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| rubrics for singing competition: MENC Handbook of Research on Music Learning Richard Colwell, Peter Richard Webster, 2011-11-23 This Handbook summarizes the latest research on music learning consisting of new topics and up-dates from the New Handbook of Music Teaching and Learning (Oxford, 2002). Chapters are written by expert researchers in music teaching and learning, creating research summaries that will be useful for practitioners as well as beginning and advanced researchers. |
| rubrics for singing competition: Journal of Singing , 2006 |
| rubrics for singing competition: Singing the Right Way Jeffers Engelhardt, 2015 Singing the Right Way enters the world of Orthodox Christianity in Estonia to explore musical style in worship, cultural identity, and social imagination. Through both ethnographic and historical chapters, author Jeffers Engelhardt reveals how Orthodox Estonians give voice to the religious absolute in secular society. Based on a decade of fieldwork, Singing the Right Way traces the sounds of Orthodoxy in Estonia through the Russian Empire, interwar national independence, the Soviet-era, and post-Soviet integration into the European Union. Approaching Orthodoxy through local understandings of correct practice and correct belief, Engelhardt shows how religious knowledge, national identity, and social transformation illuminate how to sing the right way and thereby realize the fullness of Estonians' Orthodox Christian faith in context of everyday, secular surroundings. Singing the Right Way is an innovative model of how the musical poetics of contemporary religious forms are rooted in both consistent sacred tradition and contingent secular experience. This landmark study is sure to be an essential text for scholars studying the ethnomusicology of religion. |
| rubrics for singing competition: Reimagining Lyric Diction Courses: Leading Change in the Classroom and Beyond Timothy Cheek, 2022-12-02 Drawing on 30 years of teaching experience, author Timothy Cheek demonstrates how a university lyric diction class—traditionally specialized and Eurocentric—can become transformative, through engaging students with other languages and cultures, and promoting diversity, equity, inclusivity, and antiracism. Raising new possibilities for traditional lyric diction pedagogy, this book explores how to provide students with experiences that speed their growth, help them to see the big picture, spark their curiosity, clarify and expand their digital resources and skills, and set them on a path of international collaboration. Arguing against compartmentalization in voice curricula, and exploring opportunities for creativity, the author provides a guide to new approaches that will aid schools’ decisions about diction curricula in the challenging but promising era of 21st-century pedagogy. Voice faculty, diction instructors, curriculum committees, graduate students in related fields, and music school administrators should all find this book insightful and thought-provoking as it goes to the heart of issues critical to the long-term development of today’s voice students. |
| rubrics for singing competition: Inspiring Student Empowerment Patti Drapeau, 2021-06-14 A practical, comprehensive guide to help educators go beyond student engagement and differentiation to achieve student empowerment. Student engagement continues to be an important goal for teachers, but it shouldn’t end there. There is no one-size-fits-all approach to teaching anymore. School districts that have begun to shift their focus from student engagement to student empowerment, and from differentiation to personalized learning, have seen a rise in test scores, motivation, attention, and self-confidence. When students have voice and choice, they gain control over their learning and their actions and feel empowered to work harder and achieve more. Through sample lessons, strategies, and applications, educators will learn how to shift from engagement to student empowerment, from differentiation to personalized learning, and practical ways to make these strategies work in the classroom. Move from engagement to student empowerment with: A comprehensive guide to engaged learning A comprehensive guide to empowerment Research-based best practices to promote empowerment Move from differentiation to personalized learning with: A comprehensive guide to refining differentiation practices A comprehensive guide to personalized learning Practical ways to use voice and choice, instructional design, and classroom climate to promote student empowerment An entire chapter dedicated to the social and emotional learning side of personalized learning Digital content includes reproducible forms and a PDF presentation for professional development. |
| rubrics for singing competition: The Musical Times and Singing Class Circular , 1844 |
