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Books on the topic 'Orchestra education'

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Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

Babineau, Ninette. Enriching their communities: Education and outreach activities of Canadian Orchestras. Toronto, Ont: Orchestras Canada, 1998.

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2

The creative band & orchestra. New York, N.Y: Huiksi Music, 2002.

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3

Association, American String Teachers, Music Educators National Conference (U.S.), and National School Orchestra Association, eds. The Complete string guide: Standards, programs, purchase, and maintenance. Reston, Va: Music Educators National Conference, 1988.

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4

Cahn, William L. Rochester's orchestra: A history of the Rochester Philharmonic Orchestra and its educational programming, 1922 to 1989. Rochester, N.Y: Citizens for a Quality Philharmonic, 1989.

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5

Dupuis, Xavier. Les musiciens professionnels d'orchestre: Étude d'une profession artistique. Paris: Ministère de la culture et de la francophonie, Direction de l'administration générale, Dép. des études et de la prospective, 1993.

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6

Judy, Sills, ed. Musica activa: An approach to music education : rhythmic expression. Mainz: Schott, 1994.

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7

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the National Fund for Medical Education for 1998. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 2000.

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8

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the National Fund for Medical Education for 1998. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Division, 2000.

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9

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the National Fund for Medical Education for 1998. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Division, 2000.

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10

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit reports of the National Fund for Medical Education, for fiscal years 1994 through 1997. [Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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11

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit reports for the Vietnam Veterans of America, Inc., for fiscal years 1998 and 1999. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 2000.

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12

Division, United States General Accounting Office Accounting and Information Management. Federally chartered corporation: Review of the financial statement audit report for the United States Olympic Committee for 1997 and 1998. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Division, 2000.

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13

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the United States Olympic Committee for 1997 and 1998. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 2000.

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14

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the Navy Wives Clubs of America for fiscal years 1997 and 1998. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Division, 2000.

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15

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the Civil Air Patrol, Incorporated, for fiscal year 1996. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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16

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the Jewish War Veterans of the United States of America, National Memorial, Incorporated, for fiscal year 1997. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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17

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the Navy Club of the United States of America for fiscal year 1997. [Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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18

Division, United States General Accounting Office Accounting and Information Management. Federally chartered corporation: Review of the financial statement audit report for the National Conference on Citizenship for fiscal years 1998 and 1999. Washington, D.C: The Office, 2000.

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19

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the United States Submarine Veterans of World War II for fiscal year 1997. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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20

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the Women's Army Corps Veterans Association, for fiscal year 1997. Washington, D.C: The Office, 1999.

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21

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the Former Members of Congress for 1997 and 1996. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1999.

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22

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the Daughters of Union Veterans of the Civil War 1861-1865 for fiscal year 1996 / United States General Accounting Office, Accounting and Information Management Division. [Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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23

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the 82nd Airborne Division Association, Incorporated, for 1997 and 1998. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 2000.

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24

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report of the Girl Scouts of the United States of America for fiscal year 1997. [Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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25

Division, United States General Accounting Office Accounting and Information Management. Federally chartered corporation: Review of the financial statement audit report for the Italian-American War Veterans of the United States, Incorporated, for fiscal year 1997. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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26

United States. General Accounting Office. Accounting and Information Management Division. Federally chartered corporation: Review of the financial statement audit report for the National Society Daughters of the American Colonists for fiscal year 1999. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Division, 2000.

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27

Shaffer, Matthew, Sarah Gulish, and Marissa Guarriello. Creative String Orchestra. F-flat Books, 2020.

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28

Directory of Orchestra Education Programs. Amer Symphony Orchestra League, 1989.

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29

Truskot. Directory of Orchestra Education Programs (American Symphony Orchestra League). Amer Symphony Orchestra League, 1989.

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30

Bratt, Renatta, and Hal Leonard Corp Staff. Appalachian Tunes for Intermediate String Orchestra. Leonard Corporation, Hal, 2011.

