Academic journal article Contributions to Music Education

Colloquy

Academic journal article Contributions to Music Education

Colloquy

Article excerpt

The guiding mission of Contributions to Music Education is to foster a direct connection between research in music education and educational practice in music rooms and rehearsal halls. One of the greatest challenges for in-service teachers is that of enactment-translating theoretical knowledge into practice. I'm pleased, then, that all of the articles in this issue of Contributions speak directly to those challenges.

Warren Haston's article, Beginning Wind Instrument Instruction: A comparison of aural and visual approaches, is his latest contribution to his line of research of the effect of teacher modeling on student achievement. In the subsequent articles, Shelly Cooper and Donald Hamman attack the issue of notional interpretation; Eric Wiltshire, Timothy Paul, Phyllis Paul and Erika Rudnicki perform an analysis of literature selection for university wind ensembles; Paul Broomhead, Jon Skidmore, Dennis Eggett and Melissa Mills speak to the effect of trigger words on musicality; Elisa Dekaney, Elizeu Macedo and John C. Coggiola teach us about evoking aesthetic response to Brazilian and African music; and Amber Peterson brings voice to A Conversation with Randall Allsup, who was the featured speaker at the 2010 OMEA research session.

I want to bring your attention to one addition and one pending change at Contributions. First, I welcome Dr. Ann Usher from the University of Akron as a new member to the research committee and review board. …

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