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Symbolic Interactionism : = Insights into the Creative Processes of Fifth-Grade Music Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Symbolic Interactionism :/
其他題名:	Insights into the Creative Processes of Fifth-Grade Music Students.
作者:	Jyawook, Alia Mae Margaret.
面頁冊數:	1 online resource (205 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30318735click for full text (PQDT)
ISBN:	9798379408671

Symbolic Interactionism : = Insights into the Creative Processes of Fifth-Grade Music Students.
Jyawook, Alia Mae Margaret.

Symbolic Interactionism :Insights into the Creative Processes of Fifth-Grade Music Students. - 1 online resource (205 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (D.M.A.)--Boston University, 2023.

Includes bibliographical references

Symbolic interactionism has scarcely been used as a framework in the field of music education. The purpose of this case study was to understand the verbal and nonverbal interactions of four fifth-grade general music students while they collaborated with peers to compose original songs. Through the lens of symbolic interactionism, data from video and audio recordings, student artifacts, and researcher memos were examined to answer the following research questions: 1) How do fifth-grade general music students interact with their peers during composition activities in a constructivist learning environment? 2) How do fifth-grade general music students self-indicate and create shared meanings through verbal and nonverbal symbolic interactions? A within and cross-case analysis revealed that students interacted with their peers through communicative acts, forming friendships, nonverbal gestures, and forming social roles. The participants self-indicated and created shared meanings as a result of shared responsibilities, musical dialogue, improvisation, and symbolic exclusion. Findings suggested that fifth-grade students develop social roles and engage in follower and leader behaviors in situations where teacher scaffolding is purposefully suspended. The results of the research contribute to an existing body of literature regarding fifth-grade general music students' abilities to self-direct their own learning during collaborative activities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379408671Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

CompositionIndex Terms--Genre/Form:

542853
Electronic books.

Symbolic Interactionism : = Insights into the Creative Processes of Fifth-Grade Music Students.
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520 $a Symbolic interactionism has scarcely been used as a framework in the field of music education. The purpose of this case study was to understand the verbal and nonverbal interactions of four fifth-grade general music students while they collaborated with peers to compose original songs. Through the lens of symbolic interactionism, data from video and audio recordings, student artifacts, and researcher memos were examined to answer the following research questions: 1) How do fifth-grade general music students interact with their peers during composition activities in a constructivist learning environment? 2) How do fifth-grade general music students self-indicate and create shared meanings through verbal and nonverbal symbolic interactions? A within and cross-case analysis revealed that students interacted with their peers through communicative acts, forming friendships, nonverbal gestures, and forming social roles. The participants self-indicated and created shared meanings as a result of shared responsibilities, musical dialogue, improvisation, and symbolic exclusion. Findings suggested that fifth-grade students develop social roles and engage in follower and leader behaviors in situations where teacher scaffolding is purposefully suspended. The results of the research contribute to an existing body of literature regarding fifth-grade general music students' abilities to self-direct their own learning during collaborative activities.
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