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31

Lieberman, Julie Lyonn. The Creative Band & Orchestra. Huiksi Music, 2003.

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32

Hurtado, Ricardo. Cyberstra Method: Electronic Piano Ensemble Cyber Orchestra Method for the Mainstream Classroom. La Musica Therapy Publishing, 2021.

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33

Fiona, Penny, and ABO Trust, eds. The workbook. London: Association of British Orchestras, 2000.

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34

Conway, Colleen, Kristen Pellegrino, Ann Marie Stanley, and Chad West, eds. The Oxford Handbook of Preservice Music Teacher Education in the United States. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780190671402.001.0001.

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The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners
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35

Music Educators National Conference (U.S.), American String Teachers Association, and National School Orchestra Association, eds. The complete string guide: Standards, programs, purchase, and maintenance. Reston, Va. (1902 Association Dr., Reston 22091): Music Educators National Conference, 1988.

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36

Kuespert, Anderson Jill, ed. Music In Our Schools Month (MIOSM). Reston, Va: Music Educators National Conference, 1988.

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37

Hal Leonard Publishing Corporation (COR). HALion Symphonic Orchestra: Educational Edition. Steinberg Software, 2007.

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38

Gibbons, William. Gamifying Classical Music. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190265250.003.0011.

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This chapter addresses the ways in which classical music lends itself to gamification, a pervasive trend in contemporary culture in which aspects of games are applied to non-game activities to encourage desired behaviors. The chapter presents two case studies of recent mobile applications that illustrate different approaches to the gamification of classical music. The first of these discusses the Young Person’s Guide to the Orchestra, an app that updates traditional, and problematic, approaches to music education, namely, music appreciation. The second case study considers Steve Reich’s Clapping Music, an app that embraces the interactivity of games to blur the lines between education and musical performance.
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39

Tambling, Pauline. Orchestral education programmes: Intents and purposes. NFER, 1998.

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40

Pedroza, Ludim. Latin Music Studies at Texas State University. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0007.

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The Latin Music Studies (LMS) area at the Texas State University School of Music offers degree-granting programs with concentrations in mariachi and salsa. Such programs are still rare in mainstream US institutions of higher education. LMS founder John Lopez has recently developed a minor in mariachi, which in conjunction with the professional degree in music education provides students with fundamental skills in mariachi ensemble management, pedagogy, performance, and creative musicianship. The history of the minor in mariachi at Texas State University and the prominent presence of mariachi in middle schools and high schools suggest a future wherein the mariachi ensemble in Texas may enter the standard ensemble trio of the choir, band, and orchestra.
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41

1953-, Shapcott Jo, and Association of British Orchestras, eds. Orchestras and education: A new era : symposium report. London: Association of British Orchestras, 1998.

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42

Federally chartered corporation: Review of the financial statement audit reports for the American Symphony Orchestra League for fiscal year 1997. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 1998.

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43

Federally chartered corporation: Review of the financial statement audit reports for the American Symphony Orchestra League for fiscal year 1997. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 1998.

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44

Federally chartered corporation: Review of the financial statement audit reports for the American Symphony Orchestra League for fiscal year 1997. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 1998.

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45

Dorfman, Jay. Theory and Practice of Technology-Based Music Instruction. 2nd ed. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197558980.001.0001.

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Technology is an increasingly popular part of music education in schools that attracts students to school music who might not otherwise be involved. In many teacher preparation programs, music technology is an afterthought that does not receive the same extensive treatment as do traditional areas of music teaching such as band, orchestra, choir, and general music. This book helps to establish a theoretical and practical foundation for how to teach students to use technology as the major means for developing their musicianship. From its discussions of lesson planning, lesson delivery, and assessment, readers will learn how to gain comfort in the music technology lab. Theory and Practice of Technology-Based Music Instruction also includes “profiles of practice” that dive into the experiences of real teachers in music technology classes, their struggles, their successes, and lessons we can learn from both. In this second edition, new profiles feature teachers of color who use technology extensively in their varied types of music teaching. This edition encourages readers to think about issues of inequity and social justice in music education technology and how teachers might begin to address those concerns. Also updated are sections about new standards that may guide music education technology practice, about distance and technology-enhanced learning during the global pandemic, and about ways to integrate technology in emerging contexts.
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46

Dejardin, Blaise. Audition Day!: Your Guide for a Successful Orchestral Cello Audition. Opus Cello, 2022.

