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|Title:||Self-Concept and Musical Achievement in the Adult Learner|
|Author(s):||Mack, Linda Sue|
|Department / Program:||Music|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The problem was to investigate the changes in musical achievement, self-concept, and perceived musical ability among a group of adult learners after one semester of vocal/choral instruction, and to examine interrelationships among vocal/choral experience, self-concept, and actual and perceived levels of musical achievement.
One hundred twenty-five adult volunteers participated in the study. Instruments used included one standardized test, the Self-Perception Inventory (Soares and Soares) and three measures designed by the investigator, the Self-Report of Musical Ability (SRMA), the Adult Choral Music Achievement Test (ACMAT), and the Report of Infuential Instructional Factors (RIIF).
The experimental group consisted of new members of two adult amateur choral ensembles who, for one semester of weekly sessions, were trained in music reading, sightsinging, and vocal technique. Pretest and posttest data were analyzed by treatment, sex, and age. The control group consisted of adult nonmusician volunteers drawn from local churches, senior citizen centers, and the community at large.
The findings led to the following conclusions: (1) adult learners did not demonstrate a significant level of change in self-concept, (2) they demonstrated a substantial level of improvement in perceived musical ability, (3) they demonstrated a substantial amount of improvement in musical achievement. Little improvement was noted, however, in musical performance, (4) positive reationships emerged between musical achievement and perceived musical ability, between self-concept and musical achievement, between improvement in musical achievement and improvement in self-concept, and between self-concept and perceived musical ability.
Conductor behaviors were consistently selected by adult learners as having had a great impact on self-concept and musical achievement during the instructional period. Those conductor behaviors included encouragement, positive reinforcement, and patience.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-16|
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Dissertations and Theses [Graduate College] - Music
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois