillometry and interviews

Sight-singing is challenging for many music students, yet they can experience various difficulties with this task. To explore how cognitive load (CL) might differ among students, we combined two

‘Chasing every mark’. High stakes assessment and curriculum narrowing: the case of disciplinary literacy in the Irish secondary music classroom

The critical role of disciplinary literacy in enhancing understanding and engagement within arts-based subjects has drawn increased recognition amongst researchers and practitioners alike in recent

Research-to-Resource: The Importance of Aural Learning in the Strings Classroom

String musicians put a high priority on ear training in order to be successful on their instruments. Research suggests that delaying music reading to teach by ear does not negatively affect