| rubrics for singing competition: The New Handbook of Research on Music Teaching and Learning Richard Colwell, Carol Richardson, 2002-04-18 Featuring chapters by the world's foremost scholars in music education and cognition, this handbook is a convenient collection of current research on music teaching and learning. This comprehensive work includes sections on arts advocacy, music and medicine, teacher education, and studio instruction, among other subjects, making it an essential reference for music education programs. The original Handbook of Research on Music Teaching and Learning, published in 1992 with the sponsorship of the Music Educators National Conference (MENC), was hailed as a welcome addition to the literature on music education because it serves to provide definition and unity to a broad and complex field (Choice). This new companion volume, again with the sponsorship of MENC, explores the significant changes in music and arts education that have taken place in the last decade. Notably, several chapters now incorporate insights from other fields to shed light on multi-cultural music education, gender issues in music education, and non-musical outcomes of music education. Other chapters offer practical information on maintaining musicians' health, training music teachers, and evaluating music education programs. Philosophical issues, such as musical cognition, the philosophy of research theory, curriculum, and educating musically, are also explored in relationship to policy issues. In addition to surveying the literature, each chapter considers the significance of the research and provides suggestions for future study.Covering a broad range of topics and addressing the issues of music education at all age levels, from early childhood to motivation and self-regulation, this handbook is an invaluable resource for music teachers, researchers, and scholars. |
| rubrics for singing competition: Composing Community in Late Medieval Music Jane D. Hatter, 2019-05-02 When we sing lines in which a fifteenth-century musician uses ethereal polyphony to complain mundanely about money or hoarseness, more than half a millennium melts away. Equally intriguing are moments in which we experience solmization puns. These familiar worries and surprising jests break down temporal distances, humanizing the lives and endeavors of our musical forebears. Yet many instances of self-reference occur within otherwise serious pieces. Are these simply in-jokes, or are there more meaningful messages we risk neglecting if we dismiss them as comic relief? Music historian Jane D. Hatter takes seriously the pervasiveness of these features. Divided into two sections, this study considers pieces with self-referential features in the texts separately from discussions of pieces based on musical self-referential elements. Examining connections between self-referential repertoire from the years 1450–1530 and similar self-referential creations for painters' guilds, reveals musicians' agency in forming the first communities of early modern composers. |
| rubrics for singing competition: International Who's who in Classical Music ... , 2004 |
| rubrics for singing competition: The Church Standard , 1906 |
| rubrics for singing competition: Teachers, Learners, Modes of Practice David Kirk Dirlam, 2017-02-17 Summarizing a half century of work on the problem of identifying units of analysis for complex human behaviour, this book introduces modes of practice as a unit of analysis for the science and design of human activities, and shows how to record them and create field guides at scales from individual to society. Revealing scientific analysis of human practices has been hampered by the lack of a unit of analysis, Dirlam describes how the difficulties of defining a unit are overcome by combining insights from mathematics and human development. Part II presents methods for developmental surveys and interviews that enable social scientists, designers, and education or training assessment professionals to gather data on modes of practice. Part III provides practical descriptions of how to organize interviews into developmental surveys that can be used by a community. Part IV inspires future advances in research and design. Concrete examples from science, design, and learning assessment are used throughout, and the appendix includes the results of 300 developmental interviews, organized into exploratory descriptions of modes of practice and commitment. |
| rubrics for singing competition: Music and Culture in the Middle Ages and Beyond Benjamin Brand, David J. Rothenberg, 2016-10-27 It has become widely accepted among musicologists that medieval music is most profitably studied from interdisciplinary perspectives that situate it within broad cultural contexts. The origins of this consensus lie in a decisive reorientation of the field that began approximately four decades ago. For much of the twentieth century, research on medieval music had focused on the discovery and evaluation of musical and theoretical sources. The 1970s and 1980s, by contrast, witnessed calls for broader methodologies and more fully contextual approaches that in turn anticipated the emergence of the so-called 'New Musicology'. The fifteen essays in the present collection explore three interrelated areas of inquiry that proved particularly significant: the liturgy, sources (musical and archival), and musical symbolism. In so doing, these essays not only acknowledge past achievements but also illustrate how this broad, interdisciplinary approach remains a source for scholarly innovation. |
