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The effect of music on the meanings ...

Vitale, John Luke.

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The effect of music on the meanings students gain from film.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of music on the meanings students gain from film./
Author:	Vitale, John Luke.
Description:	296 p.
Notes:	Adviser: Lee Roy Bartel.
Contained By:	Dissertation Abstracts International63-06A.
Subject:	Cinema. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ69791
ISBN:	0612697916

The effect of music on the meanings students gain from film.
Vitale, John Luke.

The effect of music on the meanings students gain from film. - 296 p.

Adviser: Lee Roy Bartel.

Thesis (Ed.D.)--University of Toronto (Canada), 2002.

*This dissertation includes a CD that is compound (contains both a paper copy and CD as part of the dissertation). The CD requires the following applications: QuickTime, Windows MediaPlayer or RealPlayer.

ISBN: 0612697916Subjects--Topical Terms:

854529
Cinema.

The effect of music on the meanings students gain from film.
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020 $a 0612697916
035 $a (UnM)AAINQ69791
035 $a AAINQ69791
040 $a UnM $c UnM
100 1 $a Vitale, John Luke. $3 1254936
245 1 0 $a The effect of music on the meanings students gain from film.
300 $a 296 p.
500 $a Adviser: Lee Roy Bartel.
500 $a Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2172.
502 $a Thesis (Ed.D.)--University of Toronto (Canada), 2002.
520 $a *This dissertation includes a CD that is compound (contains both a paper copy and CD as part of the dissertation). The CD requires the following applications: QuickTime, Windows MediaPlayer or RealPlayer.
520 $a This study investigated the impact of a film's musical soundtrack on the meaning-making process of secondary school students, set in the context of how film patrons elicit meaning from the film experience. The theoretical framework was adopted from Rosenblatt's (1978) work: <italic>The Reader, the Text, the Poem</italic>.
520 $a This study employed a 5-minute film sequence that was experienced by 4 groups of senior secondary school, non-music class students, with each group exposed to a different musical soundtrack. The 4 different soundtracks were selected on the basis of distinct musical styles as defined by the Hevner adjective scale for music listening. These 4 groups (totaling 74 subjects) each responded to 10 open-ended questions. Furthermore, 8 subjects from each group participated in various interviews and focus sessions. Of these, the final focus session (jigsaw) allowed subjects an opportunity to discuss the film without knowing that each subject was exposed to a different musical soundtrack.
520 $a Results indicate that subjects who were exposed to different musical soundtracks generated various themes stemming from the overall musical character of each soundtrack. Thus, it can be inferred that the overall style, elements, mood, and character of the musical soundtrack play an essential role in the interpretation of the visual stimulus. In addition, this study proposes a new theory of film literacy that recognizes and incorporates the significant impact of the musical soundtrack. This theory also builds on 2 important pedagogical paradigms, namely, constructivism and holism.
520 $a Finally, this thesis concludes with some practical applications for curriculum planners, educators, and students, and provides 8 guidelines that will assist partners in education to foster a sense of consciousness regarding the musical dimension of film.*
590 $a School code: 0779.
650 4 $a Cinema. $3 854529
650 4 $a Education, Music. $3 1017808
650 4 $a Music. $3 516178
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710 2 0 $a University of Toronto (Canada). $3 1017674
773 0 $t Dissertation Abstracts International $g 63-06A.
790 $a 0779
790 1 0 $a Bartel, Lee Roy, $e advisor
791 $a Ed.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ69791