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Holistic thinking by eighth graders:...

Johnson, Marcia Jean.

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Holistic thinking by eighth graders: A descriptive study of the use of figural and formal language during music listening.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Holistic thinking by eighth graders: A descriptive study of the use of figural and formal language during music listening./
作者:	Johnson, Marcia Jean.
面頁冊數:	199 p.
附註:	Director: Gretchen Heironymus Beall.
Contained By:	Dissertation Abstracts International56-02A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9518630

Holistic thinking by eighth graders: A descriptive study of the use of figural and formal language during music listening.
Johnson, Marcia Jean.

Holistic thinking by eighth graders: A descriptive study of the use of figural and formal language during music listening. - 199 p.

Director: Gretchen Heironymus Beall.

Thesis (Ph.D.)--University of Colorado at Boulder, 1994.

This study is important because it reveals to what degree eighth graders respond holistically to music. A philosophical and empirical foundation is offered for the inclusion of figural as well as formal language in the music classroom.Subjects--Topical Terms:

539262
Education, Secondary.

Holistic thinking by eighth graders: A descriptive study of the use of figural and formal language during music listening.
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100 1 $a Johnson, Marcia Jean. $3 1294920
245 1 0 $a Holistic thinking by eighth graders: A descriptive study of the use of figural and formal language during music listening.
300 $a 199 p.
500 $a Director: Gretchen Heironymus Beall.
500 $a Source: Dissertation Abstracts International, Volume: 56-02, Section: A, page: 0486.
502 $a Thesis (Ph.D.)--University of Colorado at Boulder, 1994.
520 $a This study is important because it reveals to what degree eighth graders respond holistically to music. A philosophical and empirical foundation is offered for the inclusion of figural as well as formal language in the music classroom.
520 $a This study focuses on determining and defining holistic responses to music while listening. Holistic response is defined as the balance of figural and formal verbal responses to music. An instrument was developed that required students to select terms that described two musical examples as they were listening. Those compositions were contrasting in expressiveness. The first was an excerpt from Igor Stravinsky's The Rite of Spring. The second was the first movement from Roy Harris' Symphony No. 6. The instrument contained fifteen figural terms and fifteen formal terms placed randomly on a sheet of paper. In addition to the terms task, students were asked to write a brief essay using their own words to describe the music while listening a second time. One group of students chose terms and then wrote paragraphs. Another group wrote paragraphs first.
520 $a From student responses, a tally determined the number of figural responses and the number of formal responses each student made. A holistic score was assigned by subtracting one total from the other. Students with scores between $- $2 and +2 were judged to be holistic. Gender, ethnicity, and musical environment were determined for each student. Iowa Test of Basic Skills scores from students' seventh grade year were obtained.
520 $a A Chi Square analysis shows that the expected equal frequencies of three thinking modes (those with a dominance of formal terms, those with a balanced response, and those with a dominance of figural terms) differs significantly at the.01 level from observed frequencies. More students responded holistically than students favoring formal language, but more students responded figurally than holistically. Nevertheless, there is no statistical proof, using the Chi Square and forcing the categories of three thinking modes, that shows that these students think holistically during music listening.
520 $a One-way ANOVA's yielded the following findings: (1) There is no difference in holistic scores between groups based on two treatments: (1) circling terms first or (2) writing paragraphs first. (2) Girls use more figural terms than boys on the essays corresponding to the second musical example. (3) Asian students use more figural language than other ethnicities on essays corresponding to the first musical example. (4) Subjects from an impoverished musical environment choose more figural terms on the terms instrument for the first musical example than subjects from either average or rich musical environments. (5) There is no relationship between thinking mode preference and scores from the ITBS. (6) There is no significant relationship between holistic scores and ITBS scores
590 $a School code: 0051.
650 4 $a Education, Secondary. $3 539262
650 4 $a Language, General. $3 1018089
650 4 $a Education, Music. $3 1017808
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710 2 0 $a University of Colorado at Boulder. $3 1019435
773 0 $t Dissertation Abstracts International $g 56-02A.
790 $a 0051
790 1 0 $a Beall, Gretchen Heironymus, $e advisor
791 $a Ph.D.
792 $a 1994
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