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Choral Directors' Perceptions of Cho...

Frizzell, Emily Y.

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Choral Directors' Perceptions of Choral Tone.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Choral Directors' Perceptions of Choral Tone./
Author:	Frizzell, Emily Y.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	135 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Music education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27999267
ISBN:	9798661921390

Choral Directors' Perceptions of Choral Tone.
Frizzell, Emily Y.

Choral Directors' Perceptions of Choral Tone. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 135 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--The University of Memphis, 2020.

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

In this two-article dissertation I examine the effects of experience and culture on choral directors' perceptions of choral tone across a variety of musical styles. In order to identify effects of teachers' culture and years of experience on their perceptions of choral tone, I surveyed middle and high school choir teachers in the United States and used a Kruskal-Wallis H test to compare teachers' ratings of choral tone across a variety of musical styles. Results of the survey revealed variability in median scores among participants with different levels of teaching experience in their ratings of appropriateness of the tone for the musical style. Specifically, teachers with 18 or more years of experience rated appropriateness of the choral tone in two samples, a Gospel piece and a jazz arrangement of a spiritual, significantly lower than any other experience group. In a second study, my co-author and I performed an in-depth linguistic analysis of choir directors' descriptions of choral tone using the same dataset. Results reflected and added to what I found in the previous study. Respondents within each teaching experience group tended to cluster, supporting our theory that a gap exists between theory and practice in choral music teaching. Additionally, the strongest agreement was in response to the two most traditionally Western performances, supporting our expectation that respondents would rate the tone of more culturally proximate styles higher than those most different from their experience and training. Results of the studies within this dissertation show that teachers' culture and years of experience influence their perception of choral tone. Suggestions for practical applications are offered.

ISBN: 9798661921390Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Appropriate

Choral Directors' Perceptions of Choral Tone.
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500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Fisher, Ryan.
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520 $a In this two-article dissertation I examine the effects of experience and culture on choral directors' perceptions of choral tone across a variety of musical styles. In order to identify effects of teachers' culture and years of experience on their perceptions of choral tone, I surveyed middle and high school choir teachers in the United States and used a Kruskal-Wallis H test to compare teachers' ratings of choral tone across a variety of musical styles. Results of the survey revealed variability in median scores among participants with different levels of teaching experience in their ratings of appropriateness of the tone for the musical style. Specifically, teachers with 18 or more years of experience rated appropriateness of the choral tone in two samples, a Gospel piece and a jazz arrangement of a spiritual, significantly lower than any other experience group. In a second study, my co-author and I performed an in-depth linguistic analysis of choir directors' descriptions of choral tone using the same dataset. Results reflected and added to what I found in the previous study. Respondents within each teaching experience group tended to cluster, supporting our theory that a gap exists between theory and practice in choral music teaching. Additionally, the strongest agreement was in response to the two most traditionally Western performances, supporting our expectation that respondents would rate the tone of more culturally proximate styles higher than those most different from their experience and training. Results of the studies within this dissertation show that teachers' culture and years of experience influence their perception of choral tone. Suggestions for practical applications are offered.
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