Katie LeMaster: 2011

Thursday, October 13, 2011

Lehman

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: October 13, 2011

Lehman, Paul R. The power of the National Standards for Music Education.

Pages 3-9

.

Summary of the Article: Music education is not a program that can be generalized. Music standards are meant to be taught along with everything else you teach your students in a school day. Its not just meant to be squished into what your teaching already. The music standards were decieded on by a group of over 70 music professionals to deciede what goals they all had in common. Many teachers find it hard to teach the standards because they never learned them themselds. Standard one and two is about singing and playing instruments. Standard three covers improvisation. Standard four is about teaching composition. Standard five is about reading and notating music. Standard six says that all students should be able to analize and describe music. Standard seven says that all students should be evaluated in music. Standard eight says to foster a relationship between music and other subjects. Standard nine deals with music history and the culture behind the music. With the new standards there is a push to teach more modern and more classical tunes to have a diversity in repertoire. It is expected that some students will do better with some of the standards than others depending on what they study.

The standards will help to balance music programs. With the new standards it will be easy to make a cirruculm since we already know what the students need to know. Also the standards help the administration to know what we want out students to learn. Standards give us a reason to need more resources. The standards give us something to assess on.

Personal statements: This article gave us a clearer picture on what the standards are. It explained to me exactly what each one was and why it was important. They also gave you ideas on ways to use the standards in other ways to make you look better to the administration. I agree with this article that music education standards are the way to being all the music programs up to the same level.

I agree with this author that we need music education standards in schools because I think the more that you know about music the better musician you will be. In middle school I was assessed during concert band and I felt that thay gave me and the teacher a better idea of what I knew. I think that it made the band better too. I think an important part of music is being able to do more than just read the music your playing, I think you need to be able to understand why it was written that way.

Lehman

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: October 13,2011

Lehman, Paul R. . 2004. Raising the Bar.

Teaching music, Volume 10. Pages 34-39

.

Summary of the Article: In 1994 the first standards for music education were made. The standards made larger the skills and the musical content. The standards made it easier to proritize objections for lessons and to give our expectations to students. Made it possible to make the music classes into a real class with cirruculm that is built off each lesson. The national standards led to states making standards. Some states put too little detail into their standards and cirriculm could not be made into it. Teaching music predicts that teachers wont have enough money in the future to teach all the standards. Teacher now have to advocate for their music program and tell the public why its important. Lehman thinks that every school should have general music offered to their students.

Personal statements: This article gave me an idea of how the standards effected music education. They showed me that the standards really moved music education up through Lehman’s eyes. It showed me that the states truied to mimic what the nation did about standards. This article gave me an idea of what to base my lesson plans on.

I agree with this author that all high schools need to have a general music. I think just being in a general music will give you a better idea about music. I Think seeing how the standards had effected music education in 10 years it would be interesting finding out how it will effect it in another 10 years. I also didn’t know that the state standards were based off of the national standards.

Reimer

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: October 13, 2011

Reimer, Bennett. (2004). Reconceiving the Standards and the School Music program.

Music education journal, Volume Number 91, (1), Pages 33-36

.

Summary of the Article: Music instruction generally consists of general music classes up to middle school and then through middle and high school music is an elective. The publishing of the National Standards of music education changed the curriculum in schools. We have to advocate not only for funds for our programs but also for support from the community. General music takes into account all the ways that people express themselves. A good general music teacher will foster diversity.

Personal statements: This article have me a better idea about the standards in music education. It also showed me that you have to advocate for more than just money for your school system. You have to get the parents support too. I believe that diversity is a part of playing in a band or orchestra.

I agree with this article. I agree that the band program has diversity. And I also agree that changing what it taught is going to change the band program. I agree that no ones going to help to fund raise the money for your program. No one will know better why you need all the new equipment besides you.

Thursday, September 29, 2011

Marzano

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: September 29, 2011

Marzano, Robert J. and Jana S. 2003. The Key to Classroom Management.

Association for supervision and curriculum development, Volume Number, (Issue Number), Pages

.

Summary of the Article: Managing the classroom is an important part of the success of students. To lower discipline problems in the classroom you need to have a good relationship with your students. Teachers need to be able to guide students in academics and their behaviors. Teachers need to talk to their students about the rules and procedures and get the students feedback on it. Teachers need to reward for good behaviors and have consequences for bad behavior. At the beginning of a chapter tell the students what they will be expected to learn, and then while they are learning this knowledge provide feedback. When students are being disobedient you need to face the student, use the right facial expression and use the right tone of voice. Give the students a chance to set what they want to learn, letting students choose will increase their understanding of the subject. Teachers need to be interested in every student and make eye contact. Teachers need to let students participate in discussions and give the students credit, and to make sure that you also call on the people that normally wouldn’t answer questions. Teachers need to have a way to work make special needs students successful too.

