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Music learning through composition, ...

University of Minnesota.

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Music learning through composition, improvisation and peer interaction in the context of three sixth grade music classes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Music learning through composition, improvisation and peer interaction in the context of three sixth grade music classes./
作者:	Hamilton, Hilree Jean.
面頁冊數:	325 p.
附註:	Adviser: Charles E. Furman.
Contained By:	Dissertation Abstracts International60-07A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9937857
ISBN:	9780599391536

Music learning through composition, improvisation and peer interaction in the context of three sixth grade music classes.
Hamilton, Hilree Jean.

Music learning through composition, improvisation and peer interaction in the context of three sixth grade music classes. - 325 p.

Adviser: Charles E. Furman.

Thesis (Ph.D.)--University of Minnesota, 1999.

Informants successfully completed and performed the music assignments for their classmates. The cognitive theories of Serafine (Hargreaves and Zimmerman, 1992) and Swanwick and Tillman (1986) are discussed in relation to informant compositions.

ISBN: 9780599391536Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Music learning through composition, improvisation and peer interaction in the context of three sixth grade music classes.
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100 1 $a Hamilton, Hilree Jean. $3 1058171
245 1 0 $a Music learning through composition, improvisation and peer interaction in the context of three sixth grade music classes.
300 $a 325 p.
500 $a Adviser: Charles E. Furman.
500 $a Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2420.
502 $a Thesis (Ph.D.)--University of Minnesota, 1999.
520 $a Informants successfully completed and performed the music assignments for their classmates. The cognitive theories of Serafine (Hargreaves and Zimmerman, 1992) and Swanwick and Tillman (1986) are discussed in relation to informant compositions.
520 $a Suggestions for further research using ethnographic research methods are discussed. Of specific concern is how results might be examined quickly so that the teacher-researcher can more readily impact learning.
520 $a The purpose of this project was to observe and evaluate the nature of music learning that occurred in three sixth grade music classes. Of specific interest was students' learning processes while completing improvisation and composing assignments. The role of peer interaction and play were also studied. The author served as teacher-researcher for the project.
520 $a Two informants were chosen from each of three sixth grade classes at a suburban elementary school. The six children were observed during the normal routine of their music classes throughout the second semester of the school year. Video and audio tapes were used daily to gather data. Informants carried micro audio tape recorders to document their learning. A video camera recorded the class. Artifacts examined in evaluation of the data included student work, student and teacher journals.
520 $a Classroom projects included: (a) a composition/improvisation assignment based on a chord progression, (b) an opera project, (c) an invented notation piece. Students used Orff instruments, unpitched percussion instruments, and electronic keyboards to complete the projects. Learning occurred in a variety of classroom situations: large group, individual, partner, small group. In-depth data analysis and discussion on the composition for Orff instruments and the opera project, are included in this dissertation.
520 $a This ethnographic study included a data collection system developed by Dobbert, Eisikovits, and Pitman (1989b). Described in Observing Learning in Everyday Settings, this field guide provided guidelines for describing, coding, and analyzing observations.
520 $a Identified were two functions of peer interaction: (a) furthering/sharing knowledge, and conversely, (b) distracting from learning. Four functions of play were seen: (a) furthering knowledge, (b) refreshing students' minds by alternating play/work, (c) distracting each other from work, and (d) filling time.
590 $a School code: 0130.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Music. $3 1017808
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710 2 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 60-07A.
790 $a 0130
790 1 0 $a Furman, Charles E., $e advisor
791 $a Ph.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9937857