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INDIVIDUALIZED MUSIC INSTRUCTION - T...

CARY, SYLVIA ESTES.

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INDIVIDUALIZED MUSIC INSTRUCTION - TRADITIONAL MUSIC INSTRUCTION: RELATIONSHIPS OF MUSIC ACHIEVEMENT, MUSIC PERFORMANCE, MUSIC ATTITUDE, MUSIC APTITUDE, AND READING IN CLASSES OF FIFTH GRADE STUDENTS.

Record Type:	Electronic resources : Monograph/item
Title/Author:	INDIVIDUALIZED MUSIC INSTRUCTION - TRADITIONAL MUSIC INSTRUCTION: RELATIONSHIPS OF MUSIC ACHIEVEMENT, MUSIC PERFORMANCE, MUSIC ATTITUDE, MUSIC APTITUDE, AND READING IN CLASSES OF FIFTH GRADE STUDENTS./
Author:	CARY, SYLVIA ESTES.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1981,
Description:	394 p.
Notes:	Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4346.
Contained By:	Dissertation Abstracts International42-10A.
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8201812

INDIVIDUALIZED MUSIC INSTRUCTION - TRADITIONAL MUSIC INSTRUCTION: RELATIONSHIPS OF MUSIC ACHIEVEMENT, MUSIC PERFORMANCE, MUSIC ATTITUDE, MUSIC APTITUDE, AND READING IN CLASSES OF FIFTH GRADE STUDENTS.
CARY, SYLVIA ESTES.

INDIVIDUALIZED MUSIC INSTRUCTION - TRADITIONAL MUSIC INSTRUCTION: RELATIONSHIPS OF MUSIC ACHIEVEMENT, MUSIC PERFORMANCE, MUSIC ATTITUDE, MUSIC APTITUDE, AND READING IN CLASSES OF FIFTH GRADE STUDENTS. - Ann Arbor : ProQuest Dissertations & Theses, 1981 - 394 p.

Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4346.

Thesis (Ph.D.)--University of Oregon, 1981.

The purpose of this study was twofold: (1) to implement individualized instruction in fifth grade classes for a complete school year and to describe that process, and (2) to compare relationships among music achievements, music performances, music attitudes, music aptitudes, and reading abilities in traditional fifth grade music classes and individualized fifth grade music classes.Subjects--Topical Terms:

3168367
Music education.

INDIVIDUALIZED MUSIC INSTRUCTION - TRADITIONAL MUSIC INSTRUCTION: RELATIONSHIPS OF MUSIC ACHIEVEMENT, MUSIC PERFORMANCE, MUSIC ATTITUDE, MUSIC APTITUDE, AND READING IN CLASSES OF FIFTH GRADE STUDENTS.
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040 $a MiAaPQ $c MiAaPQ
100 1 $a CARY, SYLVIA ESTES. $3 3281763
245 1 0 $a INDIVIDUALIZED MUSIC INSTRUCTION - TRADITIONAL MUSIC INSTRUCTION: RELATIONSHIPS OF MUSIC ACHIEVEMENT, MUSIC PERFORMANCE, MUSIC ATTITUDE, MUSIC APTITUDE, AND READING IN CLASSES OF FIFTH GRADE STUDENTS.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1981
300 $a 394 p.
500 $a Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4346.
502 $a Thesis (Ph.D.)--University of Oregon, 1981.
520 $a The purpose of this study was twofold: (1) to implement individualized instruction in fifth grade classes for a complete school year and to describe that process, and (2) to compare relationships among music achievements, music performances, music attitudes, music aptitudes, and reading abilities in traditional fifth grade music classes and individualized fifth grade music classes.
520 $a Individualized instruction was defined as adapting procedures to fit each student's needs including differing rates of learning; differing auditory, sensory, and musical experiences; diversified learning alternatives offered concurrently; continual progress and assessment as individuals rather than as a class; and social style of learning, i.e., alone, small group, or entire class. Individualized instruction did not mean one-to-one tutoring.
520 $a The implemental objective was met by designing and assessing procedures in four areas: (1) physical demands, (2) assessment (diagnosing, assigning, evaluating, record keeping), (3) classroom management, and (4) preparation of learning materials. The researcher developed a materials format that indicated rate, length, and difficulty; social style; place of work; content and goals; and communication mode.
520 $a One hundred-twelve fifth grade students were randomly assigned into two groups (experimental-individualized and control-traditional) for this research. Statistical analyses indicated significantly higher scores at the .01 level for the individualized group in achievement (MAT 1-4, Colwell), performance (rhythmic, classroom instruments, singing), and attitude. Attitude-Part C, indicated the majority preferred working with small groups, preferred mini-packets for length, and showed positive responses to working in "studios." In multiple regression analysis, achievement was the dependent variable with instruction, performance, attitude, aptitude, and academic reading the independent variables. The most important single variable in MAT 1 and 2 was instruction; in MAT 3 and 4 it was aptitude. Pearson correlations were utilized to analyze relationships between pairs of measures. The largest number of significant correlations was between achievement and aptitude. Musical performance and achievement had many significant correlations; academic reading and achievement had a few significant correlations. Attitude had the least number of correlations.
520 $a The conclusions were: (1) implemental goals were met, and (2) the individualized group had significantly higher scores in musical achievement, performance, and attitude.
590 $a School code: 0171.
650 4 $a Music education. $3 3168367
690 $a 0522
710 2 $a University of Oregon. $3 958250
773 0 $t Dissertation Abstracts International $g 42-10A.
790 $a 0171
791 $a Ph.D.
792 $a 1981
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8201812