Annotated Bibliography

Forbes-Harker, B. (1927). ON THE TEACHING OF SCALES AND ARPEGGIOS TO CHILDREN. The School Music Review : A Monthly Periodical Devoted to the Interest of Music in Schools, 35(416), 260-262. http://ezproxy.uky.edu/login?url=https://www-proquest-com.ezproxy.uky.edu/historical-periodicals/on-teaching- scales-arpeggios-children/docview/7831453/se-2?accountid=11836

In this article, Forbes-Harker discusses the importance of teaching major and minor scales through the use of whole tones and semitones. He states that by having students write their major scales this way, they will be able to easily learn harmonic minor scales by stating that they are “….exactly the same as the major with the exception of two notes….” This is the way that I wish I had been taught major scales because I believe it would have made learning minor scales and arpeggios much easier and more logical. By understanding whole tones and semitones at a younger level, I believe that my students will be able to memorize their 12 major scales more easily.

Melody, B. M. (2009). Student and parent attitudes regarding enrollment in middle school band (Order No. 1471316). Available from ProQuest Dissertations & Theses Global. (305139609). http://ezproxy.uky.edu/login?url=https://www-proquest-com.ezproxy.uky.edu/dissertations-theses/student-parent-attitudes-regarding- enrollment/docview/305139609/se-2?accountid=11836

The purpose of this study was to understand the issues considered by parents and students when deciding to continue enrollment in band. The study found that 6 major factors are taken into account when making this decision; “(1) Support of the subject matter; (2) Registration of peers; (3) Scheduling conflicts with elective options and activities; (4) Practice time requirements, attribution of achievements, and self-concept; (5) Satisfaction of instrument choice & opinions regarding band director/teacher; and (6) Affording the financial costs associated with band enrollment.” I believe that by understanding parent and student thought process, I will be able to work with the classroom instructor to increase enrollment rates as students transition from middle to high school band.

Strouse, L. H. (2007). Band: Improving rhythm reading in middle school band. Teaching Music, 14(5), 35-38. http://ezproxy.uky.edu/login?url=https://www-proquest- com.ezproxy.uky.edu/trade-journals/band-improving-rhythm-reading-middle-school/docview/1521159/se-2?accountid=11836

In this journal, Strouse uses the “count chant” strategy to help students learn more difficult rhythms. For this approach to be successful, students must first have a basic understanding of note values and subdivision. This strategy uses “….counting system in which the first syllabic indicates the beat number.” For example, a sixteenth note rhythm would be counted “1-e-&-a.” This system is typically taught from an early level and can be useful when teaching mor difficult rhythms such as dotted 8th 16th rhythms, just for one example.  I will be using this strategy to help my students learn more difficult rhythms that they will be using once they begin playing at a high school level or above. My hope is that by teaching them how to count rhythms that they do not typically see at the 8th grade level, they will not struggle with them once they do have to count them on their own.