| rubrics for singing competition: Nineteenth-Century Choral Music Donna M. Di Grazia, 2013-03-05 Nineteenth-Century Choral Music is an in-depth examination of the rich repertoire of choral music and the cultural phenomenon of choral music making throughout the period. The book is divided into three main sections. The first details the attraction to choral singing and the ways it was linked to different parts of society, and to the role of choral voices in the two principal large-scale genres of the period: the symphony and opera. A second section highlights ten choral-orchestral masterworks that are a central part of the repertoire. The final section presents overview and focus chapters covering composers, repertoire (both small and larger works), and performance life in an historical context from over a dozen regions of the world: Britain and Ireland, the Czech Republic, France, Germany, Hungary, Italy, Latin America, the Philippines, Poland, Russia, Scandinavia and Finland, Spain, and the United States. This diverse collection of essays brings together the work of 25 authors, many of whom have devoted much of their scholarly lives to the composers and music discussed, giving the reader a lively and unique perspective on this significant part of nineteenth-century musical life. |
| rubrics for singing competition: The American Organist , 2006 |
| rubrics for singing competition: A Comparative Study of the Play Activities of Adult Savages and Civilized Children Lilla Estelle Appleton, 1910 |
| rubrics for singing competition: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| rubrics for singing competition: The Musical Times and Singing-class Circular , 1938 |
| rubrics for singing competition: International Who's Who in Classical Music 2008 EUROPA PUBLICATIONS, 2008-03-31 A complete biographical reference work covering all aspects of the classical music world. |
| rubrics for singing competition: How to Create and Use Rubrics for Formative Assessment and Grading Susan M. Brookhart, 2013 Whether you're already familiar with rubrics or not, this book is a complete resource for writing rubrics that assist with learning as well as assess it. Plus, you'll learn how to wisely select from among the many rubrics available for classroom use. |
| rubrics for singing competition: Flicker Professor Jeffrey Zacks, 2014-11-03 How is it that a patch of flickering light on a wall can produce experiences that engage our imaginations and can feel totally real? From the vertigo of a skydive to the emotional charge of an unexpected victory or defeat, movies give us some of our most vivid experiences and most lasting memories. They reshape our emotions and worldviews--but why? In Flicker, Jeff Zacks delves into the history of cinema and the latest research to explain what happens between your ears when you sit down in the theatre and the lights go out. Some of the questions Flicker answers: Why do we flinch when Rocky takes a punch in Sylvester Stallone's movies, duck when the jet careens towards the tower in Airplane, and tap our toes to the dance numbers in Chicago or Moulin Rouge? Why do so many of us cry at the movies? What's the difference between remembering what happened in a movie and what happened in real life--and can we always tell the difference? To answer these questions and more, Flicker gives us an engaging, fast-paced look at what happens in your head when you watch a movie. |
| rubrics for singing competition: The Spirit of Missions , 1897 Includes the proceedings of the annual meeting of the Society. |
| rubrics for singing competition: 501 Writing Prompts LearningExpress (Organization), 2018 This eBook features 501 sample writing prompts that are designed to help you improve your writing and gain the necessary writing skills needed to ace essay exams. Build your essay-writing confidence fast with 501 Writing Prompts! -- |
| rubrics for singing competition: Guide for Celebrating® Holy Week and the Triduum Corinna Laughlin, Kristopher Seaman, Stephen Palanca, 2016-12-01 Guide for Celebrating® Holy Week and the Triduum provides a detailed overview of the rubrics surrounding the various liturgies, rites, and devotions of this time and addresses concerns surrounding multicultural communities, evangelization, and liturgical aesthetics. |
| rubrics for singing competition: A New Approach to Sight Singing Sol Berkowitz, Gabriel Fontrier, Leo Kraft, 1986 Now in its Fourth Edition, A New Approach to Sight Singing continues to lead the pack with its innovative and class-tested method of teaching the four-semester sight singing sequence. The authors new approach places the act of singing melodies at sight within the context of musicianship as a whole. |
| rubrics for singing competition: Analyzing Popular Music Allan F. Moore, 2003-05-22 How do we know music? We perform it, we compose it, we sing it in the shower, we cook, sleep and dance to it. Eventually we think and write about it. This book represents the culmination of such shared processes. Each of these essays, written by leading writers on popular music, is analytical in some sense, but none of them treats analysis as an end in itself. The books presents a wide range of genres (rock, dance, TV soundtracks, country, pop, soul, easy listening, Turkish Arabesk) and deals with issues as broad as methodology, modernism, postmodernism, Marxism and communication. It aims to encourage listeners to think more seriously about the 'social' consequences of the music they spend time with and is the first collection of such essays to incorporate contextualisation in this way. |
