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Music specialists' beliefs and pract...

Cusano, Janice M.

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Music specialists' beliefs and practices in teaching music listening.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Music specialists' beliefs and practices in teaching music listening./
作者:	Cusano, Janice M.
面頁冊數:	246 p.
附註:	Adviser: Mary Goetze.
Contained By:	Dissertation Abstracts International67-03A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3209909
ISBN:	9780542587467

Music specialists' beliefs and practices in teaching music listening.
Cusano, Janice M.

Music specialists' beliefs and practices in teaching music listening. - 246 p.

Adviser: Mary Goetze.

Thesis (Ph.D.)--Indiana University, 2005.

Recommendations for further research were given, as well as implications for practice and teacher preparation.

ISBN: 9780542587467Subjects--Topical Terms:

1017808
Education, Music.

Music specialists' beliefs and practices in teaching music listening.
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100 1 $a Cusano, Janice M. $3 1269571
245 1 0 $a Music specialists' beliefs and practices in teaching music listening.
300 $a 246 p.
500 $a Adviser: Mary Goetze.
500 $a Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0878.
502 $a Thesis (Ph.D.)--Indiana University, 2005.
520 $a Recommendations for further research were given, as well as implications for practice and teacher preparation.
520 $a The purpose of the study was to examine elementary music teachers' beliefs, materials, methods, and confidence in teaching music listening. Data were systematically collected from a nationwide sample of public school elementary school specialists. Respondents (N = 110) completed a questionnaire and results were analyzed using frequencies, means, standard deviations, Pearson, t tests, and ANOVA procedures.
520 $a The following demographics served as independent variables for the study: (a) degree, (b) gender, (c) certification, (d) experience, (e) type of school, (f) district monetary support, and (g) number of children's choirs. Overall, respondents had earned Masters degrees, had 11 years of teaching experience, were female, had completed both Kodaly and Orff certifications, reported a modest level of district support, directed choirs, and taught a five-ten minute listening lesson to all grades twice monthly.
520 $a The following dependent variables represented teachers' beliefs and practices: (a) beliefs, (b) materials, (c) reasons for choosing to teach listening, (d) music preferences, (e) student involvement during the lesson, (f) methods of teaching, and (g) confidence in teaching. Results found that teachers strongly believed that music listening enhances aesthetic sensitivity, but more often chose music that illustrated concepts in the curriculum. Teachers felt least confident using Nonwestern music for lessons, and preferred using Classical or Jazz music to other genres even though they strongly valued broadening cultural awareness. In t-tests analyzing means for frequency and length of music listening lessons across the sample, results indicated that lessons are taught with the same frequency for all grades, but teachers generally teach significantly longer lessons to students in grades 3-6. An Analysis of variance revealed a significant effect of certification and degree on methods of teaching. Experience, type of school, district support, or teaching children's choirs did not produce differences among the sample on any variable.
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