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Choosing when, where, and how to be ...

Xydas, Spiros D.

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Choosing when, where, and how to be a musician: A longitudinal study of student composing in a secondary band ensemble class.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Choosing when, where, and how to be a musician: A longitudinal study of student composing in a secondary band ensemble class./
作者:	Xydas, Spiros D.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	185 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10586613
ISBN:	9781369661255

Choosing when, where, and how to be a musician: A longitudinal study of student composing in a secondary band ensemble class.
Xydas, Spiros D.

Choosing when, where, and how to be a musician: A longitudinal study of student composing in a secondary band ensemble class. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 185 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--Oakland University, 2014.

The purpose of this qualitative study was to investigate the composing experiences of students in a band ensemble class. As teacher-researcher I wanted to learn more about my students learning experiences within a socially constructed, learner-centered environment as they engaged in composing music throughout their three years in my middle school band program. The curriculum of this class had included composing projects for many years prior to the start of this longitudinal study. No additional activities or projects were planned for specifically for this study.

ISBN: 9781369661255Subjects--Topical Terms:

3168367
Music education.

Choosing when, where, and how to be a musician: A longitudinal study of student composing in a secondary band ensemble class.
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245 1 0 $a Choosing when, where, and how to be a musician: A longitudinal study of student composing in a secondary band ensemble class.
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300 $a 185 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Jacqueline H. Wiggins.
502 $a Thesis (Ph.D.)--Oakland University, 2014.
520 $a The purpose of this qualitative study was to investigate the composing experiences of students in a band ensemble class. As teacher-researcher I wanted to learn more about my students learning experiences within a socially constructed, learner-centered environment as they engaged in composing music throughout their three years in my middle school band program. The curriculum of this class had included composing projects for many years prior to the start of this longitudinal study. No additional activities or projects were planned for specifically for this study.
520 $a Data consisted of video and audio recordings of class rehearsals and group work, students' compositions and written reflections on their composing experiences, and follow-up interviews with students. Over the three years, data were collected from 334 participants, 59 of whom were involved in the study for all three years. Recordings were transcribed and all data analyzed for emergent themes reflective of the nature of participants' experiences in this middle school band ensemble setting.
520 $a The overarching theme emerging from my analysis was that learner agency was fostered through the process of composing within this band ensemble setting. Further, as a result of engaging in composing experiences regularly in the context of our band rehearsals, students a) used composing as a tool to develop their instrumental performance technique, b) took more ownership and initiative in their learning, c) were agentive in their learning process, regularly engaging in self-assessment, goal setting, and reflection on their growth, d) developed a community of practice (Wenger, 1998) through their processes of composing and sharing their compositions, supported throughout by peer and teacher scaffolding, and e) made meaningful connections with their ensemble repertoire through engaging in composing.
520 $a This study illuminated the benefits of providing composing opportunities within performance ensembles while not sacrificing any of the traditional expectations for these ensemble classes. Composing enabled students to develop a sense of agency and become empowered and provided opportunity for them to choose how, when, and why to be musicians. This fostered a partnership between students and teacher and among students and fostered a learner-centered, social constructivist learning/teaching environment in our band class.
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