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|Title:||Participant Observation Study of a Fourth Grade Music Classroom (Case Study, Evaluation, Elementary, Qualitative)|
|Author(s):||Thiel, Cynthia Rhoades|
|Department / Program:||Music|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||This observation of a fourth grade music classroom was conducted with a three-fold purpose: (1) to describe the context and process of music instruction during a semester; (2) to document the musical development of four randomly selected subjects as they underwent instruction; and (3) to evaluate the results of that instruction as reflected in (a) weekly appraisals of the attitudes of the four subjects and (b) gain between pre- and post-instruction scores on the Colwell Music Achievement Test 1.
Information regarding the context and process of instruction was gathered through audio taping the class and the four subjects daily, interviewing key participants, reviewing pertinent documents, and testing.
The investigator chronologically recorded students' and teacher's behavior and perceptions in a set of descriptive field notes. Categories were drawn from these data and types of behavior patterns were enumerated. The investigator hypothesized explanations for changes in perceptions and behavior during the semester. Using data from multiple sources, including pre- and post-instruction scores on the Colwell Music Achievement Test, she described the instructional process and its results.
Outcomes of the study were presented in four case studies and in a summary and analysis of the performance of the class on the music achievement test. Each case study included an initial portrayal of the subject, a summary and analysis of her performance on musical tasks, a summary of the subject's attitudes toward music instruction and an assessment of the subject's pitch, interval and meter discrimination skills based on the music achievement test scores and supportive observation data.
Pre and post test means were compared using t-tests for the difference between dependent samples. The test results indicated that the gain in achievement for the fourth grade class was not statistically significant in meter or interval discrimination but was significant for pitch discrimination. The attitude summaries revealed that singing was the preferred activity; taking tests and completing music worksheets were low in preference.
Conclusions of the study consisted of twelve strengths and four weaknesses in the areas of curriculum and instruction, classroom management and evaluation.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1984.
|Date Available in IDEALS:||2014-12-16|
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