東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

"Phases of learning" and flow experience as instructional strategies for beginning students of college class piano.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Phases of learning" and flow experience as instructional strategies for beginning students of college class piano./
作者:	Parente, Thomas Joseph.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
面頁冊數:	269 p.
附註:	Source: Dissertations Abstracts International, Volume: 73-09, Section: A.
Contained By:	Dissertations Abstracts International73-09A.
標題:	Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3492903
ISBN:	9781267142573

"Phases of learning" and flow experience as instructional strategies for beginning students of college class piano.
Parente, Thomas Joseph.

"Phases of learning" and flow experience as instructional strategies for beginning students of college class piano. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 269 p.

Source: Dissertations Abstracts International, Volume: 73-09, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2011.

This study examined an instructional model for secondary piano based on Fitts and Posner's Phases of Learning and Csikszentmihalyi's concept of flow. Phases of Learning refers to a continuum through which a skill is learned from cognitive engagement transitioning through the associative stage to autonomous mastery. Flow has been described as a state of full concentration that results from matching skill with challenge. The model, which combined these two concepts, aimed to help students organize their practice so they might improve during class and on their own. A primary objective was the use of Phases of Learning to achieve the state of flow. Participants were 8 students who were to commence college study in the fall of 2010. They volunteered for a free 6-session class piano course offered during the summer. During the first 3 classes, students focused on mastery of Beethoven's German Dance, which had been divided into segments of increasing complexity. Before proceeding to the next segment, students were to master each successive segment at the autonomous stage. Students were closely supervised in their application of the Phases of Learning/Flow paradigm during the first 3 weeks. During weeks 4-6 of the course, students worked to master a piece of their own choosing that they segmented. They were instructed to follow the same strategy as they had while mastering the German Dance. Four times during each class and after every practice session, students filled out self-assessment forms along continua of mastery, challenge, enjoyment and skill (SCPL). High levels of agreement occurred between these student ratings and parallel forms filled out by the teacher-researcher. These forms were analyzed to examine individual learning styles. Additional data included in-class observations, recorded after each class, and individual summative interviews. Independent judges evaluated each student's performance and found two to be proficient and four to be very close despite their beginning status. Most students experienced greater enjoyment in their practice activity, were more mindful of their learning objectives, improved their self-assessment skills, and spent more time on task. This resulted in improved progress toward mastery, enjoyment, and attainment of the flow state.

ISBN: 9781267142573Subjects--Topical Terms:

516178
Music.
Subjects--Index Terms:

Class piano

"Phases of learning" and flow experience as instructional strategies for beginning students of college class piano.
LDR:03482nmm a2200373 4500 001 2344513
005 20220523132516.5
008 241004s2011 ||||||||||||||||| ||eng d
020 $a 9781267142573
035 $a (MiAaPQ)AAI3492903
035 $a AAI3492903
040 $a MiAaPQ $c MiAaPQ
100 1 $a Parente, Thomas Joseph. $3 3683299
245 1 0 $a "Phases of learning" and flow experience as instructional strategies for beginning students of college class piano.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2011
300 $a 269 p.
500 $a Source: Dissertations Abstracts International, Volume: 73-09, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Custodero, Lori.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2011.
520 $a This study examined an instructional model for secondary piano based on Fitts and Posner's Phases of Learning and Csikszentmihalyi's concept of flow. Phases of Learning refers to a continuum through which a skill is learned from cognitive engagement transitioning through the associative stage to autonomous mastery. Flow has been described as a state of full concentration that results from matching skill with challenge. The model, which combined these two concepts, aimed to help students organize their practice so they might improve during class and on their own. A primary objective was the use of Phases of Learning to achieve the state of flow. Participants were 8 students who were to commence college study in the fall of 2010. They volunteered for a free 6-session class piano course offered during the summer. During the first 3 classes, students focused on mastery of Beethoven's German Dance, which had been divided into segments of increasing complexity. Before proceeding to the next segment, students were to master each successive segment at the autonomous stage. Students were closely supervised in their application of the Phases of Learning/Flow paradigm during the first 3 weeks. During weeks 4-6 of the course, students worked to master a piece of their own choosing that they segmented. They were instructed to follow the same strategy as they had while mastering the German Dance. Four times during each class and after every practice session, students filled out self-assessment forms along continua of mastery, challenge, enjoyment and skill (SCPL). High levels of agreement occurred between these student ratings and parallel forms filled out by the teacher-researcher. These forms were analyzed to examine individual learning styles. Additional data included in-class observations, recorded after each class, and individual summative interviews. Independent judges evaluated each student's performance and found two to be proficient and four to be very close despite their beginning status. Most students experienced greater enjoyment in their practice activity, were more mindful of their learning objectives, improved their self-assessment skills, and spent more time on task. This resulted in improved progress toward mastery, enjoyment, and attainment of the flow state.
590 $a School code: 0055.
650 4 $a Music. $3 516178
650 4 $a Music education. $3 3168367
653 $a Class piano
653 $a Flow
653 $a Mindful practicing
653 $a Mindfulness
653 $a Piano
653 $a Skill acquisition
690 $a 0413
690 $a 0522
710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertations Abstracts International $g 73-09A.
790 $a 0055
791 $a Ed.D.
792 $a 2011
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3492903