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A comparison of the effects of two i...

Riley, Patricia Elaine.

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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.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	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./
Author:	Riley, Patricia Elaine.
Description:	240 p.
Notes:	Adviser: David Zerull.
Contained By:	Dissertation Abstracts International63-06A.
Subject:	Education, Music. -
Online resource:	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.
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035 $a (UMI)AAI3056497
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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.
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773 0 $t Dissertation Abstracts International $g 63-06A.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3056497