Citation
A Guide for New Teachers of General Music

Material Information

Title:
A Guide for New Teachers of General Music
Creator:
Southard-McKinley, Kristin
Place of Publication:
Gainesville, FL
Publisher:
College of Fine Arts; University of Florida
Publication Date:
Language:
English
Physical Description:
Project in lieu of thesis

Thesis/Dissertation Information

Degree:
Master's
Degree Grantor:
University of Florida
Committee Chair:
Bazan, Dale E.
Committee Co-Chair:
Webster, Peter R.

Subjects

Subjects / Keywords:
Classrooms ( jstor )
Music appreciation ( jstor )
Music education ( jstor )
Music students ( jstor )
Music teachers ( jstor )
Musical instruments ( jstor )
Musical performance ( jstor )
Musical rhythm ( jstor )
Musical rudiments ( jstor )
Teachers ( jstor )

Notes

Abstract:
This project is designed to help identify the issues related to first year general music teachers. New general music teachers often complete undergraduate programs, which might not completely prepare them to meet the demands of teaching standards and measures of good practice. The guide is meant as a supplement for new teachers to help them meet the challenges of their first few years of teaching. The Interstate New Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards document is reviewed, and suggestions are given to help improve teaching practice. Literature pertaining to discipline and classroom management is reviewed. Independent learning and assessment are also areas of focus. Appendices offer tools for new teachers to explore in regards to world music unit plans, sample curriculum maps, rubrics, formative assessment strategies, WebQuests, and interactive creative listening maps.
General Note:
Music Education terminal project

Record Information

Source Institution:
University of Florida Institutional Repository
Holding Location:
University of Florida
Rights Management:
Copyright Kristin Southard-McKinley. Permission granted to the University of Florida to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Resource Identifier:
1047962482 ( OCLC )

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A GUIDE FOR NEW TEACHERS OF GENERAL MUSIC By KRISTIN SOUTHARD MCKINLEY SUPERVISORY COMMITTEE: DR. DALE BAZAN, C HAIR DR. PETER R. WEBSTER, MEMBER A PROJECT IN LIEU OF THESIS PRESENTED TO THE COLLEGE OF THE ARTS OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF MUSIC UNIVERSITY OF FLORIDA 2014 ! ! ! ! ! ! ! ! ! !

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"!#$%&'!()*!+',!-'"./'*0!)(!#'+'*"1!2$0%. ! a3 ! $ 4 3 2 1 Drummer The drummer used two or more different drums that complemented each other and the composition was 36 measures long. The drummer used two different drums, but they didn't fit well together or sounded muddy. The composition was 36 measures long The drummer only used one drum, but was able to make the composition last for 36 measures. The drummer used only one drum, but did not make the composition last 36 measures. Guitarist The guitarist followed the 12 Bar Blues progression using the correct chords at the correct The guitarist followed the 12 Bar Blues progression,but was not able to match the tempo of The guitarist followed the 12 Bar Blues, but missed one chord change in the progression. The guitarist did not follow the 12 Bar Blues.

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"!#$%&'!()*!+',!-'"./'*0!)(!#'+'*"1!2$0%. ! aP ! times. The tempo matched the drummer. the drummer making the music sound unsteady. Vocalist The vocalist used five different notes in their composition and varied them throughout the 12 Bar Blues to make new patterns. The vocalist used five different notes in their composition, but repeated notes many times causing m any patterns to sound the same. The vocalist used three different notes in their composition and varied them to make new patterns. The vocalist used three or less notes in their composition, but did not vary them to make new patterns. The notes stayed t he same most of the time. Lyricist The lyricist came up with a theme and title, and created sentences to match the theme. The words fit the rhythm of the melody. The lyricist came up with a theme, but used words or fragments instead of sentences to fit the rhythm and melody. The lyricist came up with a theme, but did not stick to the theme throughout the song. Sometimes new ideas came up. The rhythm fit the melody. The lyricist came up with a theme, but did not stick to the theme throughout the song. Sometimes new ideas came up. The rhythm did not fit with the melody. $ $ K,?4OF?56!8M8;C84C?!86! :66<5dpp5;6?5HA==AC?H9=Gp5;6?pG9U;BC?EI?4VF?56` L ! ! $ !


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