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Choral music educators and high scho...

Sanderson, Shelley M.

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Choral music educators and high school musical theater programs: A collective case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Choral music educators and high school musical theater programs: A collective case study./
作者:	Sanderson, Shelley M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10102529
ISBN:	9781339662336

Choral music educators and high school musical theater programs: A collective case study.
Sanderson, Shelley M.

Choral music educators and high school musical theater programs: A collective case study. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 176 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--University of Florida, 2015.

This item is not available from ProQuest Dissertations & Theses.

The purpose of this study was to describe the knowledge, skills, and dispositions of choral music educators who teach high school musical theater programs. Using a collective case study design, three participants were purposefully selected to represent low, moderate, and high resource high school musical theater programs. Data sources included interviews, participant journals, field notes from observations, and documents relevant to the musical production. Data analysis, which involved transcription of interviews, jotting, analytic memos, and coding, was ongoing and continued throughout the study. Both within-case and cross-case analyses were conducted.

ISBN: 9781339662336Subjects--Topical Terms:

3168367
Music education.

Choral music educators and high school musical theater programs: A collective case study.
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245 1 0 $a Choral music educators and high school musical theater programs: A collective case study.
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500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
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520 $a The purpose of this study was to describe the knowledge, skills, and dispositions of choral music educators who teach high school musical theater programs. Using a collective case study design, three participants were purposefully selected to represent low, moderate, and high resource high school musical theater programs. Data sources included interviews, participant journals, field notes from observations, and documents relevant to the musical production. Data analysis, which involved transcription of interviews, jotting, analytic memos, and coding, was ongoing and continued throughout the study. Both within-case and cross-case analyses were conducted.
520 $a Findings were described in relation to each research question. Each teacher agreed that participating in their schools' musical theater productions could be highly rewarding but also very stressful. The teachers held similar responsibilities during the rehearsal process of their productions. It was common that the choral teachers ran all music rehearsals and worked with principal soloists. All participants emphasized the need for strong piano skills when teaching and rehearsing the music with students. Teachers with weaker piano skills used pre-recorded accompaniment tracks, which were both beneficial and constraining. The ability to remain organized throughout rehearsals was also deemed vital. Some musical content and pedagogical knowledge (general musicianship and teaching knowledge) acquired as an undergraduate transferred to teaching high school musicals. Many aspects of pedagogical content knowledge about musical theater specifically were not learned in the pre-service choral music education curriculum. In general, teachers emerged from their undergraduate music education programs skilled in teaching choral style music, but were not as comfortable with the variety of styles found in musicals, vocal pedagogy specific to musicals, or with processes such as blocking and choreography. Drama teachers provided the participants with substantial support when preparing musicals. Implications include the need to provide opportunities in the pre-service choral music education curriculum to develop musical theater education pedagogical content knowledge and to provide professional development opportunities focused on musical theater to in-service teachers. In addition, assistance for choral music educators who are teaching musical theater needs to be increased and the inclusion of a musical theater centered high school course may be beneficial. Recommendations for future research are provided.
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