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Development, trial and evaluation of...

Doebler, Jeffrey Scott.

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Development, trial and evaluation of a conducting, listening and writing based general music course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Development, trial and evaluation of a conducting, listening and writing based general music course./
作者:	Doebler, Jeffrey Scott.
面頁冊數:	188 p.
附註:	Major Adviser: Paul A. Haack.
Contained By:	Dissertation Abstracts International56-01A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9514654

Development, trial and evaluation of a conducting, listening and writing based general music course.
Doebler, Jeffrey Scott.

Development, trial and evaluation of a conducting, listening and writing based general music course. - 188 p.

Major Adviser: Paul A. Haack.

Thesis (Ph.D.)--University of Minnesota, 1994.

It was concluded that the method might be a viable means for teaching general music at the junior high, high school and college levels.Subjects--Topical Terms:

543175
Education, Higher.

Development, trial and evaluation of a conducting, listening and writing based general music course.
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100 1 $a Doebler, Jeffrey Scott. $3 1294919
245 1 0 $a Development, trial and evaluation of a conducting, listening and writing based general music course.
300 $a 188 p.
500 $a Major Adviser: Paul A. Haack.
500 $a Source: Dissertation Abstracts International, Volume: 56-01, Section: A, page: 0130.
502 $a Thesis (Ph.D.)--University of Minnesota, 1994.
520 $a It was concluded that the method might be a viable means for teaching general music at the junior high, high school and college levels.
520 $a The subjects were 165 junior high, high school and college students, primarily from the Midwest. The junior high students were music camp attendees, while the high school and college students took the course for one academic term. The course had no musical prerequisite. A typical class day had three students conducting recorded music for the class, while the remainder of the pupils wrote about their reactions to the music presented.
520 $a Four research questions were posed: (1) Will attitudes toward music and personal musical values of students who are instructed using this approach show a positive change? The Attitudinal and Personal Values Assessment (APVA), designed by the researcher, was administered in a pretest/posttest format. Statistical significance was measured using a t test of related measures. All three groups showed significant increases (at or beyond the.05 level of probability) in APVA scores. (2) Will the students be better able to identify, think about, and communicate their expressive reactions to music as a result of the course experience? A comparison of journal writing early and late in the term was accomplished by counting and comparing the number of musical and affective comments. Statistical significance was measured using a t test. High school and college students showed significant writing improvement. This was not found true for junior high. (3) How will students react to this course in terms of evaluative feedback relating to methodology and their perception of content? Each student's "final journal entry" was a course evaluation. The number of positive comments was compared with the number of negative comments and constructive criticism. Response was remarkably positive, with a ratio of 78.8% positive to 21.2% negative/constructive. (4) How will junior high school, high school, and college students differ in their reactions to the experimental approach? Review of responses to research questions one, two and three indicated that students at all levels reacted and responded positively to the method and course content.
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791 $a Ph.D.
792 $a 1994
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9514654