This chapter outlines a multi-site, multi-year pragmatic study, entitled Sound Connections: Composing Educational Music, concerned with what works and solving problems related to the relationship of music composition to music learning. Findings indicate that the composers most often wrote several movements, each which could be performed as an independent work and with themes that appealed to young people. The pieces were rated by the teachers as easy to medium level with some of them having particularly challenging sections which required additional rehearsal time. Overall, students were able to follow the development of musical ideas and understand the structure of the compositions. Several performance skills were developed such as preparing the entry, hand positioning, fingering, plucking and bowing. Musical elements were also developed, including an understanding of dynamics, form, texture, timbre, pitch, and duration, in addition to melody, harmony, and rhythm. To promote learning, the teachers employed a variety of instructional strategies, including listening, demonstration, sub-dividing learning tasks, isolating difficult note patterns, marking the bowing, using the metronome, variations in tempo, repetition, rhythmic exercises, memorization, guided practice, improvisation, and self-reflection.
Robinson-Cseke, M., & Andrews, B. W. (2021). Teacher perspectives on string music for young musicians. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–14). USF M3 Publishing. https://www.doi.org/10.5038/9781955833042
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