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Raising Musical Kids
Raising Musical Kids answers crucial questions for parents: when to let a child start music lessons, what to expect from teachers and lessons, how to encourage practicing, and others. Teacher and parent Robert Cutietta provides here a second edition of his invaluable book, revised and updated for the new millenium.
eBook
LEADERSHIP QUESTIONING: THE POWER OF SILENCE
Approaches such as questioning increase the complexity of the decision making process.5 This increase in complexity is generally seen as a positive in the knowledge era and has fostered a theory of leadership termed Complexity Leadership Theory. \"Complexity Leadership Theory (CLT) focuses on identifying and exploring the strategies and behaviors that foster organizational and subunit creativity, learning and adaptability. [...]it was overwhelming and humbling. [...]we are all \"A\" personalities, so we had opinions, many completely sound, but lacked the depth of understanding needed to get to the essence of the problem.
Journal Article
Student Personality and Instrumental Participation, Continuation, and Choice
The Junior Eysenck Personality Questionnaire was administered to 668 instrumental students in Grades 7 through 12 from eight different schools to determine whether (1) there is a propensity for certain personality types to begin instrumental study in the schools, (2) certain personality types are more likely to continue in instrumental music, (3) there is a trend toward homogeneity of personality type among students who choose to continue in instrumental music across grade levels, and (4) there is a relationship between personality type and continuation on a specific musical instrument. Results revealed that instrumental students are very similar to their noninstrumental counterparts on the personality variables measured across all grades, but some minor differences can be found. Educational implications are drawn and discussed.
Journal Article
David Elliott's Philosophy of Music Education: Good Theory, Bad Timing or Bad Theory, Good Timing?
Compares the state of music education and music in the real world from the 1960s to the 1990s. Believes that students participate in music much less in the 1990's because music education has become less participatory and music is now very passive. (CMK)
Journal Article
Voices of Experience Speak on Music Teaching
Presents ideas based upon the responses from veteran teachers (n=25) interviewed on five topics: (1) changes in the field: (2) whether their teaching changed; (3) changes in philosophy and/or priorities; (4) concerns or predictions for the future; and (5) an event or development that affected them. (CMK)
Journal Article
The Influence of Metre, Mode, Interval Type and Contour in Repeated Melodic Free-Recall
Twenty-five undergraduates learned to sing 16 original melodies through repeated listenings over a five-week period. Each original melody was composed so as to possess only one of two possible conditions of metre, mode, melodic contour, and interval type. In a free-recall task, the frequency and quality of subjects' reliance on the four variables to organise the melodies for recall were measured. The response pattern made it possible to infer the relative importance of categorical organisation (a semantic memory strategy) in music cognition. Subject recall revealed the existence of melody clusters based on the experimental conditions. Over the five-week period, the predominant musical elements used by subjects for categorisation appeared to change. This change is evident in the strong negative correlations between metre and mode used in the early trials versus contour and interval type used in the later trials. These results suggest that cognitive categorisation is undertaken during the learning of melodies and that contour and interval-type are comparatively important memory characteristics. This experiment provides evidence of cognitive changes over time, consistent with a process musicians often call \"internalising\" a musical work. Specifically, our experiment suggests that the repeated act of performing a piece of music, without the aid of written notation nor language based instruction, can lead to substantive changes in an individual's internal representation of that melody's primary features.
Journal Article
The Incidence of Noise-Induced Hearing Loss among Music Teachers
The purpose of this study was to compare the hearing acuity of three groups of music teachers: vocal, elementary instrumental, and high school instrumental. One hundred four music teachers were tested for evidence of hearing loss that could possibly be attributed to Noise-Induced Hearing Loss (NIHL). This type of hearing loss is a permanent loss of hearing acuity resulting from repeated exposure to intense sound levels. Results indicate that some risk of NIHL is involved in high school band directing, but the degree of risk varies widely among individuals.
Journal Article
Popular Music: An Ongoing Challenge
Even twenty years after resolving to broaden their outlook at the Tanglewood Symposium, many music educatiors show little respect for popular music. Robert A. Cutietta, guest editor of this special focus, explains why a reappraisal of this music is overdue.
Journal Article