Complete Musicianship: Supporting Independent

Musicianship through Technology

Rick DammersRowan University

NJ TI:ME In-serviceOctober 25, 2007

Big Ideas

Brainstorming

Examples from Practice & Research

Sharing

Music technology does not matter

Musical learning does

Systems Approach: People and purposes before

technology

Two opportunities:Complete Musicianship

Reaching the ‘Other 80%’

Grout (1966)Typically, a person studying music “is engaged in

perfecting his skills at manipulating some kind of instrument for the purpose of producing musical

sounds… But really it is as if one were to say, ‘I am studying English literature,’ when in fact he is cultivating his voice so as to pronounce words and sentences in as

pleasing a manner as possible.” (p.132)

Grout, D. (1966). The divorce of music and learning. In B.C. Kowall (Ed.), Perspectives in music education: Source book III. (pp. 131-138). Washington D. C.: Music Educators National Conference.

Comprehensive Musicianship

Creativity

Music Cognition

Individual Needs (Differentiation)

Musical Independence

0

20

40

60

80

100

Several Times a Week 68 53 2 2

Several Times a Month 26 30 11 12

Less than Once a Month 2 15 25 21

Never 4 2 62 64

Admin.Preprare

Classroom Materials

Lead Classroom Activities

Student Hands-On

Use

SingPlay

ComposeImprovise

Read, NotateListen, Describe and AnalyzeConnect to Arts, Disciplines

Connect Historically

Strategies for Composing

CurricularGroup Project

Individual Project

EnrichmentClub

Independent Study

Group Product

Fifth Grade Band March

Listening to MarchesComposing MelodiesAssessing Melodies

Performance

Write an 8 to 12 measure melodyUse the B flat scale

Begin and end on first scale degreeUse four measure phrase

Write out chord progressionListen often, make revisions so it makes

sense to your ear

Two composing sessions

Many students had multiple melodies

Some e-mailed melodies from home

Master Score Cut and Paste from each student’s file

Transposed for each instrumentEdit for range

Distributed the melodies to band

One week to play at home

Vote for the five best melodies

Performance

Integrated Project

In-rehearsal composition

Individual mini-project

Explore concepts from rehearsal

Not designed for public performance

Integrated Project

Eighth grade band

Compose a melodyForm

Tonal CentersRhythmic feature

Wide Range- Modest Ability

Students

Rating

0

1

2

3

4

5

6

7

0 1 2 3 4 5 6 7 8

M=3.62 SD= 2.02

Craftsmanship

Connect (from the podium)

Individualized assignments

Feedback

Individual Performance

After School Club

FlexibleInformal

Social dynamics

Independent Study

High School Junior (Tuba)Woodwind Quintet

Brass QuintetFull Band

Composition Outcomes

High Level of Student Ownership

Community Support and Recognition

Comprehensive Musicianship

Ideas

SingPlay

ComposeImprovise

Read, NotateListen, Describe and AnalyzeConnect to Arts, Disciplines

Connect Historically