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Curricular Priorities of Elementary ...

Mynatt, Joshua K.

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Curricular Priorities of Elementary General Music Teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Curricular Priorities of Elementary General Music Teachers./
Author:	Mynatt, Joshua K.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	138 p.
Notes:	Source: Masters Abstracts International, Volume: 80-02.
Contained By:	Masters Abstracts International80-02.
Subject:	Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10809179
ISBN:	9780438260108

Curricular Priorities of Elementary General Music Teachers.
Mynatt, Joshua K.

Curricular Priorities of Elementary General Music Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 138 p.

Source: Masters Abstracts International, Volume: 80-02.

Thesis (M.M.)--University of Delaware, 2018.

This item must not be sold to any third party vendors.

The purpose of this study was to discover the curricular priorities of PK-5 general music teachers and the proportion of time spent on those skills they use in their music classrooms. Through completing an online questionnaire, ninety-six PK-5 general music teachers indicated the activities they emphasized, per grade level, in their music curricula, the methods they consulted for curricular planning, and the percentage of time they spent teaching various musical skills. Findings indicated that the most commonly consulted resource by questionnaire participants was the 2014 Music Standards. Respondents also commonly used the Orff-Schulwerk Approach and Kodaly Concept as curricular frameworks. Singing was the skill prioritized the longest percentage of time across teachers' curricula and, along with movement, was frequently used in teachers' PK-2 classes. As grade levels increased, movement and singing became less common and were replaced with music literacy and playing instruments. Teachers may use this study as a consensus of what educators prioritize in their curricula and consult this consensus for their future curricular planning. Suggestions for future research are conducting longitudinal case studies on teachers' curricular priorities to discover why teachers choose the curricular designs they use in their classes.

ISBN: 9780438260108Subjects--Topical Terms:

516178
Music.

Curricular Priorities of Elementary General Music Teachers.
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520 $a The purpose of this study was to discover the curricular priorities of PK-5 general music teachers and the proportion of time spent on those skills they use in their music classrooms. Through completing an online questionnaire, ninety-six PK-5 general music teachers indicated the activities they emphasized, per grade level, in their music curricula, the methods they consulted for curricular planning, and the percentage of time they spent teaching various musical skills. Findings indicated that the most commonly consulted resource by questionnaire participants was the 2014 Music Standards. Respondents also commonly used the Orff-Schulwerk Approach and Kodaly Concept as curricular frameworks. Singing was the skill prioritized the longest percentage of time across teachers' curricula and, along with movement, was frequently used in teachers' PK-2 classes. As grade levels increased, movement and singing became less common and were replaced with music literacy and playing instruments. Teachers may use this study as a consensus of what educators prioritize in their curricula and consult this consensus for their future curricular planning. Suggestions for future research are conducting longitudinal case studies on teachers' curricular priorities to discover why teachers choose the curricular designs they use in their classes.
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