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Joe Grant Silvey, Philip Edward 2015-09-25T22:53:05Z 2015-09-25T22:53:05Z 10000-01-01 2002 2002 Students both accommodated and interpreted musical works so that ultimately, both entities were transformed. Student characteristics, qualities of the musical works, and the methods used by the teacher to facilitate the relationship between the two influenced the potential for deep understanding, interpretation, and aesthetic response. The instructor's general music background led to a more comprehensive and interdisciplinary teaching approach, which seemed to increase the number of opportunities the participants had for making meaningful connections with the music. Made available in DSpace on 2015-09-25T22:53:05Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3070436.pdf: 17237673 bytes, checksum: 1e500bc8ce6e48682ffc1324877e9761 (MD5) Previous issue date: 2002 Embargo set by: Seth Robbins for item 86991 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 400 p. Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2002. http://hdl.handle.net/2142/85710 (MiAaPQ)AAI3070436 eng Education, Secondary Learning Music From the Inside: The Process of Coming to Know Musical Works as Experienced by Four High School Choral Singers text Music Music University of Illinois at Urbana-Champaign Dissertation Ed.D.