Music, Theatre, and Dance Faculty RSCAD (Research, Scholarly and Creative Activities, and Discovery) Works
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Item Open Access Making an Inclusive Community Through Inclusive, Barrier-Free TheatreBailey, Sally; Burr, Britt; Dickinson, Paige; Marie, Tracena; Woolsey, Patti; Yadon, Michelle; sdbaileyDrama therapists can work under many business structures when establishing a therapeutic theatre company to serve their clients and their communities. The business models the authors have found to provide homes for their acting companies are applicable to any type of therapeutic theatre. These include working under the auspices of already-established arts, educational, and service nonprofits to creating their own LLC or 501(c)3 nonprofit. This article offers action steps and advice so more drama therapists can establish their own theatre companies.Item Open Access Item Open Access Item Open Access Some properties of non-octave-repeating scales, and why composers might care(2013-01-15) Weston, Craig A.; cwestonItem Open Access Collaboration within the arts: a project involving a band literature course and studio arts(2011-10-10) Burrack, Frederick W.; fburrackItem Open Access Introduce score study to your band(2011-10-10) Burrack, Frederick W.; fburrackItem Open Access Engaging elementary-age children with opera(2011-10-05) Maltas, Carla; Burrack, Frederick W.; fburrackItem Open Access Why teach music?(2011-08-04) Burrack, Frederick W.; fburrackItem Open Access How do you know what they know? How do you show what they know?(2011-08-04) Burrack, Frederick W.; fburrackItem Open Access Instructional units and multi-media: tools for concert band rehearsals(2011-08-04) Burrack, Frederick W.; fburrackItem Open Access Enhancing interaction between university & public school music teachers: the design and impact of a local needs assessment project.(2011-07-29) Burrack, Frederick W.; Scheib, John W.; fburrackItem Open Access Enhanced assessment in instrumental programs.(2011-07-29) Burrack, Frederick W.; fburrackOffered in this article are examples of student self and group assessments for use in an instrumental music performance classroom. The purpose is to provide instrumental music teachers an authentic context for applying self and group assessments. Prompted by an intensive, school-wide curriculum project, the instrumental music teachers in Carroll, Iowa expressed concerns relating to the development and documentation of students’ musical understanding,aesthetic sensitivity, and critical listening skills. What developed was a curriculum project in which the instrumental students participated in music portfolio development which included self and group assessments.Item Open Access Early career impact of electronic portfolios in music teacher training(2011-07-05) Burrack, Frederick W.; Scheib, John W.; fburrackThis descriptive study explored the educational impact of electronic portfolios in a music teacher education program of a mid-sized Midwestern university. Perceptions of 39 practicing teachers who had recently graduated from the program revealed that electronic portfolios provided opportunities to learn about educational technology and were perceived as reflective of effort put forth during university training. Responses also indicated that connection between effective teaching in principle and effective teaching in practice was not clearly evident as had been anticipated. Transfer of portfolio processes into teaching was not apparent. Recommendations are made for teacher education programs employing electronic portfolios.Item Open Access How to make rehearsals more effective(2011-07-05) Burrack, Frederick W.; fburrackItem Open Access Enhancing Instruction Through Cross-disciplinary Instruction(2010-12-17) McKenzie, Tammy; Burrack, Frederick W.; fburrackWhen we select literature to study and perform in band, there are often opportunities neglected that can enhance our students’ understanding of the music. One of these opportunities involves collaboration with other disciplines. As we design teaching plans, consideration should be given to relationships that can enhance our students’ understanding of a musical piece. A cross-disciplinary approach focuses on concepts common between disciplines within the study of each discipline to increase student understanding and relevance.2 This instructional approach can bridge understandings based around the musical works selected for your band.Item Open Access Growing a new generation of music teachers(2010-12-17) Burrack, Frederick W.; fburrackAt a time when many veteran music teachers are retiring, an apprenticeship program can help high school students consider a music career and offers them increased chances of success in college and beyond. This article offers information about the Music Teacher Apprenticeship Program made available through Kansas State University Music Education Department.Item Open Access Incorporating multiple intelligences into advisement of theatre students(2009-09-18T20:37:30Z) Bailey, Sally D.; sdbaileyIf, as Gardner maintains, education is the development of understanding: a way of thinking about and solving problems within the disciplines and domains being studied (Gardner, 2006), faculty advisors need to guide students into courses within their curriculum which provide access to the thinking skills necessary for success in the workplace and allow them to understand and function within the wider global community beyond their 9 to 5 jobs. The global workplace is currently undergoing a major paradigm shift into what Daniel Pink calls “The Conceptual Age,” which will require a new way of functioning on the job by incorporating the ability to understand and use design, story, synthesis, empathy, play, and meaning (Pink, 2006). The Multiple Intelligences developed by a general undergraduate theatre curriculum incorporates all of these abilities, positioning theatre majors to become potential leaders in the 21st century workplace whether they end up as theatre artists or in other professions. Our job as theatre faculty is to communicate our curricular strengths as embodied in the intelligences of our discipline not only to our students, but to the entire university in order to position ourselves in the central hub of education. We have more to offer our institutions and the wider culture, than we previously acknowledged.Item Open Access The process of healing: Expression from within, insight, and release through the arts(2009-09-18T20:37:11Z) Bailey, Sally D.; sdbaileyThe creative arts therapies best fit how the brain actually functions and can provide more effective means for healing than the current talk therapy methods. Mirror neurons which make empathy and imitative learning possible are actively engaged through the intentional actions used in creative arts therapies. The arts therapies use of verbal and non-verbal expression allow trauma to be released from both sides of the brain. Humans are hard-wired to create through the arts and we should be willing to employ that natural ability on behalf of our own health.Item Open Access Intergenerational theatre: Blending ages/creating connections. Storytelling to connect the generations(2009-09-18T19:21:03Z) Bailey, Sally D.; sdbaileyAs an outgrowth of a drama group at Meadowlark Hills Retirement Community, group of older adults created stories about growing up during the Depression which they shared in storytelling sessions with classes of elementary school students in Manhattan, Kansas. Teachers were excited by the first- person connections about history that were made with their students, as well as the intergenerational component, children learned what it was like growing up seventy years ago, and the storytellers enjoyed passing on their life experiences to a younger generation.
