東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Affective learning experiences influ...

Thies, Tamara Tanya.

Linked to FindBook

Google Book

Amazon

博客來

Affective learning experiences influence positive interactions with anxiety: Comprehensive musicianship with seventh grade jazz students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Affective learning experiences influence positive interactions with anxiety: Comprehensive musicianship with seventh grade jazz students./
Author:	Thies, Tamara Tanya.
Description:	177 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3638441
ISBN:	9781321220360

Affective learning experiences influence positive interactions with anxiety: Comprehensive musicianship with seventh grade jazz students.
Thies, Tamara Tanya.

Affective learning experiences influence positive interactions with anxiety: Comprehensive musicianship with seventh grade jazz students. - 177 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2014.

The purpose of this qualitative case study was to provide insight into affective learning during seventh-grade students' early experiences of improvising and spontaneously creating melodies in jazz style. As data collection progressed, the instructor's focus of engaging students to learn improvisation through anxiety-based affective strategies became the transforming factor of this qualitative study. Subsequently, the overarching research question evolved into: What is the nature of affective teaching and learning during students' early experiences of improvising and spontaneously creating melodies in jazz style, where the instructor intentionally incorporates affective learning experiences using Wisconsin's Comprehensive Musicianship through Performance model? Supplementary research questions included: (a) How does the teacher navigate teaching and learning experiences that target anxiety during the process of learning to improvise in the jazz band rehearsal? (b) How do the students engage with the instructor's targeted teaching strategies in the jazz band setting? (c) How do the students perceive the implementation of teaching and learning experiences created by the teacher?

ISBN: 9781321220360Subjects--Topical Terms:

3168367
Music education.

Affective learning experiences influence positive interactions with anxiety: Comprehensive musicianship with seventh grade jazz students.
LDR:04007nmm a2200325 4500 001 2064422
005 20151117073143.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321220360
035 $a (MiAaPQ)AAI3638441
035 $a AAI3638441
040 $a MiAaPQ $c MiAaPQ
100 1 $a Thies, Tamara Tanya. $3 3179005
245 1 0 $a Affective learning experiences influence positive interactions with anxiety: Comprehensive musicianship with seventh grade jazz students.
300 $a 177 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Mary L. Cohen.
502 $a Thesis (Ph.D.)--The University of Iowa, 2014.
520 $a The purpose of this qualitative case study was to provide insight into affective learning during seventh-grade students' early experiences of improvising and spontaneously creating melodies in jazz style. As data collection progressed, the instructor's focus of engaging students to learn improvisation through anxiety-based affective strategies became the transforming factor of this qualitative study. Subsequently, the overarching research question evolved into: What is the nature of affective teaching and learning during students' early experiences of improvising and spontaneously creating melodies in jazz style, where the instructor intentionally incorporates affective learning experiences using Wisconsin's Comprehensive Musicianship through Performance model? Supplementary research questions included: (a) How does the teacher navigate teaching and learning experiences that target anxiety during the process of learning to improvise in the jazz band rehearsal? (b) How do the students engage with the instructor's targeted teaching strategies in the jazz band setting? (c) How do the students perceive the implementation of teaching and learning experiences created by the teacher?
520 $a The seventh-grade jazz band director and six seventh-grade jazz students (three girls and three boys with one set of triplets) from a Midwest middle school music program participated. Data collection occurred during the 2011--2012 school year. Data included three semi-structured interviews, rehearsal observations over four months, and the instructor's Comprehensive Musicianship through Performance (CMP) teaching plan.
520 $a Using MacIntyre, Potter, and Burns' (2012) socio-educational model for music motivation, an adaptation of Robert Gardner's socio-educational model of motivation in second language acquisition, I applied the model's categories---(a) anxiety, (b) integrativeness, (c) attitudes toward the learning situation, (d) motivation, and (e) perceived competence---to my data. Because MacIntyre, et al. (2012) identified anxiety as an outcome that significantly and negatively predicted perceived competence through their quantitative study, I analyzed the instructor's teaching and learning strategies that targeted anxiety and the students' perceptions of their own anxiety while learning to solo improvise.
520 $a The findings in this study revealed how an instructor integrated anxiety-inducing experiences in a manner that positively influenced student motivation. The progression began with game-like solo improvisation experiences and developed into unanticipated improvised solos assigned by the instructor. By incorporating teaching and learning strategies that incrementally increased anxiety within the learning situation context, anxiety as a negative outcome (MacIntyre's et al., 2012) transformed into positive experiences. The students gradually became comfortable with the emotion of anxiety, began to take risks and, ultimately, developed more interest to continue learning and improvising.
590 $a School code: 0096.
650 4 $a Music education. $3 3168367
650 4 $a Middle school education. $3 969762
650 4 $a Music. $3 516178
690 $a 0522
690 $a 0450
690 $a 0413
710 2 $a The University of Iowa. $b Music. $3 1679210
773 0 $t Dissertation Abstracts International $g 76-02A(E).
790 $a 0096
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3638441