#Ap music theory tutor software serial

The guiding questions for this study are: What are the. The purpose of this qualitative case study is to investigate how a high school concert band can foster the development of student musical independence.

Musical independence is often listed as an objective of high school instrumental large ensembles, but the processes by which it develops in this setting have not been studied directly.

#Ap music theory tutor software serial

Serial position effects in her written recall of the score thus revealed which aspects of the music the singer had attended to during practice. The probability of recall progressively decreased in bars preceding lacunae and then increased again in the bars that followed. Lacunae occurred at places where the singer attended to the other musicians (shared performance cues for arrival/off). Landmarks occurred at important points in the music (structural boundaries and interpretive performance cues) where retrieval cues provided content addressable access to memory, allowing the singer to restart the chain of associations after interruption by a gap where the music was forgotten.

Landmarks in recall were marked by a sharp increase in the probability of recall followed by a gradual, linear decrease as the serial cuing of successive bars broke down. initially perfect, but declined over time as portions of the piece were progressively forgotten. During the next five years, she wrote out the words and music from memory six times. Implications for music educators include the need to focus on specific approaches conducive to successful theory teaching, which may share both similarities and differences with approaches they use when directing ensembles.Īn experienced singer learned Stravinsky's Ricercar 1, for soprano and small instrumental ensemble for public performance and annotated copies of the score to indicate the location of musical features that she attended to during practice and performance cues that she attended to during performance. He used the Advanced Placement exam as both an instructional guidepost and motivational tool. His instructional strategies included offering individual attention to students, asking questions to model thinking, and connecting sight to sound. The participant’s classroom atmosphere was built on effective pacing, student rapport, and an active, open learning environment. Analysis of qualitative data revealed three main themes: classroom atmosphere, instructional strategies, and the Advanced Placement exam. I visited the participant’s class twice a week for 14 weeks, taking field notes, conducting interviews, and collecting instructional artifacts.

The purpose of this case study was to examine the instructional approach of a highly successful Advanced Placement Music Theory teacher.