Research-to-Resource: Exploring Sound-to-Symbol Instruction in Beginning Band: Practical Applications of the 5E Model
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| Title: | Research-to-Resource: Exploring Sound-to-Symbol Instruction in Beginning Band: Practical Applications of the 5E Model |
|---|---|
| Language: | English |
| Authors: | Michael A. Alsop (ORCID |
| Source: | Update: Applications of Research in Music Education. 2025 43(3):5-10. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Music Education, Music Activities, Teaching Methods, Constructivism (Learning), Prior Learning, Active Learning, Critical Thinking, Learner Engagement, Teaching Models, Music Teachers, Instructional Materials, Experiential Learning, Natural Language Processing, Rote Learning |
| DOI: | 10.1177/87551233241298290 |
| ISSN: | 8755-1233 1945-0109 |
| Abstract: | This research-to-resource article proposes and supports the application of sound-to-symbol approaches within the 5E instructional model to teach musical concepts experientially in beginning band settings. Drawing upon insights from music education scholars and pedagogues advocating for a shift toward sound-first approaches, the article explores how the 5E model can foster active learning and engagement in beginning band instruction. Historical and contemporary perspectives on sound-to-symbol instruction are examined, highlighting its alignment with natural language learning processes and its potential to enhance music literacy skills. Each stage of the 5E model--engage, explore, explain, elaborate, and evaluate--is described in detail, with examples provided for teaching musical concepts such as dynamics, intonation, and compound meter. The article concludes by outlining implications for improving method book selection and usage, thereby promoting more meaningful learning experiences and tapping into the benefits of constructivism in beginning band. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475918 |
| Database: | ERIC |
| Abstract: | This research-to-resource article proposes and supports the application of sound-to-symbol approaches within the 5E instructional model to teach musical concepts experientially in beginning band settings. Drawing upon insights from music education scholars and pedagogues advocating for a shift toward sound-first approaches, the article explores how the 5E model can foster active learning and engagement in beginning band instruction. Historical and contemporary perspectives on sound-to-symbol instruction are examined, highlighting its alignment with natural language learning processes and its potential to enhance music literacy skills. Each stage of the 5E model--engage, explore, explain, elaborate, and evaluate--is described in detail, with examples provided for teaching musical concepts such as dynamics, intonation, and compound meter. The article concludes by outlining implications for improving method book selection and usage, thereby promoting more meaningful learning experiences and tapping into the benefits of constructivism in beginning band. |
|---|---|
| ISSN: | 8755-1233 1945-0109 |
| DOI: | 10.1177/87551233241298290 |