Personal statements: At this point in my career learning all I can about classrooms is beneficial. Making sure that students are participating in class is going to be hard so its good to have a way to engage students. Also its good to have a way to act when there are students acting out. And a way to discipline them and then to reward the students that arent causing problems in classes. This article provides a good way to establish rules in the classroom.

I agree with this article that you need to establish with the students the rules in the classroom so that they think that they had a choice in how the classroom is run. I think that teachers need to tell their students what they are going to learn so that they will have something to look forward to in future lessons. Also I think that letting students also take an active part in their curriculum is a good idea. I know that if I was given a list of 5 songs and I got to choose which one I got to play I would be more motivated to practice it.

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: September 29, 2011

Bauer, William I. (2001). Classroom Management for Ensembles.

Music Educators Journal, May 2011, Pages 27-32

.

Summary of the Article: In a well organized ensemble students are on task and doing what they should in ensembles. They are able to learn skills and concepts used in band. Bands are usually of mixed grade levels and playing levels. One way to counteract that difficulty is good lesson planning. That includes long and short term planning. If you make a plan that spans over a couple of weeks you can plan out something that will take awhile to grasp. Daily lesson plans need to plan out what needs to be accomplished in one class. Directors need to study scores daily to make effective use of class time, teachers that don’t study scores will get less done. To make sure that students get the most out of rehearsal make sure that the room is set up before hand and that everything else is ready. Make sure to start rehearsal at the same time everyday so that people wont think that being late is okay. Place the rehearsal order on the board so that you wont have to waste time for the students to get their music out. Attendance and passing out music can be given to a student to do. Parents can handle the uniforms. Students should be given time at the end of rehearsal to put their instruments and folders away without being late to their next class. Warm-ups should warm up the instruments, voices and build listening skills. Teachers should dress professionally and treat students professionally. Walking around the room during rehearsal helps students to stay on task. Students need to stay involved during rehearsals so there will be less discipline problems. At the end of rehearsal assess the students and tell them how they performed. For discipline problems make sure you have a plan and that they follow the classroom rules. Discipline problems need to be sent home with the students and signed by the parents. Also for following the rules there need to be rewards.

Personal statements: This article will help me to know that classroom management is really important. Lesson planning and score studying all contribute to a better band program. Knowing scores will help rehearsals to flow and to make the band sound better by picking out what their not grasping right. Delegating tasks gives the director more time to rehearse which should make the band sound better. This article gave me guidelines on how to deal with discipline problems.

I think that this article will help me in the future. It will help me to have a plan when I interview to get a position at a school. It will help me to know the correct way to discipline students. It will give me ideas for classroom management. It also helps to explain lesson plans.

Thursday, September 22, 2011

chapter 3

Submitted by: Katie LeMaster

Submitted for: Mr. Marcus L. Neiman, assistant professor

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Kent State University – Hugh A. Glauser School of Music

Date: September 22, 2011

Campbell, Patricia S. (2008). Chapter 3: Learning by Ear and by Eye.

Musican and Teacher, Pages 40-59.

Summary of the Article: There are three ways to learn music. Formal- taught by teacher, nonformal- only partically guided, and enculturative- without direction of any sort. Teachers convey many things about music, gestures, phrases, solfege and numbers. Some use words to describe what sound they want and others use body language. In the medieval times gregorian chants were totally taught by rote. Eventually music was written out. Seventeenth century Japan brought the first musical instruments. In West Africa babies are taught how to sing and dance while on their mothers back. Irish also learn my rote but it is more of a taditional thing. Jazz music is usually just a skeleton with all the improvization parts left blank.

I know that there are many things that contribute to a music performance. You have to put time in to make it work. Some times when someone is doing something wrong the best thing you can do it let it slide. Let the gestures speak for you.

Personal statements: This article gave me a bit of ideas on how to turn a rehearsal around. You could make a silent rehearsal and let the silcenve silence the students.

Roy Holder

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Kent State University – Hugh A. Glauser School of Music

Date: September 21, 2011

Holder, Roy. 2010. What We Learn Along the Way.

The instrumentalist, Volume Number, (Issue Number), Pages 26, 28-30, 54-55.

