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Beginning strings class instruction:...

Lyne, Jennifer Kay.

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Beginning strings class instruction: Practice and theory.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Beginning strings class instruction: Practice and theory./
作者:	Lyne, Jennifer Kay.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1991,
面頁冊數:	128 p.
附註:	Source: Dissertations Abstracts International, Volume: 53-04, Section: A.
Contained By:	Dissertations Abstracts International53-04A.
標題:	Music education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9134876

Beginning strings class instruction: Practice and theory.
Lyne, Jennifer Kay.

Beginning strings class instruction: Practice and theory. - Ann Arbor : ProQuest Dissertations & Theses, 1991 - 128 p.

Source: Dissertations Abstracts International, Volume: 53-04, Section: A.

Thesis (Ed.D.)--Arizona State University, 1991.

This item must not be sold to any third party vendors.

The purpose of this study was to examine and describe the process of teaching beginning strings classes. Originally the focus was to examine the effects of the combination of aspects of the Orff and Kodaly approaches with Rolland string pedagogy. However, through the constant comparative method of data analysis, the discovery, understanding, and development of a theory of string class pedagogy occurred. The study included the investigator's beginning strings classes from six elementary schools. Qualitative methods of inquiry were used for gathering data. The study yielded a model of teaching sequence. The sequence involved teacher assessment, diagnosis, and prescription. The teaching process was discovered to be driven by a consistent set of questions. Areas of learning which were examined by the sequence were students' playing technique, understanding of musical concepts, and level of intrinsic motivation with regard to classroom pacing. Assessment began with a question regarding what the students' level was as it was compared with the expected level. The expected level had to do with the teacher's teaching experience and playing expertise. The answer to the assessment question resulted in an indication that either developmental or remedial teaching should next occur. The diagnosis-initiating question was designed to examine the nature of the status of the playing, understanding, and level of intrinsic motivation. The answer terminated diagnosis and led to prescription. The prescription-initiating question attempted to discover what was the most appropriate step to take next in the teaching. Once the prescription was applied, the teaching sequence repeated as the teacher assessed the results of the application of the prescription. A method for teacher self-examination emerged through the process of the research. This seemed appropriate to teachers whose circumstances preclude the existence of a supervisor with expertise to aid the teacher's professional growth.Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

beginning strings class

Beginning strings class instruction: Practice and theory.
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260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1991
300 $a 128 p.
500 $a Source: Dissertations Abstracts International, Volume: 53-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Haggerson, Nelson;Wells, Barrie.
502 $a Thesis (Ed.D.)--Arizona State University, 1991.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to examine and describe the process of teaching beginning strings classes. Originally the focus was to examine the effects of the combination of aspects of the Orff and Kodaly approaches with Rolland string pedagogy. However, through the constant comparative method of data analysis, the discovery, understanding, and development of a theory of string class pedagogy occurred. The study included the investigator's beginning strings classes from six elementary schools. Qualitative methods of inquiry were used for gathering data. The study yielded a model of teaching sequence. The sequence involved teacher assessment, diagnosis, and prescription. The teaching process was discovered to be driven by a consistent set of questions. Areas of learning which were examined by the sequence were students' playing technique, understanding of musical concepts, and level of intrinsic motivation with regard to classroom pacing. Assessment began with a question regarding what the students' level was as it was compared with the expected level. The expected level had to do with the teacher's teaching experience and playing expertise. The answer to the assessment question resulted in an indication that either developmental or remedial teaching should next occur. The diagnosis-initiating question was designed to examine the nature of the status of the playing, understanding, and level of intrinsic motivation. The answer terminated diagnosis and led to prescription. The prescription-initiating question attempted to discover what was the most appropriate step to take next in the teaching. Once the prescription was applied, the teaching sequence repeated as the teacher assessed the results of the application of the prescription. A method for teacher self-examination emerged through the process of the research. This seemed appropriate to teachers whose circumstances preclude the existence of a supervisor with expertise to aid the teacher's professional growth.
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