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

Examining experiences of teaching mu...

University of South Carolina., Music Education.

Linked to FindBook

Google Book

Amazon

博客來

Examining experiences of teaching music to a child with autism while using a music learning theory-based intervention during informal music sessions infused with DIR/Floortime strategies.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Examining experiences of teaching music to a child with autism while using a music learning theory-based intervention during informal music sessions infused with DIR/Floortime strategies./
Author:	Griffith, Claire E.
Description:	64 p.
Notes:	Adviser: Wendy H. Valerio.
Contained By:	Masters Abstracts International47-05.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1463997
ISBN:	9781109123302

Examining experiences of teaching music to a child with autism while using a music learning theory-based intervention during informal music sessions infused with DIR/Floortime strategies.
Griffith, Claire E.

Examining experiences of teaching music to a child with autism while using a music learning theory-based intervention during informal music sessions infused with DIR/Floortime strategies. - 64 p.

Adviser: Wendy H. Valerio.

Thesis (M.M.E.)--University of South Carolina, 2009.

I analyzed all for themes that were divided into three broad patterns (Patton, 2002). The broad patterns included: (1) Getting Started, Getting Frustrated, Getting Closer, (2) Learning to Change, and (3) Getting to Play.

ISBN: 9781109123302Subjects--Topical Terms:

1017808
Education, Music.

Examining experiences of teaching music to a child with autism while using a music learning theory-based intervention during informal music sessions infused with DIR/Floortime strategies.
LDR:03318nam 2200361 a 45 001 862510
005 20100720
008 100720s2009 ||||||||||||||||| ||eng d
020 $a 9781109123302
035 $a (UMI)AAI1463997
035 $a AAI1463997
040 $a UMI $c UMI
100 1 $a Griffith, Claire E. $3 1030336
245 1 0 $a Examining experiences of teaching music to a child with autism while using a music learning theory-based intervention during informal music sessions infused with DIR/Floortime strategies.
300 $a 64 p.
500 $a Adviser: Wendy H. Valerio.
500 $a Source: Masters Abstracts International, Volume: 47-05, page: 2495.
502 $a Thesis (M.M.E.)--University of South Carolina, 2009.
520 $a I analyzed all for themes that were divided into three broad patterns (Patton, 2002). The broad patterns included: (1) Getting Started, Getting Frustrated, Getting Closer, (2) Learning to Change, and (3) Getting to Play.
520 $a The purpose of this qualitative case study was to examine my experiences of teaching music to a child with autism while using a Music Learning Theory-based intervention during informal music sessions that were infused with DIR/Floortime strategies. For the investigation I used the phases of heuristic research as defined by Moustakas (1990).
520 $a Participants were myself, Anthony, a 10-year-old boy with low-functioning autism, and Annabel, his mother. Data were collected during an initial interview with Annabel, followed by a five-week immersion period where I infused Anthony's weekly music sessions with DIR/Floortime strategies as directed by Annabel. I videotaped each music session with Anthony, Annabel and I discussed each session, and we kept diaries Annabel and I watched and discussed three videotaped music sessions together. Interviews and video footage were transcribed.
520 $a No findings in this study should be generalized due to the limited number of participants; however, certain implications may be ascertained from the experiences of the participants. Implications from this study include: (1) that modifying music learning strategies for children who seem to have overwhelming challenges is not a barrier to learning, but a joyful examination of music learning processes; (2) I feel that I was able to assuage Annabel's stress for 30 minutes at a time by engaging her son in music activities without requiring him to be correct; and (3) through my conversations with Annabel, I gleaned that the most important thing in the sessions was to allow Anthony to just "be".
520 $a After working with both Annabel and Anthony, I now feel like I know better what a child like Anthony might need from a music teacher like me. I also better understand what a parent of an exceptional child, like Annabel, might need. It seemed that it was very fulfilling for her to watch me interact with Anthony in a way that was very natural and personal.
590 $a School code: 0202.
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Special. $3 606639
650 4 $a Music. $3 516178
690 $a 0413
690 $a 0522
690 $a 0529
710 2 $a University of South Carolina. $b Music Education. $3 1030335
773 0 $t Masters Abstracts International $g 47-05.
790 $a 0202
790 1 0 $a Barnes, Gail V. $e committee member
790 1 0 $a Lane, Jeremy $e committee member
790 1 0 $a Valerio, Wendy H., $e advisor
791 $a M.M.E.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1463997