Summary of the Article: Holder says that to be successful as a band director you need to remember the little people. You need to remember the janitor, the secretaries and the athletic office assistants. Appreciating those people will give you time to do the more time consuming parts of the job. The more time you can spend teaching the students music and the less time you do administrative duties the better your band program will be. Holder found out that the more responsibility that you give to students the more motivated they are. Instead of rehearsing every passage or having students test off music to you, turn it over to section leaders. However you need to give them the means to be able to work out difficult passages and practice techniques. The band needs to know that your serious and they need to know their parts so you can spend more time making music and not practicing noted and rhythms. Band directors have to strive to teach their students to do more than what is necessary to just play their part. They need to know that on the road to success there will also be failure. A band director has to know when the right time is to push their students and when the right time is to just let it slide. Band directors also have to access themselves on a daily basis and ask themselves what they could have done differently, what would have worked better in that situation. When making decisions teachers have to sometimes wait and and get the facts before you make a decision. When choosing music make sure it is something that your students can play and is in compliance with educational needs. Make sure to fix the things that can be fixed in rehearsal and never have students circle notes or passages, have them actually mark what war wrong. For harder passages make sure that the students have a strategy to practice the problem area then continue to watch that spot furring class. When meeting with parents or administration take a step back and put yourself in your students shoes. And when writing emails make sure to include all the details even when you think they might know it. Anthony Gibson thinks that understanding the relationships in a school is the secret to being a good music teacher. When teaching in high profile positions everyone is watching you- parents, students, administrators, community members and you have to be able to communicate to them, and focus on what you are doing. But eventually its the relationships you made and not the trophies you won that matter. Gibson says that you cant forget your family along the way. If you forget your family along the way there are going to be times that you can never make up. Joseph Manfredo thinks that networking is important. You need more people in your network than music educators though, you need other teachers, local organizations, and volunteers to help with festivals. One of the only way to be sure that students know their parts is to access them. Forming relationships is vital to a band program, they will help you with the things that you don’t have time for.

I agree with Holder that you have to remember the custodians, secretaries and other people in schools. I don’t know how many times I saw the janitors at my high school doing favors for Mr. Hoefler or Mrs. Levy my band directors. High school band especially takes up a lot of time. So you have to remember to set aside time for your family so you don’t miss important things in their lives or have regret. One thing I can remember Mr. Hoefler talking about that agrees with this article is networking. He always use to tell me that you never know who you meet will effect you in the future. He would always save everyone’s cards so that he would be able to get a hold of them if he would ever need them for anything.

Personal statements: This article will help me to have the knowledge to be a successful band director. This article emphasizes networking is one of the best ways to go places in this field. Holden]r also said that you need to be relaxed and let the little thing slide. My motto in life is to not let the little things get to you, because if you do people will be less likely to respond the way that you want. I also went through a band program where the little things were always over reacted, so I know that it has an adverse effect.

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

David Adamson

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: September 22, 2011

Adamson, David N. (2006). The Business side of OMEA Shopping the OMEA Exhibit hall for Maximum Benefit.

TRIAD, November 2006, Pages 63-65

.

Summary of the Article: OMEA State conference is a way for teachers to get a new look at teaching music and talk to other directors about the job of a band director. Conference tends to inspire those who attend to reach new heights with their bands. The OMEA is often looked at by other states for their success. But the OMEA wouldn’t have success without its members. The exhibit hall has over 300 vendors each year. They offer a variety of services from instruments, tours, and fundraising. Each year you have to plan in your budget for the booths at convention. It is best to plan what you need on the exhibit floor, and visit vendors several times so that they give you the best price. Talking about what you need in the future will make you more of an investment to vendors.

I agree with this author that you need to have a plan when you go to the exhibits. If you go to the exhibits without a plan you can end up buying things that your program didn’t really need and then not being able to buy the things that were really valuable to your program. Making a relationship with vendors you will potentially but from may get you a discount when they see that you may come back for another sale in the future. I agree that the best place to but is at convention because you can talk to people that have dealt with vendors before and find out how their customer service is. You can also find out if what your buying has a warranty and what can be done if you have a problem with that item.

Personal statements: At this point in my career this article will give me an idea of what to do at the exhibits when I become a teacher. I know to talk to the vendors more than once before making the sale because they may be willing to lower the price. I know to plan what I will need to but on the convention floor so I do not impulse buy. I know that convention will have to be something that I will have to plan for in my budget each year. I also know that I better take advantage of the second best band convention of the United States hosted in my own home state each year.

Gary Barton

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: September 22, 2011

Barton, Gary. (2009). Getting the Most out of Going to Convention- Tips for the New Teacher (and a few for the Veteran).

NBA journal , December 2009, Pages 15-16

.

