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Investigating first-grade children's...

Hatfield, Susan Salisbury.

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Investigating first-grade children's tonal development relative to massed and distributed instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating first-grade children's tonal development relative to massed and distributed instruction./
作者:	Hatfield, Susan Salisbury.
面頁冊數:	98 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0437.
Contained By:	Dissertation Abstracts International64-02A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3081767

Investigating first-grade children's tonal development relative to massed and distributed instruction.
Hatfield, Susan Salisbury.

Investigating first-grade children's tonal development relative to massed and distributed instruction. - 98 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0437.

Thesis (Ph.D.)--Temple University, 2003.

The purpose of this study was to document first grade children's tonal performances relative to massed and distributed instruction. The following were the research questions: (1) By the end of the study, how will tonal behaviors of children whose music instruction is distributed twice weekly (Distributed Instruction-DI) compare with tonal behaviors of children who receive music instruction only weekly (Massed Instruction-MI) relative to their (a) willingness to respond, (b) use of singing voice, and (c) intonation? (2) By the end of the study, how will tonal behaviors of DI and MI children with differing tonal aptitudes compare relative to 1 a–c?Subjects--Topical Terms:

1017808
Education, Music.

Investigating first-grade children's tonal development relative to massed and distributed instruction.
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245 1 0 $a Investigating first-grade children's tonal development relative to massed and distributed instruction.
300 $a 98 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0437.
500 $a Major Adviser: Darrel L. Walters.
502 $a Thesis (Ph.D.)--Temple University, 2003.
520 $a The purpose of this study was to document first grade children's tonal performances relative to massed and distributed instruction. The following were the research questions: (1) By the end of the study, how will tonal behaviors of children whose music instruction is distributed twice weekly (Distributed Instruction-DI) compare with tonal behaviors of children who receive music instruction only weekly (Massed Instruction-MI) relative to their (a) willingness to respond, (b) use of singing voice, and (c) intonation? (2) By the end of the study, how will tonal behaviors of DI and MI children with differing tonal aptitudes compare relative to 1 a–c?
520 $a Children in two first grade classes in a Philadelphia public school participated in the study. The first class (MI) received music instruction once weekly; the second class (DI) received music instruction twice weekly.
520 $a The researcher video-recorded both classes during the first and last five weeks of instruction. The school music teacher and the researcher administered <italic> Intermediate Measures of Music Audiation</italic> (IMMA, Gordon, 1979) to both classes. The researcher viewed video-recordings from the final five weeks, documenting, then categorizing data.
520 $a Few differences were apparent between the DI performances and the MI performances, though DI children did perform twice as many Spontaneous responses and Spontaneous, Pure Singing Voice responses than did MI children. Both groups demonstrated frequent Pure Singing Voice responses and Self-corrective responses.
520 $a Few differences were apparent among children with corresponding aptitude levels across groups, though one could interpret that DI children with high aptitude responded with more advanced vocal behaviors than did MI children with high aptitude.
520 $a The researcher concluded that distribution of instruction seems to influence spontaneous tonal behaviors among some first grade children; that first grade children may be less ready for formal tonal instruction than commonly believed; and that first grade children's audible self-corrective tonal behaviors may be evidence of an active cognitive process children use as they acquire tonal competence.
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