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035 a| (Sirsi) o04259131;

035 a| (OCoLC)04259131;

040 a| EREc| EREd| UtOrBLW;

045 a| x6x6;

049 a| EREM;

090 a| MT936.P67b| I5 1977;

100 1 a| Porter, Harold Brook,d| 1924-?| UNAUTHORIZED;

245 13 a| An integrated course in music literature, theory, and ensemble performance for talented high school students /c| by Harold Brook Porter.;

260 c| 1964.;

300 a| ix, 336 leaves :b| music;

336 a| text2| rdacontent;

337 a| unmediated2| rdamedia;

338 a| volume2| rdacarrier;

500 a| Each chapter in part two includes an introduction.;

502 b| D.M.A.c| University of Arizonad| 1964.;

504 a| Includes bibliographical references (leaves 332-336).;

505 0 a| List of musical examples -- Part one. Music in American high schools -- A laboratory in musicianship -- Part two. Developing musicianship through the study of music of the middle ages. Music of the medieval church: Gregorian chant ; Medieval secular music: Sumer is icumen in -- Developing musicianship through the study of music of the renaissance. Renaissance sacred music: the motet ; Renaissance secular music: the madrigal -- Developing musicianship through the study of music of the baroque period. Baroque dramatic music ; Baroque polyphonic music -- Developing musicianship through the study of music of the classical period. Operatic ensemble of the classical period ; Choral music of the classical period -- Conclusion.;

520 3 a| This dissertation has investigated one of the current curriculum concerns in music education at the secondary level, namely, how to provide more academic content for developing the musicianship of talented high school students enrolled in classes in ensemble performance. The ideas suggested in this study are based on the premise that it is not possible in most American high schools to enlarge the music curriculum by adding separate courses in music theory, music history and literature, and the formal structure of music. Instead, ensemble performance classes already scheduled must be re-structured in terms of content and presentation. Part One of the dissertation consists of two chapters. The first is devoted to an overview of the present state of music education in American high schools. The second chapter presents a plan of instruction based on a "Laboratory in Musicianship." This plan describes in detail the organization of curricular experiences in which selected students study and perform music with appropriate attention given to the historical, stylistic, and technical aspects of the art. Teacher guided investigations of structure, style, and performance practices are viewed as an integral part of the small ensemble rehearsal. One of the principal aims of this type of class is the attainment of higher standards of small ensemble performance through deepened musical insights and increased technical skill. Two proposals for organization are presented. Ideally, the Laboratory should include both instrumental and vocal ensembles and should be taught by a team of specialists each responsible for a particular type of ensemble. This arrangement, however, makes extensive demands in terms of physical facilities and instructional staff, and has not been developed in this dissertation. It is also recognized that the laboratory concept can be applied on a simpler and more widely practical basis; consequently, the plan evolved features a single instructor and one vocal ensemble class. Part Two consists of a series of eight style studies, each concerned with an example of music suitable for study and performance by a vocal ensemble. These musical examples were chosen on the basis of the opportunities they provide for the students' discovery of some of the basic principles of musical structure as well as the fundamental concepts of musical style. The eight style studies were taken from four periods of music history--Medieval, Renaissance, Baroque, and Classical. These style studies are indicative of the type of material which might be prepared by the teacher interested in developing laboratory learning experiences with an ensemble class. Included in each style study are a succinct introduction to the historical period and information concerning correct performance practices for the specific type of music being studied and rehearsed. In addition, there is a detailed analysis of each musical selection as to rhythm, tonal organization, dynamics, and form. Group performance provides the culmination of each study. By carefully organizing the rehearsal around this Laboratory concept, it is possible within present curricular and scheduling practices, to provide a superior quality of instructional opportunities for talented high school music students. If properly carried out, the proposals presented in this study will be challenging and rewarding for both the teacher and his students. The plan is recommended to music teachers and school administrators as a means of dealing realistically with one of the current issues in music education.;

533 3| Joyner.a| Photocopy.b| Ann Arbor, Mich. :c| University Microfilms International,d| 1977.e| 22 cm.;

650 0 a| School musicx| Instruction and studyz| United States.=| ^A17814;

650 0 a| Gifted childrenx| Education.=| ^A578;

919 a| BOOK;

596 a| 3;

998 a| 149821;

999 a| MT936.P67 I5 1977w| LCc| 1i| 30372017748135d| 7/22/2025e| 3/10/2025f| 1/28/2026g| 7l| MCSm| JMUSICr| Ys| Yt| MCSSBKu| 3/20/1989x| BOOKz| MCIRCo| .STAFF. enhanced 7/27/25 -jjam/jjab;

An integrated course in music literature, theory, and ensemble performance for talented high school students / by Harold Brook Porter.