Summary of the Article: Before convention you need to plan out what clinics and concerts your going to go to. But also you need to leave about two hours a day to go to exhibits. The concerts are the best way to hear repertoire played live, to hear what can be expected of different age levels. It is the High School band directors job to know the middle school music as well as the high school music. High school and middle school teachers need to know each others subject matter. Middle school directors need to have the ability to advance their students forward to high school level. If you are going to convention and getting paid for it you should spend the time you would be at school in clinics, concerts and exhibits.

Personal statements: I haven’t had any experience with a band convention. But I have been to other conventions and know the best way to spend your time and the money you spend is out there going to the events that they have planned. There is so much that you can learn there that it would be more difficult for you to learn at home. Networking is also important at conventions because you never know where that relationship can lead you. They could be the one deciding if you get a job or not down the road.

I agree with Gary Barton this article gives me a better understanding of Convention. It made me see that even though I may want to teach at the middle school level that I need to stay current on high school level music and techniques too. When I go to convention it made me see that you need to plan ahead what workshops are the most important for you to go to, and which ones can wait for later. The concerts are important even though you can listen to everything online now. Listening to concerts online will give you a better idea of the skill sets that a age group of kids should have.

Thursday, September 15, 2011

Kantorski- Some Characteristics of Excellent Teachers

Professional Reaction Papers

Submitted by: Katie LeMaster

Submitted for: Mr. Marcus L. Neiman, assistant professor

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Kent State University – Hugh A. Glauser School of Music

Date: September 15, 2011

Kantorski, Vincent J. (2005). Some Characteristics of Excellent Teachers.

Triad, 73, (1), 40-42.

Summary of the Article: Successful teachers need to know their content area inside and out. Teachers also anlways need to be striving to learn new ideas and methods in their area. But teachers also need to be able to say that they dont know something in their area. Teachers need to be enthusiastic about teaching and they ares. Students will be more likely to pay attention if the teacher is easy to focus on. In a study in 2004 found out that student like techers that make eye contact while learning. Students need to be comfortable with the teacher to go and talk to the teacher about their problems and the teacher has to listen. Successful teachers need to be able to push their students to reach their true ability without frustrating of discouraging them. Teachers need to be able to decide what kind of humore is appropriate in the classroom. Being organized is another key to success. It can be as easy putting on the board what the group is rehearsing that day. Students need to be encouraged to make higher thinking decisions.

Personal statements: I think that this article will help me in the future. It will help me by giving me many ways to be successful as a teacher. The article showed me that everyone should always be trying to learn. That if you want to be successful you need to always learn about your subject. Kantorski showed me that you have to make eve contact to be successful.

I think that to have a successful program you have to be organized. You have to be able to plant out everything the kids are going to learn and teach it. I believe you have to be able to say that your wrong sometimes so that student see that even though youve been in music for a majority of the time theirs still something for you to learn. I believe that you can't teach without taking into account what students are saying. They will be more likely to respond if you listen to them.

Eisner- Prep for Today and Tomorrow

Professional Reaction Papers

Submitted by: Katie LeMaster

Submitted for: Mr. Marcus L. Neiman, assistant professor

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Kent State University – Hugh A. Glauser School of Music

Date: September 14, 2011

Eisner, Elliot W. (2003). Preparing for Today and Tomorrow.

Educational leadership, 6, December 2003- January 2004, 6-10.

Summary of the Article: Eisner thinks that the best way to prepare students for the future is not what subject areas we teach them but we need to teach students how to deal with the present to be able to handle the future. Eisner thinks that most of what students learn in school is only obstacles that students have to get through, not something that would help the students in the future. Eisner thinks that the schools need to introduce problems to the students to develop a more critical mind even though parents may object. Eisner thinks that diversity causes more than one way of learning. He thinks that not all students are the same. He thinks that diversity is the key to a successful democracy. Eisner thinks that schools should teach judgment, critical thinking, meaningful literacy, collaboration, and service. He thinks the best way to prepare students for the future is to teach them how to make the best decision when there isn’t always one solution. A second thing that he thinks should be taught it schools is critical thinking. Critical thinking is about being able to identify specific things that you really have to think about to find the answer. Eisner believes that students should be literate in other areas than reading and writing. Students should be able to read music and other arts. Eisner thinks that students need to be taught how to work together with other students of different races. Working together in collaboration will help form a sense of community that isnt existing as frequently today. Learning through service means that students will help out at cultural centers, hospitals, social agencies and other areas where they could make a difference. Eisner believes to make the changes that he believes needs to happen schools need to put learning first and standardized testing on the back burner. The focus of schools should not be for them to graduate from school but to do well in life. Eisner thinks that we have to think about what curriculum is needed for most students.

