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

Andragogy and music: Canadian and Am...

Kruse, Nathan Berg.

Linked to FindBook

Google Book

Amazon

博客來

Andragogy and music: Canadian and American models of music learning among adults.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Andragogy and music: Canadian and American models of music learning among adults./
Author:	Kruse, Nathan Berg.
Description:	215 p.
Notes:	Adviser: Mitchell Robinson.
Contained By:	Dissertation Abstracts International68-05A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3264178
ISBN:	9780549029717

Andragogy and music: Canadian and American models of music learning among adults.
Kruse, Nathan Berg.

Andragogy and music: Canadian and American models of music learning among adults. - 215 p.

Adviser: Mitchell Robinson.

Thesis (Ph.D.)--Michigan State University, 2007.

Discovering the attitudes and perceptions that non-professional adult musicians hold regarding their participation in instrumental ensembles may help improve instruction as well as the ability to more fully understand the meanings and implications of lifelong music making in society. Consequently, the teaching and learning strategies associated with adult learning provided me with the notion of investigating the methods that adults use in learning to play music instruments. Thus, this dissertation investigates the historical ideologies of andragogy with a contemporary application of its tenets to Canadian and American models of music learning among adults.

ISBN: 9780549029717Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Andragogy and music: Canadian and American models of music learning among adults.
LDR:03439nam 2200325 a 45 001 954511
005 20110622
008 110622s2007 ||||||||||||||||| ||eng d
020 $a 9780549029717
035 $a (UMI)AAI3264178
035 $a AAI3264178
040 $a UMI $c UMI
100 1 $a Kruse, Nathan Berg. $3 1277974
245 1 0 $a Andragogy and music: Canadian and American models of music learning among adults.
300 $a 215 p.
500 $a Adviser: Mitchell Robinson.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1861.
502 $a Thesis (Ph.D.)--Michigan State University, 2007.
520 $a Discovering the attitudes and perceptions that non-professional adult musicians hold regarding their participation in instrumental ensembles may help improve instruction as well as the ability to more fully understand the meanings and implications of lifelong music making in society. Consequently, the teaching and learning strategies associated with adult learning provided me with the notion of investigating the methods that adults use in learning to play music instruments. Thus, this dissertation investigates the historical ideologies of andragogy with a contemporary application of its tenets to Canadian and American models of music learning among adults.
520 $a This research is based on inferences derived from ethnographic research conducted with adult students and teachers from the Cosmopolitan Music Society in Edmonton, Alberta, Canada, and from the New Horizons Band in East Lansing, Michigan. Specifically, this research focuses on (1) telling the stories of Canadian and American adult musicians who have been motivated to perform in an instrumental ensemble, (2) suggesting that what we know and learn about adult learning may be used in fostering pre-adult learning functions among school music students, and (3) providing the impetus for lifelong learning by discussing teaching approaches for bridging the gap between schools and communities.
520 $a Results indicated that group dynamics were key factors in sustaining music participation. The degree to which individuals were satisfied with musical experiences depended on musical difficulty, instructors' teaching styles, belonging to a larger community, and a strong awareness of reciprocity. Participants in this study also reported that they continue to search for creative, self-directed ways to overcome issues of time management, as fellow musicians depend on their readiness to perform.
520 $a Based on these results, I identified several ways in which school teachers can apply lessons drawn from adult learning, including recognizing the need for structured music lessons; acknowledging and embracing the social characteristics of being in a music ensemble; deepening musical awareness through critical thinking activities; decreasing reliance on notation for beginners; encouraging chamber ensemble experiences; investigating ways in which to include non-traditional school music students in music; and encouraging the advancement of community music and the notion of lifelong learning through music participation.
590 $a School code: 0128.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Music. $3 1017808
650 4 $a Music. $3 516178
690 $a 0413
690 $a 0516
690 $a 0522
710 2 $a Michigan State University. $3 676168
773 0 $t Dissertation Abstracts International $g 68-05A.
790 $a 0128
790 1 0 $a Robinson, Mitchell, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3264178