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Effects of differentiated-tempo aura...

Braun, Anna M.

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Effects of differentiated-tempo aural models on middle school orchestra students' attitudes and motivation toward practicing.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of differentiated-tempo aural models on middle school orchestra students' attitudes and motivation toward practicing./
Author:	Braun, Anna M.
Description:	290 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0504.
Contained By:	Dissertation Abstracts International68-02A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3254439

Effects of differentiated-tempo aural models on middle school orchestra students' attitudes and motivation toward practicing.
Braun, Anna M.

Effects of differentiated-tempo aural models on middle school orchestra students' attitudes and motivation toward practicing. - 290 p.

Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0504.

Thesis (Ed.D.)--Walden University, 2007.

Music teachers are challenged with encouraging students to engage in home practice. Most practice recordings included with instrumental method books are recorded at performance tempos, disregarding the diverse range of technical proficiency of learners. The lack of differentiated practice recordings and practice recordings for ensemble literature leaves students who do not have access to or cannot afford private instruction at a disadvantage because the tools to help them to engage in guided, structured practice do not exist. This qualitative action study examined the influence of orchestral music practice CDs called differentiated-tempo aural models (DTAMs) on the attitudes and motivation toward home practice of middle school orchestra students. Forty-seven students completed a survey and 15 students were interviewed about their attitudes toward practicing with DTAMs. Observations were conducted during instruction as students played along with DTAMs. Data analyses were concurrent with data collection. Data were analyzed using frequencies, percentages, and word counts and examined for emergent patterns and themes. The results of the study were mixed. Students expressed strong positive attitudes toward teacher modeling, practicing with DTAMs, and having a choice of tempos, but only 57% of participants indicated DTAMs affected their motivation to practice. While not necessarily a motivator to increase practice time, participants indicated using DTAMs improved their playing, helped them learn their music faster, and made their practice sessions more effective. Unlike practice systems that require Internet access and a high-speed computer, DTAMs can be played on any CD player. DTAMs address the issue of social change because disadvantaged students who cannot afford a home computer or private lessons can still benefit from this technology.Subjects--Topical Terms:

1017808
Education, Music.

Effects of differentiated-tempo aural models on middle school orchestra students' attitudes and motivation toward practicing.
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100 1 $a Braun, Anna M. $3 1923997
245 1 0 $a Effects of differentiated-tempo aural models on middle school orchestra students' attitudes and motivation toward practicing.
300 $a 290 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0504.
500 $a Adviser: Anju Jolly.
502 $a Thesis (Ed.D.)--Walden University, 2007.
520 $a Music teachers are challenged with encouraging students to engage in home practice. Most practice recordings included with instrumental method books are recorded at performance tempos, disregarding the diverse range of technical proficiency of learners. The lack of differentiated practice recordings and practice recordings for ensemble literature leaves students who do not have access to or cannot afford private instruction at a disadvantage because the tools to help them to engage in guided, structured practice do not exist. This qualitative action study examined the influence of orchestral music practice CDs called differentiated-tempo aural models (DTAMs) on the attitudes and motivation toward home practice of middle school orchestra students. Forty-seven students completed a survey and 15 students were interviewed about their attitudes toward practicing with DTAMs. Observations were conducted during instruction as students played along with DTAMs. Data analyses were concurrent with data collection. Data were analyzed using frequencies, percentages, and word counts and examined for emergent patterns and themes. The results of the study were mixed. Students expressed strong positive attitudes toward teacher modeling, practicing with DTAMs, and having a choice of tempos, but only 57% of participants indicated DTAMs affected their motivation to practice. While not necessarily a motivator to increase practice time, participants indicated using DTAMs improved their playing, helped them learn their music faster, and made their practice sessions more effective. Unlike practice systems that require Internet access and a high-speed computer, DTAMs can be played on any CD player. DTAMs address the issue of social change because disadvantaged students who cannot afford a home computer or private lessons can still benefit from this technology.
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773 0 $t Dissertation Abstracts International $g 68-02A.
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