Personal statements: In my Education in a Democratic Society class we talked extensively about learning. We talked about how some parents are choosing to send their children to charter schools because they teach more than just core subjects. We had to design a school where the students had to take a active role in their education and they had to solve their own problems. Through solving their own problems they would learn critical thinking and they would learn judgment on what was right.

I agree with the author that schools need to teach more that just core subjects. I think music should be something that everyone should be able to appreciate. I think that most students need to be taught how to make the right decisions because I see many decisions being made to hastily all the time. Schools now a days coddle the student so they aren’t taught responsibility the student doesn’t need to make decisions for themselves. Students are constantly reminded of homework, and all the decisions are made for them. I don’t think the country will be able to move forward with schools as they are.

Thursday, September 8, 2011

Musican and Teacher Chapters 1 and 2

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by: Katie LeMaster

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 8, 2011

Campbell, Patricia S. (2008). Chapter 1 A Musicians Life in Teaching.

Pages 1-15.

Summary of the Article: Contrary to popular belief not all musicians are meant to teach- you have to have the right traits to be a successful teacher. Different schools have different training and class requirements but your first real teaching experience comes when you get your first job. Successful music programs come from well trained teachers but also from well planned lessons and enthusiasm for music. The more enthusiastic you are the more that the students will pay attention.

Personal statements: I agree with the author of this article. A successful band program wont be possible with people who are not up beat and motivated all the time. Another reason for a successful music teacher comes from your training. If you don't get trained in everything possible that you can in your field you can't expect everyone to listen to you.

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by: Katie LeMaster

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 8, 2011

Campbell, Patricia S. (2008). Chapter 2 Great Minds in Music in Education.

Pages 16-39.

Summary of the Article: Looking back into ancient societies music has always been held in high esteem. Through church music was taught to many people. John Dewey was one of the main reformers in the reform of the American education. He thought that everyone deserved to be able to appreciate music. Music is important to the development of young children. It is healthy for students to be able to respond to music with emotions.

Personal statements: I agree with this article that music has other benefits besides the fact that you might get higher grades from playing. Music can help your everyday life even if you don't realize it. I learned about the many different people who played a key role in our education system today. Some of the people that had advocated for us in the past were presidents, famous inventors and key people in the development of education.

Wednesday, September 7, 2011

Saunders

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202
Office:
Office Hours:
Submitted by:
Submitted for:

Date: September 8, 2011
Mr. Marcus L. Neiman, lecturer
Saunders, Paul D. 2011. Important Influences on the Introduction to Music Education in Ohio.
Triad, 5, (58), 28-30

BlackBoard and Text Readings

Summary of the Article: Vocal music was the first music curriculum to be added to schools in 1842. In just a little over 4 years music was added to the curriculum at many different schools. With the teaching of music in schools people started to notice that people who studied music had mental and physical health benefits. Studies also found that students progressed faster in their school work while studying music. It was believed that studying music taught discipline. Many thought that since music was being taught in European schools that it should be taught in American schools too. The Prussian system of teaching music was adapted into the schools- children were taught to sing hymns, play instruments and theory.

Personal statements: The research in this article will help me to better understand my we teach music the way we do. This article presented the knowledge that studying music will make your test scores higher, and improve your health. This knowledge could help me in the future when I get a job and I have to defend my music program. I could tell the school board that if they look at students grades that they will find a trend in people who are in music vs. not in music. I agree with the authors findings that music helps to boost your grades and make you more healthy. I’ve seen it throughout my band career.

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by: Katie LeMaster

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 8, 2011

Bianco, Dr. Robert S. (1974). Ohio's First School Band Contest.

[Only first word of title is capitalized]. Triad, April 1974, (51), 16-17,28.

Summary of the Article: Band contests began as a celebration of the Ohio Music Education Associations 50th anniversary. The Ohio Music Education Association started out on June, 6th 1924. Eight bands participated in the first band contest. Bands were required to play a march as a warm up, a required piece and another piece picked from a list. Judges sat behind a screen and took into account the number of performers in the group when scoring. The Fostoria High School Boys Band ended up winning the band contest taking first place. The first two bands won trophies and medals and then 3rd place to 5th place won free sheet music.

Personal statements: From reading this article I have a better understanding about how band contests started. From my own personal experience performing in contests I can see the similarities from the past to present day. We still play a march, a required piece and another piece off a list. Although sight reading has now become standard. I agree with the authors findings. The author did a good job at giving the background to the history of how contest started.