Date

4-25-2023

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Brian Stiffler

Keywords

Beginning Methods, Band, Euphonium

Disciplines

Education

Abstract

Twenty-three beginning band method books are available in America, yet little pedagogical agreement exists concerning musical and technical elements. These variables emanate from the large ensemble design for each method. Certain starting pitches may enhance the overall beginning band experience while leaving the beginning euphonium student frustrated. These methods contain little substantive pedagogical framework that offers a thorough approach to musical growth. Many methods require the performance of pitches higher than the first partial. This requirement may cause embouchure malformation, negatively affecting their future flexibility and endurance. This qualitative study will codify the first pitches, pitch sequences, exercise ranges, rhythm sequences, articulations, and dynamics of these beginning band methods. The collection of this data may reveal similarities and differences between methods, leading to the possible pairing of beginning studio methods for euphonium. Before this pairing occurs, the study will examine seven beginning studio methods with the same criteria as the band methods. This pairing of select beginning band and euphonium methods may build consistency and musical growth of the beginning euphonium student. This study may encourage the future pairing of beginning band methods with other brass beginning studio methods, thus broadening student development. The conclusions of this study may result in designing a companion band method guide for use with specific studio methods, creating a supplemental, integrated studio method for use with band methods, or creating a new beginning studio method for the euphonium.

Download

Included in

Education Commons

Share

COinS