東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Alternative strategies for a collegi...

Song, Anna.

Linked to FindBook

Google Book

Amazon

博客來

Alternative strategies for a collegiate aural skills classroom: An observational case study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Alternative strategies for a collegiate aural skills classroom: An observational case study./
Author:	Song, Anna.
Description:	334 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683399
ISBN:	9781321575262

Alternative strategies for a collegiate aural skills classroom: An observational case study.
Song, Anna.

Alternative strategies for a collegiate aural skills classroom: An observational case study. - 334 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ed.D.C.T.)--Teachers College, Columbia University, 2015.

This item must not be sold to any third party vendors.

While educators agree that traditional methods of teaching aural skills are ineffective and lack flexibility, relevancy, and creativity, the mode of instruction remains largely limited to repetition and drill in spite of signs that alternative approaches are necessary. Furthermore, empirical studies investigating the implementation and impact of alternative strategies remain lacking in the literature. This observational case study details the challenges faced during the integration of three alternative strategies rooted in constructivist principles - reflective writing, improvisation, and cooperative and peer learning---into a first-semester collegiate aural skills course, and aims to uncover their impact on student attitudes and experiences.

ISBN: 9781321575262Subjects--Topical Terms:

3168367
Music education.

Alternative strategies for a collegiate aural skills classroom: An observational case study.
LDR:03609nmm a2200325 4500 001 2059344
005 20150728123745.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321575262
035 $a (MiAaPQ)AAI3683399
035 $a AAI3683399
040 $a MiAaPQ $c MiAaPQ
100 1 $a Song, Anna. $3 3173409
245 1 0 $a Alternative strategies for a collegiate aural skills classroom: An observational case study.
300 $a 334 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Harold F. Abeles.
502 $a Thesis (Ed.D.C.T.)--Teachers College, Columbia University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a While educators agree that traditional methods of teaching aural skills are ineffective and lack flexibility, relevancy, and creativity, the mode of instruction remains largely limited to repetition and drill in spite of signs that alternative approaches are necessary. Furthermore, empirical studies investigating the implementation and impact of alternative strategies remain lacking in the literature. This observational case study details the challenges faced during the integration of three alternative strategies rooted in constructivist principles - reflective writing, improvisation, and cooperative and peer learning---into a first-semester collegiate aural skills course, and aims to uncover their impact on student attitudes and experiences.
520 $a Qualitative data collected throughout the term include field notes from participant observations, video-recordings of classes, semi-structured interviews, and online student journal posts. Quantifiable data from surveys and course evaluations were also gathered to triangulate data.
520 $a Results indicate that clearly structured and purposeful reflective writing assignments can help students initiate self-awareness and discovery, find increased relevance and meaning between course material and their musical goals, and are thus a worthwhile component to aural skills courses aimed at projecting a more constructivist approach. However, the perceived benefits and the extent to which journal entries exhibited meaningful levels of reflective practice varied, possibly due to insufficient preparation for self-reflection; the types of questions provided students to guide their journal posts; and varying levels of reflective ability.
520 $a Similarly, about half of the participants experienced improvisation as a process of discovery and as a means of actively synthesizing and applying new and prior knowledge and skills in a musical context---outcomes that resonate with constructivist principles. For others, factors such as time constraints, the classroom environment, cognitive overload, and anxiety may have impeded the potential benefits of improvisation.
520 $a Participants perceived cooperative and peer learning activities to be the most helpful, citing increased motivation and accountability; heightened self-awareness; opportunities for self-assessment; mutual affective support; social construction of meaning; and facilitation of problem-solving. Aspects to consider before implementing cooperative and peer learning in aural skills include outlining clear expectations and goals, group formation, and the structure of activities.
590 $a School code: 0055.
650 4 $a Music education. $3 3168367
690 $a 0522
710 2 $a Teachers College, Columbia University. $b Arts and Humanities. $3 2093559
773 0 $t Dissertation Abstracts International $g 76-07A(E).
790 $a 0055
791 $a Ed.D.C.T.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683399