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Rapport in the applied voice studio.

Clemmons, Mary Jo.

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Rapport in the applied voice studio.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Rapport in the applied voice studio./
作者:	Clemmons, Mary Jo.
面頁冊數:	325 p.
附註:	Adviser: Harold Abeles.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3259241

Rapport in the applied voice studio.
Clemmons, Mary Jo.

Rapport in the applied voice studio. - 325 p.

Adviser: Harold Abeles.

Thesis (Ed.D.)--Teachers College, Columbia University, 2007.

The purpose of this study was to examine, classify and describe rapport in the applied voice studio. A purposeful sample of four Master Teachers, two male and two female, was chosen from the complete list of 36 Master Teachers from the NATS Summer Intern Program. I observed the lessons of these four teachers for approximately four hours, and also interviewed each teacher and four to six of their students producing over 16 hours of audio-recorded interviews. Additionally, a questionnaire was sent out to all 36 of the Master Teachers with a response rate of 33% in order to gather a broader view.Subjects--Topical Terms:

1017808
Education, Music.

Rapport in the applied voice studio.
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245 1 0 $a Rapport in the applied voice studio.
300 $a 325 p.
500 $a Adviser: Harold Abeles.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1377.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2007.
520 $a The purpose of this study was to examine, classify and describe rapport in the applied voice studio. A purposeful sample of four Master Teachers, two male and two female, was chosen from the complete list of 36 Master Teachers from the NATS Summer Intern Program. I observed the lessons of these four teachers for approximately four hours, and also interviewed each teacher and four to six of their students producing over 16 hours of audio-recorded interviews. Additionally, a questionnaire was sent out to all 36 of the Master Teachers with a response rate of 33% in order to gather a broader view.
520 $a Results indicate an interpersonal relationship is vital to the success of applied lessons, and creates an emotional connection that empowers motivation and learning in a dynamic way. The importance of this emotional connection may best be understood through the concept of relatedness as defined in Self-determination Theory and also the theory of Emotional Contagion.
520 $a Further analysis revealed four categorical themes of the components of rapport: (1) Expertise and self-confidence on the part of the teacher is foundational to rapport. (2) A feeling of safety and mutual respect within the studio gives the student a feeling of security and trust that is necessary for successful relationships. (3) Clear expectations and high standards linked with distinct relational boundaries help students be and feel successful. (4) An enthusiastic, affirmative teaching style infects students with enthusiasm and self-confidence. Additionally, students perceived many benefits from rapport, describing feeling safe and feeling cared for, being empowered by their teacher's belief in them, being motivated by the relationship itself, and feeling valued and valuable. These categorized benefits emerged almost exclusively from student interviews and were pervasive throughout all studios.
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