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The effects of an elementary multicu...

Drozd, Karen S.

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The effects of an elementary multicultural music curriculum about Micronesia.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of an elementary multicultural music curriculum about Micronesia./
作者:	Drozd, Karen S.
面頁冊數:	231 p.
附註:	Adviser: Patricia Halagao.
Contained By:	Dissertation Abstracts International68-05A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3264849
ISBN:	9780549035855

The effects of an elementary multicultural music curriculum about Micronesia.
Drozd, Karen S.

The effects of an elementary multicultural music curriculum about Micronesia. - 231 p.

Adviser: Patricia Halagao.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2007.

The purpose of this study was to investigate the impact of a ten-week elementary multicultural music curriculum about Micronesia on fifth graders at a public school in Honolulu that serves a number of Micronesian children. The students (n=55) participated in exploring the effects on their attainment of knowledge and understanding of cultural parameters and practices, and similarities and differences between cultural groups. Also examined were the changes in student attitudes and behaviors toward others, and their understanding and acceptance of self and other ethnic groups. A questionnaire was administered using an experimental pre-test/curriculum/post-test design, and interviews were conducted with classroom teachers and selected students after the curriculum was implemented.

ISBN: 9780549035855Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The effects of an elementary multicultural music curriculum about Micronesia.
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245 1 4 $a The effects of an elementary multicultural music curriculum about Micronesia.
300 $a 231 p.
500 $a Adviser: Patricia Halagao.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1778.
502 $a Thesis (Ph.D.)--University of Hawai'i at Manoa, 2007.
520 $a The purpose of this study was to investigate the impact of a ten-week elementary multicultural music curriculum about Micronesia on fifth graders at a public school in Honolulu that serves a number of Micronesian children. The students (n=55) participated in exploring the effects on their attainment of knowledge and understanding of cultural parameters and practices, and similarities and differences between cultural groups. Also examined were the changes in student attitudes and behaviors toward others, and their understanding and acceptance of self and other ethnic groups. A questionnaire was administered using an experimental pre-test/curriculum/post-test design, and interviews were conducted with classroom teachers and selected students after the curriculum was implemented.
520 $a Results indicate that the design framework of this curriculum was influential in helping students learn about different cultural perspectives and practices. Through this knowledge, students developed a deeper understanding and appreciation for other ethnic groups. Classroom teachers reported that students were more aware of their behaviors and attitudes toward others.
520 $a The five elements in this curriculum that contributed to its effectiveness were: (1) structuring the curriculum to reach a transformative level of multicultural education, (2) combining approaches used in music education to diversify and broaden the content, (3) adhering to oral transmission processes by learning songs through the Orff approach that uses imitation, (4) integrating the curriculum with the performing arts, and (5) adopting a relativistic stance and other the practices in Ethnomusicology.
520 $a The implications of this study lead to a number of recommendations in the effort to improve current practices and programs. Suggestions include: (1) conducting more summative evaluations of current multicultural music programs and making recommendations for implementing, (2) impressing on educators the need for an early start in multicultural education, (3) assuring that these programs are long term to the point of being able to cross-compare similarities and differences as a means to alleviating stereotypic and ethnocentric viewpoints, (4) re-evaluate current levels of multicultural music education and striving toward the transformative by studying music in its culture, (5) more teacher training and professional development needed, and (6) more curriculum writers needed to compile and disseminate information.
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