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Student perceptions of skills learne...

Brown, Jennifer Claire.

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Student perceptions of skills learned in undergraduate applied trumpet lessons.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student perceptions of skills learned in undergraduate applied trumpet lessons./
作者:	Brown, Jennifer Claire.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	147 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
標題:	Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3740408
ISBN:	9781339325231

Student perceptions of skills learned in undergraduate applied trumpet lessons.
Brown, Jennifer Claire.

Student perceptions of skills learned in undergraduate applied trumpet lessons. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 147 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (A.Mus.D.)--University of Illinois at Urbana-Champaign, 2015.

The applied lesson is the cornerstone of undergraduate music education. Although this setting has trained musicians for centuries, it remains chronically under-researched. While a growing body of research with regard to evaluation, observation, models, and the student-teacher relationship within the applied lesson is developing, little research regarding student perceptions of the applied lesson has been conducted. This warrants research because a student's perceptions---formed, among other things, by background, experiences and expectations---may not coincide with reality. Understanding student perceptions will provide applied instructors with valuable information regarding optimal lesson focus and structure. Accordingly, this study aims to identify and quantitatively evaluate student perceptions in undergraduate applied trumpet lessons.

ISBN: 9781339325231Subjects--Topical Terms:

516178
Music.

Student perceptions of skills learned in undergraduate applied trumpet lessons.
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520 $a The applied lesson is the cornerstone of undergraduate music education. Although this setting has trained musicians for centuries, it remains chronically under-researched. While a growing body of research with regard to evaluation, observation, models, and the student-teacher relationship within the applied lesson is developing, little research regarding student perceptions of the applied lesson has been conducted. This warrants research because a student's perceptions---formed, among other things, by background, experiences and expectations---may not coincide with reality. Understanding student perceptions will provide applied instructors with valuable information regarding optimal lesson focus and structure. Accordingly, this study aims to identify and quantitatively evaluate student perceptions in undergraduate applied trumpet lessons.
520 $a For the purpose of this analysis, skills learned within in the applied trumpet lesson were categorized into two groups: trumpet specific and non-trumpet specific skills. The trumpet specific skills studied are articulation/tonguing, flexibility/lip slurs, improvisation, intonation, range, rhythm, phrasing, scales/arpeggios, style, tone, and transposition. The non-trumpet specific skills comprise audition skills, collaborative skills, knowledge of literature, listening skills, pedagogy skills, performance skills, planning/scheduling skills, practice techniques, research skills, and self-analysis skills. Qualified respondents (N = 89) from 27 universities in 10 Midwestern states answered questions via a web-based survey instrument. After answering several demographic questions, respondents were asked: (i) whether they desired to master/attain each trumpet specific and non-trumpet specific skill; (ii) to self-report their competency with respect to each such skill; and (iii) to rate the importance of each skill. (Abstract shortened by UMI.).
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