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Graphic notation in the elementary s...

McNab, Lynne.

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Graphic notation in the elementary school music classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Graphic notation in the elementary school music classroom./
Author:	McNab, Lynne.
Description:	126 p.
Notes:	Source: Masters Abstracts International, Volume: 55-03.
Contained By:	Masters Abstracts International55-03(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10005126
ISBN:	9781339433905

Graphic notation in the elementary school music classroom.
McNab, Lynne.

Graphic notation in the elementary school music classroom. - 126 p.

Source: Masters Abstracts International, Volume: 55-03.

Thesis (M.Ed.)--Nipissing University (Canada), 2016.

This study explored graphic notation, from the perspective of elementary school music teachers using the Ontario Arts curriculum (2009). Teachers work within defined and limited timelines to teach the musical elements as required in the music curriculum. Teachers in this study used simple, manipulative, graphic notation tools to explore musical concepts with their students. The activities were part of a movement towards constructivism in the elementary school music classroom. The study identified and discusses themes corresponding with student behaviour, lack of time, assessment, remediation, and the use of graphic notation to create a bridge from limited musical experience to standard Western notation and concepts. It also examines graphic notation as a pedagogical tool through a constructivist lens and under the paradigm of reflexive, hermeneutic phenomenology.

ISBN: 9781339433905Subjects--Topical Terms:

3168367
Music education.

Graphic notation in the elementary school music classroom.
LDR:01725nmm a2200277 4500 001 2076449
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008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339433905
035 $a (MiAaPQ)AAI10005126
035 $a AAI10005126
040 $a MiAaPQ $c MiAaPQ
100 1 $a McNab, Lynne. $3 3191906
245 1 0 $a Graphic notation in the elementary school music classroom.
300 $a 126 p.
500 $a Source: Masters Abstracts International, Volume: 55-03.
500 $a Advisers: Christine Cho; John Vitale.
502 $a Thesis (M.Ed.)--Nipissing University (Canada), 2016.
520 $a This study explored graphic notation, from the perspective of elementary school music teachers using the Ontario Arts curriculum (2009). Teachers work within defined and limited timelines to teach the musical elements as required in the music curriculum. Teachers in this study used simple, manipulative, graphic notation tools to explore musical concepts with their students. The activities were part of a movement towards constructivism in the elementary school music classroom. The study identified and discusses themes corresponding with student behaviour, lack of time, assessment, remediation, and the use of graphic notation to create a bridge from limited musical experience to standard Western notation and concepts. It also examines graphic notation as a pedagogical tool through a constructivist lens and under the paradigm of reflexive, hermeneutic phenomenology.
590 $a School code: 0445.
650 4 $a Music education. $3 3168367
650 4 $a Elementary education. $3 641385
690 $a 0522
690 $a 0524
710 2 $a Nipissing University (Canada). $b Schulich School of Education/Graduate Studies in Education. $3 2092548
773 0 $t Masters Abstracts International $g 55-03(E).
790 $a 0445
791 $a M.Ed.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10005126