東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Thought processes and strategies of ...

Younker, Betty Anne.

FindBook

Google Book

Amazon

博客來

Thought processes and strategies of eight, eleven, and fourteen-year-old students while engaged in music composition.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Thought processes and strategies of eight, eleven, and fourteen-year-old students while engaged in music composition./
作者:	Younker, Betty Anne.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1997,
面頁冊數:	653 p.
附註:	Source: Dissertations Abstracts International, Volume: 59-10, Section: A.
Contained By:	Dissertations Abstracts International59-10A.
標題:	Music education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9814345
ISBN:	9780591653991

Thought processes and strategies of eight, eleven, and fourteen-year-old students while engaged in music composition.
Younker, Betty Anne.

Thought processes and strategies of eight, eleven, and fourteen-year-old students while engaged in music composition. - Ann Arbor : ProQuest Dissertations & Theses, 1997 - 653 p.

Source: Dissertations Abstracts International, Volume: 59-10, Section: A.

Thesis (Ph.D.)--Northwestern University, 1997.

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

The purpose of the study was to explore thought processes and strategies of three 8-, three 11-, and three 14-year-old students that occurred while composing with technology. In this descriptive study, the following data were analyzed: (1) students' thoughts, responses, and behaviors that occurred during three composing sessions; (2) students' verbal responses to questions, given after each composing session, about their composing activities; and (3) students' verbal responses to questions, given before and after all composing sessions, about composing in general. The findings from the above three analyses were examined to discern what developmental patterns, if any, emerged across ages. Nine students were involved in seven 1-hour sessions. In two age-specific information sessions, students were introduced to a software program. In the third session, each student met individually to review what was covered during the information sessions and was asked questions about composing in general. In sessions four, five, and six, each student was asked to compose, think aloud while composing, and respond to questions via an unstructured interview technique. Each session ended with the student responding to questions about the composing activities. In the seventh session, the students presented their compositions to each other. Analysis of data for research question 1 revealed nine themes: elements of music, concepts, expressive gestures, composing processes, incorporation of known material, non-composing processes, technological problems, outlier verbal reports, and outside influences. Analysis of data for research question 2 generated five categories: awareness of activities, ability to recall activities, occurrence of mental activities between sessions, ability to recall interaction with musical elements, and range of evaluative comments. For research question 3, data were organized around: changes in content of specific responses, relationships between descriptions and experiences, descriptions of beginning composing activities, movement from third to first person, and perceptions about composing and listening. Developmentally, patterns emerged in the composing behaviors and in the treatment of timbre, beat, melody, and harmony.

ISBN: 9780591653991Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

eight-year-olds

Thought processes and strategies of eight, eleven, and fourteen-year-old students while engaged in music composition.
LDR:03482nmm a2200349 4500 001 2284469
005 20211123073028.5
008 220723s1997 ||||||||||||||||| ||eng d
020 $a 9780591653991
035 $a (MiAaPQ)AAI9814345
035 $a AAI9814345
040 $a MiAaPQ $c MiAaPQ
100 1 $a Younker, Betty Anne. $3 3563637
245 1 0 $a Thought processes and strategies of eight, eleven, and fourteen-year-old students while engaged in music composition.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1997
300 $a 653 p.
500 $a Source: Dissertations Abstracts International, Volume: 59-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Webster, Peter.
502 $a Thesis (Ph.D.)--Northwestern University, 1997.
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 the study was to explore thought processes and strategies of three 8-, three 11-, and three 14-year-old students that occurred while composing with technology. In this descriptive study, the following data were analyzed: (1) students' thoughts, responses, and behaviors that occurred during three composing sessions; (2) students' verbal responses to questions, given after each composing session, about their composing activities; and (3) students' verbal responses to questions, given before and after all composing sessions, about composing in general. The findings from the above three analyses were examined to discern what developmental patterns, if any, emerged across ages. Nine students were involved in seven 1-hour sessions. In two age-specific information sessions, students were introduced to a software program. In the third session, each student met individually to review what was covered during the information sessions and was asked questions about composing in general. In sessions four, five, and six, each student was asked to compose, think aloud while composing, and respond to questions via an unstructured interview technique. Each session ended with the student responding to questions about the composing activities. In the seventh session, the students presented their compositions to each other. Analysis of data for research question 1 revealed nine themes: elements of music, concepts, expressive gestures, composing processes, incorporation of known material, non-composing processes, technological problems, outlier verbal reports, and outside influences. Analysis of data for research question 2 generated five categories: awareness of activities, ability to recall activities, occurrence of mental activities between sessions, ability to recall interaction with musical elements, and range of evaluative comments. For research question 3, data were organized around: changes in content of specific responses, relationships between descriptions and experiences, descriptions of beginning composing activities, movement from third to first person, and perceptions about composing and listening. Developmentally, patterns emerged in the composing behaviors and in the treatment of timbre, beat, melody, and harmony.
590 $a School code: 0163.
650 4 $a Music education. $3 3168367
650 4 $a Educational psychology. $3 517650
653 $a eight-year-olds
653 $a eleven-year-olds
690 $a 0522
690 $a 0525
710 2 $a Northwestern University. $3 1018161
773 0 $t Dissertations Abstracts International $g 59-10A.
790 $a 0163
791 $a Ph.D.
792 $a 1997
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9814345