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The influence of selected music teac...

Hasty, John Glenn, Jr.

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The influence of selected music teaching strategies upon aesthetic responses to phrasing, balance, and style among middle school band students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The influence of selected music teaching strategies upon aesthetic responses to phrasing, balance, and style among middle school band students./
Author:	Hasty, John Glenn, Jr.
Description:	144 p.
Notes:	Director: Olin G. Parker.
Contained By:	Dissertation Abstracts International54-02A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9316347

The influence of selected music teaching strategies upon aesthetic responses to phrasing, balance, and style among middle school band students.
Hasty, John Glenn, Jr.

The influence of selected music teaching strategies upon aesthetic responses to phrasing, balance, and style among middle school band students. - 144 p.

Director: Olin G. Parker.

Thesis (D.M.A.)--University of Georgia, 1992.

The purposes of this study were to investigate the affective behaviors of selected sixth, seventh, and eighth grade band students, to examine the teaching and learning processes concerning the development of values and attitudes among these middle school band students, and to propose a holistic education, emphasizing both the cognitive achievement and the affective training of the learner. The individual characteristics examined were academic achievement, affective music discrimination skills, and learning modality strengths. The Criterion Reference Test Reading Composite Score and the Iowa Test of Basic Skills Grade Equivalent indicated the students' general academic achievement. Colwell's (1970) Music Achievement Tests, Test 4, Part 1--Musical Style, Subtest A and B and Gordon's (1965) Musical Aptitude Profile, Test S--Musical Sensitivity, Parts 1, 2, and 3 assessed their musical discrimination skills. The Swassing-Barbe Modality Index (1979) classified students as auditory, kinesthetic, visual, or mixed modality learners.Subjects--Topical Terms:

1017808
Education, Music.

The influence of selected music teaching strategies upon aesthetic responses to phrasing, balance, and style among middle school band students.
LDR:03180nam 2200289 a 45 001 942278
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035 $a (UMI)AAI9316347
035 $a AAI9316347
040 $a UMI $c UMI
100 1 $a Hasty, John Glenn, Jr. $3 1266375
245 1 4 $a The influence of selected music teaching strategies upon aesthetic responses to phrasing, balance, and style among middle school band students.
300 $a 144 p.
500 $a Director: Olin G. Parker.
500 $a Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0454.
502 $a Thesis (D.M.A.)--University of Georgia, 1992.
520 $a The purposes of this study were to investigate the affective behaviors of selected sixth, seventh, and eighth grade band students, to examine the teaching and learning processes concerning the development of values and attitudes among these middle school band students, and to propose a holistic education, emphasizing both the cognitive achievement and the affective training of the learner. The individual characteristics examined were academic achievement, affective music discrimination skills, and learning modality strengths. The Criterion Reference Test Reading Composite Score and the Iowa Test of Basic Skills Grade Equivalent indicated the students' general academic achievement. Colwell's (1970) Music Achievement Tests, Test 4, Part 1--Musical Style, Subtest A and B and Gordon's (1965) Musical Aptitude Profile, Test S--Musical Sensitivity, Parts 1, 2, and 3 assessed their musical discrimination skills. The Swassing-Barbe Modality Index (1979) classified students as auditory, kinesthetic, visual, or mixed modality learners.
520 $a The entire band program (193 students, grades six, seven, and eight) at Russell Middle School, Winder, Georgia, participated in this study during a seven-week spring term in 1991. The students were randomly assigned to one of two classes per grade. The experimental group had a total of ninety-seven students with the controlled group numbering ninety-six.
520 $a Data analysis procedures for the primary variables included paired t-test of means, one-way analysis of variance of unequal sizes, and multiple regression. Examination of the analyses indicated that statistically significant relationships occurred in four of the nine hypotheses tested.
520 $a Based on the study findings the following conclusions were drawn: (1) The Pretest and Posttest musical sensitivity scores for the whole population were different. (2) There was a significant difference in the Pretest and Posttest on the Colwell and Gordon tests with the experimental group scoring eight to fourteen points higher. (3) There was no relationship found between modality strengths and music sensitivity gain scores. (4) There was no statistical evidence to support the existence of a relationship between student achievement and attitude.
590 $a School code: 0077.
650 4 $a Education, Music. $3 1017808
690 $a 0522
710 2 $a University of Georgia. $3 515076
773 0 $t Dissertation Abstracts International $g 54-02A.
790 $a 0077
790 1 0 $a Parker, Olin G., $e advisor
791 $a D.M.A.
792 $a 1992
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9316347