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|Title:||Reflective thinking as exemplified in musical decision-making|
|Author(s):||Whitaker, Nancy Louise|
|Doctoral Committee Chair(s):||Colwell, Richard J.|
|Department / Program:||Music|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||Two forms of data served as the basis for this inquiry into the extent of reflective thinking represented by musical decision making. Articles written by pianists, arrangers, and conductors served as primary sources from extant literature. A verbal protocol representing the "stream of consciousness" data gathering technique was produced by six subjects representing outstanding achievement in their fields; two pianists, two arrangers and two instrumental conductors. A series of task representative of opportunities for decision making structured the data gathering procedure.
Statements extracted from the literature and the complete transcripts were analyzed using a non traditional form of content analysis based on the description of reflective thinking presented by John Dewey in How We Think (1933). Results of the analysis were presented as a series of paradigms, as annotated lists of statements and groups of statements, and as a series of graphic illustrations.
The analysis revealed that the thinking of each subject in each task situation was unique. A variety of forms of funded knowledge, non reflective thinking, and reflective thinking was found in the transcripts. When the results of the transcript analysis were compared to the literature it was apparent that, with two exceptions, the thinking of the subjects differed from thinking represented in extant literature.
Dewey provides an explanation for the disparity between the thinking of the subjects, and the disparity between the thinking of the subjects and thinking represented in the literature. His explanation is based on his conception of thinking as a process unique to the individual. Each person brings a particular web of funded experience to a situation and uses this experience to identify and consider problems. The interaction of funded experience with immediate experience structures the problem and the subsequent use of non reflective or reflective thinking.
|Rights Information:||Copyright 1989 Whitaker, Nancy Louise|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9011074|
This item appears in the following Collection(s)
Dissertations and Theses [Graduate College] - Music
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois