NC Music Educator Winter 2018

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degrees of rhythmic literacy among students can be categorized as those who: (a) have a good sense of internal pulse and rhythm; (b) are able to imitate the first group proficiently; and (c) do not understand basic pulse and rhythm. The following exercises can be used to remediate rhythmic deficits: (a) learning pulse; (b) learning common music patterns in several meters; (c) requiring students to develop an appropriate eye-tracking rate; and (d) reinforcing rhythms found in ensemble literature currently performed. An Examination of Reflective Writing on Potential Success on the edTPA: An Exploratory Study Jay Juchniewicz & Cynthia L. Wagoner, East Carolina University The edTPA Portfolio is a performance-based assessment designed to evaluate beginning teachers’ ability to teach in the field. The primary purpose of the current study is to examine previous reflective writing for potential success on the edTPA. Reflective writing from junior level methods courses and scores on the edTPA were collected for twenty-five former music education students. Examination of the data will be conducted using the qualitative data analysis program Voyant. Through the Eyes of Preservice Teachers Danielle Todd, Northern Kentucky University The purpose of this study was to examine the eye gaze of preservice instrumental music educators when observing middle school band rehearsals. Results showed differences between preservice teachers’ eye gaze when considering specific moments during observation periods, the length of total eye gaze fixations (the length of time participants focused on one specific area) and preservice teachers’ eye gaze over time (the length of a one minute video). Effects of an Augmented Immersive Virtual Reality Learning Environment on Wind Band Conducting Skills: A Preliminary Report Evelyn K. Orman, Jennifer A. Whitaker, UNC Charlotte, Harry E. Price, Kennesaw State University, & Deborah A. Confredo, Temple University This study examined the use of a virtual reality (VR) learning environment to enhance correct eye contact, torso movement, and conducting gestures of university music students. Forty participants were randomly assigned to an augmented VR or non-augmented VR. Pre- and post-test videos were analyzed for correct eye contact, torso movement, and gesture. Participants who experienced the augmented VR learning environment exhibited significantly more correct torso movement and gestures than the contact control group. Investigating Traditional Music Transmission: Perspectives of Experienced Musicians on Teaching and Learning the Great Highland Bagpipes Daniel Johnson, UNC Wilmington The purpose of this study was to investigate the influence of prior musical experience on the transmission practices of a traditional instrument, the Great Highland Bagpipes (GHB). After interviewing 12 GHB musicians, the researcher differentiated musical traditions as “conventional” (non-GHB experience) and “traditional” (GHB experience). Four themes emerged, centering on transmission practices of traditional vs. conventional experiences: (a) advantages of prior study; (b) limitations of prior study; (c) aural transmission; and (d) instrumental complexity. By adapting these traditions, music teachers can expand their repertoire of instructional techniques. An Analysis of Diverse Cultures in Beginning Band Methods and Fifth through Eighth Grade Band Classrooms in Upstate, SC Katerina Canter, Converse College The study of music from diverse cultures has long been a strong focus in music education within the United States, appearing in both the Tanglewood II Declaration, and the current 2014 National Standards. This study had two main objectives: (a) to review three beginning band method books to determine how they address music from diverse cultures; and (b) to examine the presentation of music from diverse cultures in beginning band classrooms. Elementary, Middle, and High School Band, Choir, and Orchestra 2018: April 20-21 April 27-28 May 4-5 2019: April 12-13 April 26-27 May 3-4 www.SMMFestival.com or call:1-855-766-3008 32 | NORTH CAROLINA MUSIC EDUCATOR
WE PROVIDE THE INSTRUMENT. YOU PROVIDE YOUR TALENT. RENTAL PROGRAM SHARING MUSIC WITH FAMILIES SINCE 1952 WE ARE EAGER TO HELP YOU AND YOUR CHILD EXPERIENCE THE BEST IN MUSIC EDUCATION. SEND YOUR STUDENT TO ONE OF OUR CONVENIENT LOCATIONS. Burlington 1258 South Church Street (336) 584-3338 Cary Crossroads Plaza 426 Crossroads Blvd (919) 854-0024 Concord Mills 8653 Concord Mills Blvd (704) 979-5260 Charlotte 8046 Providence Rd. Ste C (704) 341-0000 Durham 3603 Witherspoon Blvd, Suite 112 (919) 402-9270 Fayetteville 5075 Morganton Rd, Unit 10B (910) 864-8808 Greensboro 2609 Lawndale Drive (336) 282-1256 Huntervsille 9931 Rose Commons Dr. Bldg 600, Suite B (704) 992-0225 Triangle Town 5950 Poyner Village Pkwy, Suite F101 (919) 872-1601 Wilmington 2340 South 17th Street (910) 791-4799 TAKE LESSONS WITH THE # 1 LESSON PROVIDER INSTRUMENTS | LESSONS | RENTALS | REPAIRS MUSICARTS.COM NORTH CAROLINA MUSIC EDUCATOR | 33
Page 1 and 2: N O R T H C A R O L I N A MUSIC EDU
Page 3 and 4: Board of Directors EXECUTIVE OFFICE
Page 5 and 6: East Carolina University® School o
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Page 9 and 10: Celebrating the 30th anniversary of
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Page 17 and 18: CELEBRATING 22 YEARS OF SUMMER JAZZ
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Page 27 and 28: NC All-State Co-Chairs Sarah McLamb
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NC Music Educator Winter 2018

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