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47

Mirchandani, Sharon. The Early Years. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037313.003.0001.

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This chapter focuses on Marga Richter's early life and education. Florence Marga Richter was born on October 21, 1926, in Reedsburg, Wisconsin. Marga's mother is Inez Chandler Richter (née Davis), an American soprano, and her father is Paul Richter, a captain in the German army during World War I. Marga's paternal grandfather, Richard Richter, was a composer, municipal orchestra conductor, and music teacher in Einbeck, Germany. The strong musical upbringing Marga received, combined with the midwestern values of hard work and independence, was the foundation out of which she grew to compose a large, distinctive body of works over her lifetime. This chapter discusses the influences on Richter's musical and personal life, her early musical experiences, her family's move to New York City in 1943, and her years at Julliard Graduate School where she took up master's studies from 1945 to 1951. It also considers Jabberwocky, Richter's earliest extant work, her marriage to Vernon Hughes, and her studies with William Bergsma, Vincent Persichetti, and Rosalyn Tureck.
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48

Shaw, Phyllida. The turn of the tide: Report [of the] Association of British Orchestras Education Project, April 1992-June 1993. LondonbbABO, 1993.

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49

Wolf, Benjamin. The British symphony orchestra and the Arts Council of Great Britain. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199352227.003.0016.

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This chapter explores the relationship between British symphony orchestras and the Arts Council of Great Britain. Combining archival research with institutional sociology and cultural economics, it describes how the Arts Council’s demands changed between 1946 and 2000, and how financial and ideological constraints prevented the successful execution of some of these demands. Between 1946 and 1980, symphony orchestras were encouraged to focus on professional performances of the ‘fine arts’ and the performance of music by living composers. Subsequently the 1980s and 1990s witnessed a collapse in traditional ideas of artistic value and a growth in bureaucratized management, with symphony orchestras undergoing time-consuming appraisal procedures, expanding their educational activities and demonstrating limited support for the arts of ethnic minorities. Overall, the chapter suggests that the ideologies of subsidised support were in tension with each other, leading to only partial achievement of the goals that were set out by the Arts Council.
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50

Cassidy Parker, Elizabeth. Adolescents on Music. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190671358.001.0001.

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Adolescents on Music foregrounds the voices of 30 American adolescent musicians, ages 12–18. Adolescent singer-songwriters, studio and solo musicians, rappers, composers and arrangers, and band, choir, and orchestra members tell about their musical development and what it is like to make music by themselves and others. Situated in these 30 adolescents’ experiences is a theory of adolescent musical development—a theory that will help music educators support adolescents in their lives. The book is structured in three parts: Part I focuses on “who I am” with an in-depth look at musical identities; Part II explores “the social self” by investigating adolescent experiences of belonging, community, and social identity; Part III looks toward “a future vision” focusing on adolescent perspectives on their future and their advice for music educators. In the last chapter, Parker proposes one philosophy of adolescent music-making. Throughout the book, research from the arts, social and natural sciences, humanities, and education dimensionalize adolescent perspectives. Special features of this book include “Step Back” locations, reflective spaces for the reader to draw connections with adolescents’ experience and their own experiences. At the end of each chapter, the “Wrap Up” allows additional spaces for topics, questions, and possibilities for effective teaching interactions. Between each chapter are “Interludes” written by one or more of the 30 adolescent contributors.
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