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THE EFFECT OF MUSICALLY EXPRESSIVE S...

JACOBS, JOHNNY DEESTER.

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THE EFFECT OF MUSICALLY EXPRESSIVE SUPPLEMENTARY MATERIAL ON THE ATTITUDE, PERFORMANCE PROGRESS, MUSICAL ACHIEVEMENT AND INTENDED CONTINUANCE OF BEGINNING BAND STUDENTS (MUSIC, DROPOUT, INSTRUMENTAL, JUNIOR HIGH SCHOOL, TEACHING).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	THE EFFECT OF MUSICALLY EXPRESSIVE SUPPLEMENTARY MATERIAL ON THE ATTITUDE, PERFORMANCE PROGRESS, MUSICAL ACHIEVEMENT AND INTENDED CONTINUANCE OF BEGINNING BAND STUDENTS (MUSIC, DROPOUT, INSTRUMENTAL, JUNIOR HIGH SCHOOL, TEACHING)./
作者:	JACOBS, JOHNNY DEESTER.
面頁冊數:	217 p.
附註:	Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3644.
Contained By:	Dissertation Abstracts International46-12A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8600765

THE EFFECT OF MUSICALLY EXPRESSIVE SUPPLEMENTARY MATERIAL ON THE ATTITUDE, PERFORMANCE PROGRESS, MUSICAL ACHIEVEMENT AND INTENDED CONTINUANCE OF BEGINNING BAND STUDENTS (MUSIC, DROPOUT, INSTRUMENTAL, JUNIOR HIGH SCHOOL, TEACHING).
JACOBS, JOHNNY DEESTER.

THE EFFECT OF MUSICALLY EXPRESSIVE SUPPLEMENTARY MATERIAL ON THE ATTITUDE, PERFORMANCE PROGRESS, MUSICAL ACHIEVEMENT AND INTENDED CONTINUANCE OF BEGINNING BAND STUDENTS (MUSIC, DROPOUT, INSTRUMENTAL, JUNIOR HIGH SCHOOL, TEACHING). - 217 p.

Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3644.

Thesis (Educat.D.)--The University of Alabama, 1985.

The purpose of this study was to develop and test supplementary material for heterogeneous beginning band class. The material consisted of 32 short compositions for beginning band and tape recorded electronic polyphonic synthesizer. Each composition presented a complete musical texture, part of which consisted of sounds that students were capable of producing from the very beginning, including the first class.Subjects--Topical Terms:

1017808
Education, Music.

THE EFFECT OF MUSICALLY EXPRESSIVE SUPPLEMENTARY MATERIAL ON THE ATTITUDE, PERFORMANCE PROGRESS, MUSICAL ACHIEVEMENT AND INTENDED CONTINUANCE OF BEGINNING BAND STUDENTS (MUSIC, DROPOUT, INSTRUMENTAL, JUNIOR HIGH SCHOOL, TEACHING).
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040 $a UnM $c UnM
100 1 $a JACOBS, JOHNNY DEESTER. $3 1907307
245 1 4 $a THE EFFECT OF MUSICALLY EXPRESSIVE SUPPLEMENTARY MATERIAL ON THE ATTITUDE, PERFORMANCE PROGRESS, MUSICAL ACHIEVEMENT AND INTENDED CONTINUANCE OF BEGINNING BAND STUDENTS (MUSIC, DROPOUT, INSTRUMENTAL, JUNIOR HIGH SCHOOL, TEACHING).
300 $a 217 p.
500 $a Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3644.
502 $a Thesis (Educat.D.)--The University of Alabama, 1985.
520 $a The purpose of this study was to develop and test supplementary material for heterogeneous beginning band class. The material consisted of 32 short compositions for beginning band and tape recorded electronic polyphonic synthesizer. Each composition presented a complete musical texture, part of which consisted of sounds that students were capable of producing from the very beginning, including the first class.
520 $a Seventh grade band students (n = 103) in a large suburban jr. high school were divided into experimental and control groups. The control group was taught traditionally using a traditional method book five days per week, 50 minutes per day, for 13 weeks. The experimental group was taught likewise except that the supplementary material was used for one-third of each class period.
520 $a The Band Attitude Test (BAT), developed by the researcher, was administered as a pretest and posttest to determine the material's effect on students' attitude toward band. The Music Achievement Test, Test I (parts one, two, and three) (Colwell, 1968) was administered as a pretest and posttest to determine the material's effect on students' cognitive musical achievement. The Watkins-Farnum Performance Scale (Watkins and Farnum, 1954) was administered as a posttest to determine the material's effect on students' performance progress. The percentage of students' intended continuance in the band program was determined by the Intended Continuance Questionnaire, devised by the researcher.
520 $a Analysis of the data revealed no significant difference between the two groups regarding any of the dependent variables at the .05 level of confidence.
520 $a As a result of the study the following observations were made: (1) During 13 weeks, attitudes of the classes became measurably less positive, and 37% considered discontinuing band participation. (2) The compositions were established as practical, effective teaching material which did not impede progress and which was preferred to traditional material by 75% of the students who used it. (3) The BAT proved to be reliable and usable for measurement of change in group attitude toward band. (4) Most students (74%) cited music making or expected gratification related to band as reasons for electing band.
590 $a School code: 0004.
650 4 $a Education, Music. $3 1017808
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710 2 0 $a The University of Alabama. $3 1019361
773 0 $t Dissertation Abstracts International $g 46-12A.
790 $a 0004
791 $a Educat.D.
792 $a 1985
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8600765