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The use of movement as an instructio...

Hibbard, Therees Tkach.

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The use of movement as an instructional technique in choral rehearsals.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The use of movement as an instructional technique in choral rehearsals./
作者:	Hibbard, Therees Tkach.
面頁冊數:	393 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-02, Section: A, page: 0175.
Contained By:	Dissertation Abstracts International55-02A.
標題:	Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9418994

The use of movement as an instructional technique in choral rehearsals.
Hibbard, Therees Tkach.

The use of movement as an instructional technique in choral rehearsals. - 393 p.

Source: Dissertation Abstracts International, Volume: 55-02, Section: A, page: 0175.

Thesis (D.M.A.)--University of Oregon, 1994.

The purpose of this study was to examine the use of movement as an effective instructional technique in choral rehearsals. After reviewing existing related literature, a single subject, dual-site qualitative field study was conducted to examine the use of movement in choral rehearsals by an exemplary master choral conductor. Data were summarized, categorized, and analyzed using qualitative analysis procedures in order to develop a grounded theory of the use of movement in choral rehearsals. Specific movements were identified and categorized by instructional purposes, and described using Laban Movement Analysis to identify common qualities among the movements. A correspondence between the qualities of the movements and their intended instructional purposes emerged from this analysis. Findings suggested that the use of movement as an instructional technique with choral singers seems an effective pedagogical tool when (a) specific movements are developed that successfully express the instructional purposes intended by the conductor; (b) they promote rehearsal efficiency, increase "time on task", and develop a sense of group accomplishment and singer confidence; (c) they provide a nonverbal communication of the ineffable, expressive qualities of music for the singers; (d) they increase the learning process by employing multi-modal instruction through the movement's kinesthetic, visual, and aural effect on the singer; and (e) they are properly performed by the majority of the singers in order for the perceived effect to be successful. In these circumstances movement may be a valuable instructional technique when incorporated into choral rehearsals. In addition, implications for research and teaching methodology, suggested from the results of this study, were discussed.Subjects--Topical Terms:

516178
Music.

The use of movement as an instructional technique in choral rehearsals.
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245 1 4 $a The use of movement as an instructional technique in choral rehearsals.
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502 $a Thesis (D.M.A.)--University of Oregon, 1994.
520 $a The purpose of this study was to examine the use of movement as an effective instructional technique in choral rehearsals. After reviewing existing related literature, a single subject, dual-site qualitative field study was conducted to examine the use of movement in choral rehearsals by an exemplary master choral conductor. Data were summarized, categorized, and analyzed using qualitative analysis procedures in order to develop a grounded theory of the use of movement in choral rehearsals. Specific movements were identified and categorized by instructional purposes, and described using Laban Movement Analysis to identify common qualities among the movements. A correspondence between the qualities of the movements and their intended instructional purposes emerged from this analysis. Findings suggested that the use of movement as an instructional technique with choral singers seems an effective pedagogical tool when (a) specific movements are developed that successfully express the instructional purposes intended by the conductor; (b) they promote rehearsal efficiency, increase "time on task", and develop a sense of group accomplishment and singer confidence; (c) they provide a nonverbal communication of the ineffable, expressive qualities of music for the singers; (d) they increase the learning process by employing multi-modal instruction through the movement's kinesthetic, visual, and aural effect on the singer; and (e) they are properly performed by the majority of the singers in order for the perceived effect to be successful. In these circumstances movement may be a valuable instructional technique when incorporated into choral rehearsals. In addition, implications for research and teaching methodology, suggested from the results of this study, were discussed.
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