| rubrics for singing competition: Debate and Dialogue Emma Cayley, 2006-09-28 In early humanist France two debating traditions converge: one literary and vernacular, one intellectual and conducted mainly via Latin epistles. Debate and Dialogue demonstrates how the two fuse in the vernacular verse debates of Alain Chartier, secretary and notary at the court of Charles VI, and later, Charles VII. In spite of considerable contemporary praise for Chartier, his work has remained largely neglected by modern critics. This study shows how Chartier participates in a movement that invests a vernacular poetic with moral and political significance, inspiring such social engagements as the fifteenth-century poetic exchange known as the Querelle de la Belle Dame sans mercy. Emma Cayley sets Chartier in the context of a late-medieval debating climate through the use of a new model of participatory poetics which she terms the collaborative debating community. This is a dynamic and generative social grouping based on Brian Stock's model of the textual community, as well as Pierre Bourdieu's sociological categories of field, habitus, and capital. This dialectical model takes account of the socio-cultural context of literary production, and suggests the fundamentally competitive yet collaborative nature of late-medieval poetry. Cayley draws an analogy here between literary debates and game-playing, engaging with the game theory of Johan Huizinga and Roger Caillois, and discusses the manuscript context of such literary debates as the materialization of this poetic game. The collaborative debating community postulated affords unique insights into the dynamics of late-medieval compositional and reading practices. |
| rubrics for singing competition: Competitiveness in Emerging Markets Datis Khajeheian, Mike Friedrichsen, Wilfried Mödinger, 2018-05-14 This book presents a collection of interrelated research advances in the field of technological entrepreneurship from the perspective of competition in emerging markets. Featuring contributions by scholars from different fields of interest, it provides a mix of theoretical developments, insights and research methods used to uncover the unexplored aspects of competitiveness in emerging markets in an age characterized by disruptive technologies. |
| rubrics for singing competition: What to Do with the Kid Who Kay Burke, 2009 Train teachers how to use behavioral RTI strategies and record data with electronic templates to establish a classroom climate that encourages students to interact courteously with teachers and peers.CD-ROM is PC and Mac compatible. |
| rubrics for singing competition: Middle School General Music Elizabeth Ann McAnally, 2010-01-16 Middle School General Music is a guidebook for music teachers trying to navigate the sometimes turbulent waters of teaching middle school general music. Written by an in-service teacher, this publication contains strategies and lessons that have been tested and refined in the 'real world' of a public school music classroom. Organized according to the nine National Standards for Music Education, each chapter presents tips and lessons for helping middle school students meet high standards in their understanding of music. Ideas include a Music Critics Unit, composition projects, rhythm games, and tips for encouraging students to sing with enthusiasm. Also contained in the book is a rationale for the inclusion of general music courses in the middle school program, and tips for working with young adolescents. A list of suggested resources is included. For middle school general music teachers looking to create a program that is viable, participatory, and motivating to adolescents, this publication is a useful tool. |
| rubrics for singing competition: “The” Athenaeum , 1882 |
| rubrics for singing competition: A Paradise of Priests Catherine Saucier, 2014 Embraces an all-encompassing interdisciplinary methodology to uncover the symbiosis of saintly and civic ideals in music, rituals, and hagiographic writing celebrating the origins and identity of a major clerical center. Medieval Liège was the seat of a vast diocese in northwestern Europe and a city of an exceptional number of churches, clergymen, and church musicians. Recognized as a priestly paradise, the city accommodated as many Masses each day as Rome. In this volume, musicologist Catherine Saucier examines the music of religious worship in Liège and reveals within the liturgy and ritual a civic function by which local clerics promoted the holy status of their city. Analyzing hagiographic and historical writings, religious art, and sung ceremonies relevant to the city's genesis, destruction, and eventual rebirth, Saucier uncovers richly varied ways in which liégeois clergymen fused music with text, image, and ritual to celebrate the city's sacred episcopal origins and saintly persona. A Paradise of Priests forges new interdisciplinary connections between musicology, the liturgical arts, the cult of saints, church history, and urban studies, and is an essential resource for scholars and students interested in the history of the Low Countries, hagiography and its reception, and ecclesiastical institutions. CatherineSaucier is assistant professor of music history at Arizona State University. |
| rubrics for singing competition: Vanity Fair T.G. Bowles, O.A. Fry, 1881 A periodical in part famous for the cartoon portraits of politicians and public figures. These were mainly by Spy (i.e. Sir Leslie Ward) and Ape (i.e. Carlo Pellegrini). |
