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Movement in the elementary music cla...

Jones, Michelle Denise.

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Movement in the elementary music classroom: Good citizenship in action(s).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Movement in the elementary music classroom: Good citizenship in action(s)./
Author:	Jones, Michelle Denise.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	125 p.
Notes:	Source: Masters Abstracts International, Volume: 53-02.
Contained By:	Masters Abstracts International53-02(E).
Subject:	Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1559537
ISBN:	9781321002591

Movement in the elementary music classroom: Good citizenship in action(s).
Jones, Michelle Denise.

Movement in the elementary music classroom: Good citizenship in action(s). - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 125 p.

Source: Masters Abstracts International, Volume: 53-02.

Thesis (M.M.)--The Florida State University, 2014.

The pairing of children's songs with games, dances, and visually representational motions is an important part of the elementary general music classroom and is used especially frequently with the youngest age group (which I am defining here as spanning from preschool through second grade). Teachers cite a variety of reasons for incorporating these songs into their curricula: gestures can be used to reinforce musical or academic concepts, increase student engagement, and decrease problematic behaviors by providing productive outlets through movement. To all of these ends, teachers combine music with movement in equipping children with socially appropriate adaptive behavior. The particular ways in which these movements are used in the classroom, as well as the teachers' motivations for doing so, are, moreover, indicative of value systems that are emphasized and reinforced within the curricular agendas of American public education.

ISBN: 9781321002591Subjects--Topical Terms:

516178
Music.

Movement in the elementary music classroom: Good citizenship in action(s).
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245 1 0 $a Movement in the elementary music classroom: Good citizenship in action(s).
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 125 p.
500 $a Source: Masters Abstracts International, Volume: 53-02.
500 $a Adviser: Michael Bakan.
502 $a Thesis (M.M.)--The Florida State University, 2014.
520 $a The pairing of children's songs with games, dances, and visually representational motions is an important part of the elementary general music classroom and is used especially frequently with the youngest age group (which I am defining here as spanning from preschool through second grade). Teachers cite a variety of reasons for incorporating these songs into their curricula: gestures can be used to reinforce musical or academic concepts, increase student engagement, and decrease problematic behaviors by providing productive outlets through movement. To all of these ends, teachers combine music with movement in equipping children with socially appropriate adaptive behavior. The particular ways in which these movements are used in the classroom, as well as the teachers' motivations for doing so, are, moreover, indicative of value systems that are emphasized and reinforced within the curricular agendas of American public education.
520 $a This thesis primarily investigates ways in which musical movement activities are used in elementary classrooms for the purpose of teaching social, behavioral, and academic skills. I also address the social functions of physical gesture in the elementary music classroom and how teachers employ them intentionally to manage behavior and teach class-relevant skills. I explore implications of the competencies learned through movement in elementary music classrooms for enculturating acceptable behavior and shaping children into socially healthy adults. This thesis delves into the elementary music classroom as a stage for reinforcing social synchrony and experimenting with the boundary between creativity and deviance.
520 $a Case studies for this thesis center on the classrooms of two elementary music teachers in Tallahassee, Florida, where I observed and conducted interviews with teachers and some of their students. Through this thesis, I explore ways in which both planned and habitual modes of enculturation through music and gesture are conceived of in the classroom and in pedagogy texts. Theories contributed by microsociologist Randall Collins serve as a lens for interpreting the experiences of these teachers and students and for recontextualizing skills learned in music classrooms as contributing to students' social development.
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