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How do teachers incorporate intuitio...

Spranza, Maureen S.

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How do teachers incorporate intuition into how they teach music? A phenomenological exploration.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	How do teachers incorporate intuition into how they teach music? A phenomenological exploration./
Author:	Spranza, Maureen S.
Description:	153 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601072
ISBN:	9781303515965

How do teachers incorporate intuition into how they teach music? A phenomenological exploration.
Spranza, Maureen S.

How do teachers incorporate intuition into how they teach music? A phenomenological exploration. - 153 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

This phenomenological study sought to explore how music teachers used intuition in the classroom and how they described their experiences using intuition. It has provided new insight, clarified the ambiguity in this area, as well as has recommended ways to use intuition in the music classroom. Investigating the use of intuition contributes new knowledge to the music education field and provides information on how music teachers use intuition in the classroom when they interact with their students for problem solving, decision making, and for the facilitation of creativity. The data was collected by interviewing three high school music teachers. Using the strings of descriptive data of the experiences (words describing their experiences) that are deemed related to the intuitive experience, multiple levels of analysis were undertaken to determine if they fell into categories of similarities with divergences noted and described. This study indicated that these music teachers frequently used intuition to increase the speed at which a problem can be solved and that quality decisions were made when intuition was used. Music teachers incorporated intuition into how they teach music when they focused on the big picture. They used intuition when they become more aware of their students, reading body language, when making decisions, when being adaptable, when in a crisis, when experiencing something excellent, and knowing if a student has understood a concept. These teachers believed that music teachers can incorporate intuition into the music curriculum when they are choosing material for the classroom. It can also be incorporated when deciding whether a student is ready to sing by themselves, when discussing what lyrics mean, and when learning to sing expressively. It has been shown that speculating on the results and incorporating intuition into the music curriculum could lead to more teachers who follow their intuition. Intuition should be more seriously considered because it can be helpful to rely on intuition as well as intellect to solve complex problems. More research on intuition and a left brain perspective is needed. Professional educators and the public needs to be educated about the role intuition plays in enabling successful learning experiences.

ISBN: 9781303515965Subjects--Topical Terms:

1017808
Education, Music.

How do teachers incorporate intuition into how they teach music? A phenomenological exploration.
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100 1 $a Spranza, Maureen S. $3 2099806
245 1 0 $a How do teachers incorporate intuition into how they teach music? A phenomenological exploration.
300 $a 153 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Includes supplementary digital materials.
500 $a Adviser: Jean Swenk.
502 $a Thesis (Ph.D.)--Capella University, 2013.
520 $a This phenomenological study sought to explore how music teachers used intuition in the classroom and how they described their experiences using intuition. It has provided new insight, clarified the ambiguity in this area, as well as has recommended ways to use intuition in the music classroom. Investigating the use of intuition contributes new knowledge to the music education field and provides information on how music teachers use intuition in the classroom when they interact with their students for problem solving, decision making, and for the facilitation of creativity. The data was collected by interviewing three high school music teachers. Using the strings of descriptive data of the experiences (words describing their experiences) that are deemed related to the intuitive experience, multiple levels of analysis were undertaken to determine if they fell into categories of similarities with divergences noted and described. This study indicated that these music teachers frequently used intuition to increase the speed at which a problem can be solved and that quality decisions were made when intuition was used. Music teachers incorporated intuition into how they teach music when they focused on the big picture. They used intuition when they become more aware of their students, reading body language, when making decisions, when being adaptable, when in a crisis, when experiencing something excellent, and knowing if a student has understood a concept. These teachers believed that music teachers can incorporate intuition into the music curriculum when they are choosing material for the classroom. It can also be incorporated when deciding whether a student is ready to sing by themselves, when discussing what lyrics mean, and when learning to sing expressively. It has been shown that speculating on the results and incorporating intuition into the music curriculum could lead to more teachers who follow their intuition. Intuition should be more seriously considered because it can be helpful to rely on intuition as well as intellect to solve complex problems. More research on intuition and a left brain perspective is needed. Professional educators and the public needs to be educated about the role intuition plays in enabling successful learning experiences.
590 $a School code: 1351.
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Pedagogy. $3 1669025
650 4 $a Education, Educational Psychology. $3 1017560
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710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601072