| rubrics for singing competition: Musical News , 1904 |
| rubrics for singing competition: Musical Opinion and Music Trade Review , 1911 |
| rubrics for singing competition: Pan Pipes , 2001 |
| rubrics for singing competition: Worlding Dance S. Foster, 2009-06-10 What world has been constructed for dancing through the use of the term 'world dance'? What kinds of worlds do we as scholars create for a given dance when we undertake to describe and analyze it? This book endeavours to make new epistemological space for the analysis of the world's dance by offering a variety of new analytic approaches. |
| rubrics for singing competition: Club Cultures Sarah Thornton, 2013-08-23 This is an innovative contribution to the study of popular culture, focusing on the youth cultures that revolve around dance clubs and raves. |
| rubrics for singing competition: Teaching at Its Best Linda B. Nilson, 2010-04-09 This expanded and updated edition of the best-selling handbook is an essential toolbox, full of hundreds of practical teaching techniques, classroom activities and exercises, for the new or experienced college instructor. This new edition includes updated information on the Millennial student, more research from cognitive psychology, a focus on outcomes maps, the latest legal options on copyright issues, and more. It will also include entirely new chapters on matching teaching methods with learning outcomes, inquiry-guide learning, and using visuals to teach, as well as section on the Socratic method, SCALE-UP classrooms, and more. |
| rubrics for singing competition: Music Since 1900 Laura Diane Kuhn, 2001 This 6th edition brings music of the 20th century to a close with coverage of years not included in the 5th edition--1992-2000. Entries on roughly 1,000 more composers, performers, musicologists, critics, and opera directors offer critical commentary, notable premieres and debuts, deaths of significant figures, as well as important festivals and concerts around the world. |
| rubrics for singing competition: The Living Church , 1982 |
Rubric Best Practices, Examples, and Templates
Rubrics help instructors communicate expectations and ensures that student work is assessed fairly, consistently and efficiently. They also provide …
Assessment Rubrics | Center for Teaching & Learning
Rubrics can be used for any assignment in a course, or for any way in which students are asked to demonstrate what they've learned. They can also …
Creating and Using Rubrics - Assessment and Curriculu…
Mar 4, 2024 · Rubrics are criterion-referenced, rather than norm-referenced. Raters ask, “Did the student meet the criteria for level 5 of the …
Rubric (academic) - Wikipedia
Rubrics can be classified as holistic, analytic, or developmental. Holistic rubrics provide an overall rating for a piece of work, considering all …
Creating and Using Rubrics - Carnegie Mellon University
Here we are providing a sample set of rubrics designed by faculty at Carnegie Mellon and other institutions.
Rubric Best Practices, Examples, and Templates
Rubrics help instructors communicate expectations and ensures that student work is assessed fairly, consistently and efficiently. They also provide students with meaningful feedback, …
Assessment Rubrics | Center for Teaching & Learning
Rubrics can be used for any assignment in a course, or for any way in which students are asked to demonstrate what they've learned. They can also be used to facilitate self and peer-reviews …
Creating and Using Rubrics - Assessment and Curriculum Support Center
Mar 4, 2024 · Rubrics are criterion-referenced, rather than norm-referenced. Raters ask, “Did the student meet the criteria for level 5 of the rubric?” rather than “How well did this student do …
Rubric (academic) - Wikipedia
Rubrics can be classified as holistic, analytic, or developmental. Holistic rubrics provide an overall rating for a piece of work, considering all aspects. Analytic rubrics evaluate various dimensions …
Creating and Using Rubrics - Carnegie Mellon University
Here we are providing a sample set of rubrics designed by faculty at Carnegie Mellon and other institutions.
Introduction to Rubrics | Center for Transformative Teaching
Sep 15, 2022 · Essentially, a rubric divides an assessment into smaller parts (criteria) and then provides details for different levels of performance possible for each part (Stevens and Levi …
Rubrics: Effects on student learning and assessment - Turnitin
Nov 27, 2023 · Rubrics are scoring criteria for grading or marking student assessment. When shared before assessment, rubrics communicate to students how they will be evaluated and …
How to Use Rubrics | Teaching + Learning Lab
Rubrics are best for assignments or projects that require evaluation on multiple dimensions. Creating a rubric makes the instructor’s standards explicit to both students and other teaching …
Using rubrics | Center for Teaching Innovation - Cornell University
Rubrics are most often used to grade written assignments, but they have many other uses: They can be used for oral presentations. They are a great tool to evaluate teamwork and individual …
Rubrics - Better Evaluation
A rubric is a framework that sets out criteria and standards for different levels of performance and describes what performance would look like at each level.
