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

Compassionate Music Teaching With Ad...

Leahy, Kaitlyn Sarah.

FindBook

Google Book

Amazon

博客來

Compassionate Music Teaching With Adults Learning Recreationally in Lessons: A Narrative Inquiry.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Compassionate Music Teaching With Adults Learning Recreationally in Lessons: A Narrative Inquiry./
作者:	Leahy, Kaitlyn Sarah.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
面頁冊數:	201 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
標題:	Music education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30987746
ISBN:	9798381217889

Compassionate Music Teaching With Adults Learning Recreationally in Lessons: A Narrative Inquiry.
Leahy, Kaitlyn Sarah.

Compassionate Music Teaching With Adults Learning Recreationally in Lessons: A Narrative Inquiry. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 201 p.

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (D.M.A.)--Boston University, 2024.

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

Using the Compassionate Music Teaching (CMT) framework as a lens, in this study I explored the ways that teachers of adults learning recreationally in music lessons may align their teaching approaches to learners' adult-specific needs. Adult education scholars have accentuated the need for facilitators of adult learning to consider adult learners' life experiences, circumstances, and identities (Merriam & Baumgartner, 2020). Researchers studying adults learning music have similarly identified the ways in which adults appreciate opportunities to ask questions, share in discussions, and be a part of the decision-making processes related to their music learning (Creech et al., 2020; Creech et al., 2014; Rohwer, 2012).In alignment with adult education and music education scholarship, the CMT framework offers an approach through which teachers may connect with learners as people to support their musical and personal growth (Hendricks, 2018). However, as Roulston et al. (2015) identified, an approach has not yet been proposed specifically for the teaching and learning of adult music learners. Whereas one might assume that a lack of adult-specific teaching techniques may not pose an issue in a one-on-one setting, there is evidence that even when teachers make efforts to meet adult learners' needs in lessons, they are not always successful (Leahy & Smith, 2021). Therefore, the purpose of this study was to explore the ways, if any, that teachers of adults engaged and empowered adults learning in recreational music lesson settings.Through the process of narrative inquiry, I engaged with participants in guided conversations to explore their processes of becoming musicians and educators and the ways they engaged compassionately with their adult students. I share the findings of the narrative inquiry through a series of re-storied vignettes. The findings of this study highlighted adult-specific needs that arose from the participants' narratives and the ways that the teachers enacted qualities of CMT (trust, empathy, patience, inclusion, community, authentic connection) as they worked to meet those needs. I explore these needs under four categories: (a) following learner goals and objectives, (b) acting as a guide, (c) respecting learners' full humanity, and (d) supporting musical belonging. The results of this study contribute to extant research by offering further insight into adults' music learning needs, offering teachers of adults approaches through which may better meet learner needs, and expanding the CMT framework to include the experiences of adults learning recreationally.

ISBN: 9798381217889Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Adult learning

Compassionate Music Teaching With Adults Learning Recreationally in Lessons: A Narrative Inquiry.
LDR:03831nmm a2200385 4500 001 2394795
005 20240429063858.5
006 m o d
007 cr#unu||||||||
008 251215s2024 ||||||||||||||||| ||eng d
020 $a 9798381217889
035 $a (MiAaPQ)AAI30987746
035 $a AAI30987746
040 $a MiAaPQ $c MiAaPQ
100 1 $a Leahy, Kaitlyn Sarah. $0 (orcid)0000-0001-6829-6563 $3 3764288
245 1 0 $a Compassionate Music Teaching With Adults Learning Recreationally in Lessons: A Narrative Inquiry.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 201 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
500 $a Advisor: Hendricks, Karin S.
502 $a Thesis (D.M.A.)--Boston University, 2024.
506 $a This item must not be sold to any third party vendors.
520 $a Using the Compassionate Music Teaching (CMT) framework as a lens, in this study I explored the ways that teachers of adults learning recreationally in music lessons may align their teaching approaches to learners' adult-specific needs. Adult education scholars have accentuated the need for facilitators of adult learning to consider adult learners' life experiences, circumstances, and identities (Merriam & Baumgartner, 2020). Researchers studying adults learning music have similarly identified the ways in which adults appreciate opportunities to ask questions, share in discussions, and be a part of the decision-making processes related to their music learning (Creech et al., 2020; Creech et al., 2014; Rohwer, 2012).In alignment with adult education and music education scholarship, the CMT framework offers an approach through which teachers may connect with learners as people to support their musical and personal growth (Hendricks, 2018). However, as Roulston et al. (2015) identified, an approach has not yet been proposed specifically for the teaching and learning of adult music learners. Whereas one might assume that a lack of adult-specific teaching techniques may not pose an issue in a one-on-one setting, there is evidence that even when teachers make efforts to meet adult learners' needs in lessons, they are not always successful (Leahy & Smith, 2021). Therefore, the purpose of this study was to explore the ways, if any, that teachers of adults engaged and empowered adults learning in recreational music lesson settings.Through the process of narrative inquiry, I engaged with participants in guided conversations to explore their processes of becoming musicians and educators and the ways they engaged compassionately with their adult students. I share the findings of the narrative inquiry through a series of re-storied vignettes. The findings of this study highlighted adult-specific needs that arose from the participants' narratives and the ways that the teachers enacted qualities of CMT (trust, empathy, patience, inclusion, community, authentic connection) as they worked to meet those needs. I explore these needs under four categories: (a) following learner goals and objectives, (b) acting as a guide, (c) respecting learners' full humanity, and (d) supporting musical belonging. The results of this study contribute to extant research by offering further insight into adults' music learning needs, offering teachers of adults approaches through which may better meet learner needs, and expanding the CMT framework to include the experiences of adults learning recreationally.
590 $a School code: 0017.
650 4 $a Music education. $3 3168367
650 4 $a Community college education. $3 2122836
650 4 $a Music theory. $3 547155
653 $a Adult learning
653 $a Community music
653 $a Compassionate music teaching
653 $a Music lessons
690 $a 0522
690 $a 0275
690 $a 0221
710 2 $a Boston University. $b Music Education CFA. $3 3168388
773 0 $t Dissertations Abstracts International $g 85-07A.
790 $a 0017
791 $a D.M.A.
792 $a 2024
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30987746