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

A comparison of the effects of two i...

Riley, Patricia Elaine.

FindBook

Google Book

Amazon

博客來

A comparison of the effects of two instructional approaches to teaching middle school instrumental music: An approach using music performance and listening, and an approach using music performance, listening, and composition.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A comparison of the effects of two instructional approaches to teaching middle school instrumental music: An approach using music performance and listening, and an approach using music performance, listening, and composition./
作者:	Riley, Patricia Elaine.
面頁冊數:	240 p.
附註:	Adviser: David Zerull.
Contained By:	Dissertation Abstracts International63-06A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3056497
ISBN:	9780493716190

A comparison of the effects of two instructional approaches to teaching middle school instrumental music: An approach using music performance and listening, and an approach using music performance, listening, and composition.
Riley, Patricia Elaine.

A comparison of the effects of two instructional approaches to teaching middle school instrumental music: An approach using music performance and listening, and an approach using music performance, listening, and composition. - 240 p.

Adviser: David Zerull.

Thesis (D.M.A.)--Shenandoah University, 2001.

This 13-week study examined the effects of music composition on 38 students in middle school instrumental music performance classes. The extent to which individual student music achievement, individual student instrumental music performance, and attitude toward music and instrumental music learning are affected by the addition of music composition activities to music performance and listening activities were investigated. Participants were seventh-grade and eighth-grade wind and percussion players with a range of 2 months to 4 years and 2 months of instrument-playing experience. A pretest-posttest randomized control group design was used, with classes meeting for 45 minutes, 2 times each week during the treatment period. Measures used were the Colwell Music Achievement Test, the Watkins-Farnum Performance Scale , and a researcher-developed attitude survey. Statistically significant gains from pretest to posttest were achieved by both the experimental group and the control group in the areas of music achievement and music performance, however the differences between the gains of the groups were not statistically significant. The experimental group responded more favorably than did the control group from pretest to posttest to attitude survey statements, including "I like band class," and "I have learned a lot about music in band class this year."

ISBN: 9780493716190Subjects--Topical Terms:

1017808
Education, Music.

A comparison of the effects of two instructional approaches to teaching middle school instrumental music: An approach using music performance and listening, and an approach using music performance, listening, and composition.
LDR:02394nam 2200277 a 45 001 946160
005 20110523
008 110523s2001 eng d
020 $a 9780493716190
035 $a (UMI)AAI3056497
035 $a AAI3056497
040 $a UMI $c UMI
100 1 $a Riley, Patricia Elaine. $3 1269569
245 1 2 $a A comparison of the effects of two instructional approaches to teaching middle school instrumental music: An approach using music performance and listening, and an approach using music performance, listening, and composition.
300 $a 240 p.
500 $a Adviser: David Zerull.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2172.
502 $a Thesis (D.M.A.)--Shenandoah University, 2001.
520 $a This 13-week study examined the effects of music composition on 38 students in middle school instrumental music performance classes. The extent to which individual student music achievement, individual student instrumental music performance, and attitude toward music and instrumental music learning are affected by the addition of music composition activities to music performance and listening activities were investigated. Participants were seventh-grade and eighth-grade wind and percussion players with a range of 2 months to 4 years and 2 months of instrument-playing experience. A pretest-posttest randomized control group design was used, with classes meeting for 45 minutes, 2 times each week during the treatment period. Measures used were the Colwell Music Achievement Test, the Watkins-Farnum Performance Scale , and a researcher-developed attitude survey. Statistically significant gains from pretest to posttest were achieved by both the experimental group and the control group in the areas of music achievement and music performance, however the differences between the gains of the groups were not statistically significant. The experimental group responded more favorably than did the control group from pretest to posttest to attitude survey statements, including "I like band class," and "I have learned a lot about music in band class this year."
590 $a School code: 1330.
650 4 $a Education, Music. $3 1017808
650 4 $a Music. $3 516178
690 $a 0413
690 $a 0522
710 2 0 $a Shenandoah University. $3 1269570
773 0 $t Dissertation Abstracts International $g 63-06A.
790 $a 1330
790 1 0 $a Zerull, David, $e advisor
791 $a D.M.A.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3056497