Encouraging Participatory Music Making through Differentiation on the Ukulele

Autor/inn/en	Bernard, Cara Faith; Cayari, Christopher
Titel	Encouraging Participatory Music Making through Differentiation on the Ukulele
Quelle	In: General Music Today, 34 (2020) 1, S.29-36 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bernard, Cara Faith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-3713
DOI	10.1177/1048371320926608
Schlagwörter	Music Education; Musical Instruments; Individualized Instruction; Teaching Methods; Student Participation; Performance; Educational Technology; Technology Uses in Education; Primary Education; Singing + Suchen Sie Ihr Suchwort? Musikerziehung; Musikinstrument; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Achievement; Leistung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Primarbereich; Gesang
Abstract	Students come to the music classroom with varying degrees of skill, interest, and comfort toward making music, yet educators must consider how to meet the needs of all students regardless of ability. Using differentiation as a framework, we examine how participatory music making (PMM) might meet these needs. We offer strategies for implementing PMM using ukulele in various types of music classrooms, including differentiating music making for participation, extending participation through performance, and mediating participation through technologies. We extend PMM strategies to the K-3 music classroom using a variety of instruments and songs. These strategies can be used to differentiate music making, giving students options that encourage comfortable interactions with music and ensuring all students experience success in all skill levels. The meaningful music experiences made possible through PMM may inspire students to engage in autonomous music making outside of the classroom and beyond their K-12 education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01