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Supplementing the band intonation cu...

Woods, Arlene H.

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Supplementing the band intonation curriculum with early American hymn-tunes: A Delphi study and needs assessment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supplementing the band intonation curriculum with early American hymn-tunes: A Delphi study and needs assessment./
Author:	Woods, Arlene H.
Description:	207 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3730831
ISBN:	9781339171678

Supplementing the band intonation curriculum with early American hymn-tunes: A Delphi study and needs assessment.
Woods, Arlene H.

Supplementing the band intonation curriculum with early American hymn-tunes: A Delphi study and needs assessment. - 207 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ed.D.)--University of Phoenix, 2015.

The focus of this qualitative study was to explore the possibility of developing an improved intonation curriculum based on needs assessment and supplementary intonation materials. The design for this study was a Delphi descriptive design. Fifteen experts in early American hymnody completed three rounds of questions in an effort to reach consensus in selecting suitable materials for band intonation exercises. Fifteen randomly selected experts chosen from the Minutes of Sacred Harp Singings (personnel list) completed the Delphi Survey on Early American Hymn-Tunes on three consecutive weekends at the Sacred Harp Corporate Headquarters in Carrollton, GA. The Delphi panelists chose 15 early American hymn-tunes that met the requirements for suitable choices as band transcriptions. Twenty-five randomly selected band directors from District IV of the Georgia Music Educators Association completed a survey concerning present and past intonation practices. Teachers implied that college undergraduate music education courses often lacked proper preparation techniques for teaching intonation skills. Band directors described intonation curricula as inappropriate for young students and students of varying ability levels. Instrumental teachers indicated that students depended on tuning technology instead of listening acuity for playing in tune. Music educators expressed the hope that an intonation curriculum might reflect the importance of tuning skills as mandated by state and national organizations. Teachers proposed that singing, especially songs offering opportunities for adjusting individual pitches by ear, might be an asset in improving intonation curricula.

ISBN: 9781339171678Subjects--Topical Terms:

3168367
Music education.

Supplementing the band intonation curriculum with early American hymn-tunes: A Delphi study and needs assessment.
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245 1 0 $a Supplementing the band intonation curriculum with early American hymn-tunes: A Delphi study and needs assessment.
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500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Adviser: Regina Sadona.
502 $a Thesis (Ed.D.)--University of Phoenix, 2015.
520 $a The focus of this qualitative study was to explore the possibility of developing an improved intonation curriculum based on needs assessment and supplementary intonation materials. The design for this study was a Delphi descriptive design. Fifteen experts in early American hymnody completed three rounds of questions in an effort to reach consensus in selecting suitable materials for band intonation exercises. Fifteen randomly selected experts chosen from the Minutes of Sacred Harp Singings (personnel list) completed the Delphi Survey on Early American Hymn-Tunes on three consecutive weekends at the Sacred Harp Corporate Headquarters in Carrollton, GA. The Delphi panelists chose 15 early American hymn-tunes that met the requirements for suitable choices as band transcriptions. Twenty-five randomly selected band directors from District IV of the Georgia Music Educators Association completed a survey concerning present and past intonation practices. Teachers implied that college undergraduate music education courses often lacked proper preparation techniques for teaching intonation skills. Band directors described intonation curricula as inappropriate for young students and students of varying ability levels. Instrumental teachers indicated that students depended on tuning technology instead of listening acuity for playing in tune. Music educators expressed the hope that an intonation curriculum might reflect the importance of tuning skills as mandated by state and national organizations. Teachers proposed that singing, especially songs offering opportunities for adjusting individual pitches by ear, might be an asset in improving intonation curricula.
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