Author/creator	Porter, Harold Brook, 1924-
Format	Book
Publication Info	1964.
Description	ix, 336 leaves : music
Subjects	School music--Instruction and study. --United States. Gifted children--Education.

Contents	List of musical examples -- Part one. Music in American high schools -- A laboratory in musicianship -- Part two. Developing musicianship through the study of music of the middle ages. Music of the medieval church: Gregorian chant ; Medieval secular music: Sumer is icumen in -- Developing musicianship through the study of music of the renaissance. Renaissance sacred music: the motet ; Renaissance secular music: the madrigal -- Developing musicianship through the study of music of the baroque period. Baroque dramatic music ; Baroque polyphonic music -- Developing musicianship through the study of music of the classical period. Operatic ensemble of the classical period ; Choral music of the classical period -- Conclusion.
Summary	This dissertation has investigated one of the current curriculum concerns in music education at the secondary level, namely, how to provide more academic content for developing the musicianship of talented high school students enrolled in classes in ensemble performance. The ideas suggested in this study are based on the premise that it is not possible in most American high schools to enlarge the music curriculum by adding separate courses in music theory, music history and literature, and the formal structure of music. Instead, ensemble performance classes already scheduled must be re-structured in terms of content and presentation. Part One of the dissertation consists of two chapters. The first is devoted to an overview of the present state of music education in American high schools. The second chapter presents a plan of instruction based on a "Laboratory in Musicianship." This plan describes in detail the organization of curricular experiences in which selected students study and perform music with appropriate attention given to the historical, stylistic, and technical aspects of the art. Teacher guided investigations of structure, style, and performance practices are viewed as an integral part of the small ensemble rehearsal. One of the principal aims of this type of class is the attainment of higher standards of small ensemble performance through deepened musical insights and increased technical skill. Two proposals for organization are presented. Ideally, the Laboratory should include both instrumental and vocal ensembles and should be taught by a team of specialists each responsible for a particular type of ensemble. This arrangement, however, makes extensive demands in terms of physical facilities and instructional staff, and has not been developed in this dissertation. It is also recognized that the laboratory concept can be applied on a simpler and more widely practical basis; consequently, the plan evolved features a single instructor and one vocal ensemble class. Part Two consists of a series of eight style studies, each concerned with an example of music suitable for study and performance by a vocal ensemble. These musical examples were chosen on the basis of the opportunities they provide for the students' discovery of some of the basic principles of musical structure as well as the fundamental concepts of musical style. The eight style studies were taken from four periods of music history--Medieval, Renaissance, Baroque, and Classical. These style studies are indicative of the type of material which might be prepared by the teacher interested in developing laboratory learning experiences with an ensemble class. Included in each style study are a succinct introduction to the historical period and information concerning correct performance practices for the specific type of music being studied and rehearsed. In addition, there is a detailed analysis of each musical selection as to rhythm, tonal organization, dynamics, and form. Group performance provides the culmination of each study. By carefully organizing the rehearsal around this Laboratory concept, it is possible within present curricular and scheduling practices, to provide a superior quality of instructional opportunities for talented high school music students. If properly carried out, the proposals presented in this study will be challenging and rewarding for both the teacher and his students. The plan is recommended to music teachers and school administrators as a means of dealing realistically with one of the current issues in music education.
General note	Each chapter in part two includes an introduction.
Dissertation note	D.M.A. University of Arizona 1964.
Bibliography note	Includes bibliographical references (leaves 332-336).
Reproduction note	Joyner. Photocopy. Ann Arbor, Mich. : University Microfilms International, 1977. 22 cm.

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An integrated course in music literature, theory, and ensemble performance for talented high school students / by Harold Brook Porter.

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