Abstract not available.

Cette thèse vise à vérifier si l'apprentissage de la musique influe sur l'acquisition de la langue française (lecture et orthographe) chez des enfants francophones dyslexiques de 3ieme et eieme année primaire. Les participants de cette étude ont été soumis à cinq évaluations: trois en français et deux sur les aptitudes musicales. Cette étude a permis d'observer non seulement que l'apprentissage de la musique n'améliorait pas l'apprentissage de l'orthographe d'usage pour les éléments "copier des mots déjà écrits" et "écrire un mot après l'avoir lu", mais occasionnait une détérioration de deux autres éléments de l'orthographie usuel "écrire un mot cité par l'examinatrice" et "écrire le mot le plus approprié pour identifier une image visualisée". Par contre, on observe une amélioration de la compréhension de la lecture.

For many 21st century Canadian music educators, students, and parents, the words conservatory and examination are inextricably linked. Generations of music students have participated in this examination process, the methods and results of which prompt ongoing debate. The lack of a comprehensive, comparative study of Canadian piano examination curriculum requirements is the problem this thesis undertakes to address. This is accomplished, first, by discussing the historical development of conservatories and their examination systems in Canada generally, and second, by analyzing nine different piano examination boards currently operating in various regions of the country. Syllabi, an important but often overlooked resource, have served as primary sources for details of past and present examination standards and practices. Details presented on charts and tables provide the basis for commentary on topics such as distribution of marks, repertoire, memory, ear, and sight-reading requirements, with emphasis on technique, a significant variable noted in each system.

L'abolition d'une année de scolarité au secondaire et la récente réforme scolaire en Ontario font en sorte que les élèves ont moins de cours optionnels à suivre dans leur programme. Par conséquent, certaines écoles font de grands efforts pour inciter les élèves à recevoir une formation artistique en développant des programmes spécialisés. De tels programmes permettent aux élèves inscrits de suivre des cours d'art tous les jours et tout au long de leur programme scolaire au secondaire. Cette étude cherche alors à mieux comprendre ce qui motive des élèves à s'inscrire à un programme spécialisé en musique. Dans une démarche qualitative, des entrevues semi-dirigées et des groupes de discussion ont été réalisés auprès d'élèves de 9e et 10e année inscrits dans un tel programme dans une école secondaire de langue française de l'Ontario. Cette recherche s'appuie principalement sur la théorie de l'autodétermination (Deci et Ryan, 1985; Ryan et Deci, 2000a) qui reconnaît la prédominance des besoins d'autonomie, de compétence et d'appartenance pour favoriser la motivation et le bien-être de l'élève. L'analyse des données recueillies fait ressortir des motifs, tant intrinsèques qu'extrinsèques, qui incitent des élèves à s'inscrire à un programme spécialisé en musique. Cette étude permet alors de voir comment des adolescents parlent de leurs besoins et de leur motivation dans leur formation musicale.

Through the development of an analytical framework that addresses voice leading in both tonal and modal settings, improvised performances based on a repeating jazz lead sheet progression can be analyzed, categorized, and compared according to their implied harmonic content and adherence to the harmonic possibilities inherent in the lead sheet. The proposed framework, grounded in jazz theory, is used to analyze two performances of Herbie Hancock's Dolphin Dance, one each by Bill Evans and the composer. Five passages, representing both tonal and modal settings, are examined according to the voice leading criteria proposed in the framework. This thesis addresses 1) the various jazz scores necessary for analysis -- including a third abstract score that encapsulates the infinite possible ways to realize a lead sheet; 2) the evolution of modal jazz; and 3) the reduction of transcribed improvisations to progressions of implied harmonic sonorities connected through voice leading.

No description available.

<p> Within this qualitative multiple case study the ways in which music education specialists construct meaning out of their attitudes and beliefs concerning student musical aptitude and ability while assessing American-born and international students in the New England boarding school population were explored and explained. A phenomenological approach to data analysis was used in order to understand better the experiences of music education specialists within New England Boarding Schools and their attitudes and beliefs concerning musical aptitude and ability concerning the culturally and ethnically diverse students that they teach. </p><p> Eight overarching themes emerged during the process of analyzing data: (a) formative factors and influences, (b) acquisition of beliefs, (c) musical mastery and student needs, (d) music mastery and flexibility, (e) instructional approaches. (f) experience valued over formal education, (g) the benefits of autonomy, and (h) international student musical aptitude were identified as contributing to the process in which the participants constructed meaning out of their attitudes and beliefs concerning student musical aptitude and ability. The implication of this study for practice illustrates the need to create opportunities for music education specialists in which they can reflect and become more self-aware about the unconscious biases that they bring to their educational context particularly due to the diverse nature of the music programs within New England Boarding Schools. Recommendations for future research are: (a) whether the music programs in specific nation-states foster higher levels of musical aptitude and ability among students who participate in them; (b) exploration of the methods that school leaders in New England Boarding Schools utilize to better support teachers of diverse students in the adoption of inclusive, intercultural instructional strategies; (c) the policies that school leaders in New England Boarding Schools utilize to better support teachers of diverse students in the adoption of inclusive, intercultural instructional strategies, and; (d) the benefits of offering undergraduate music performance majors coursework focused on the literature and pedagogy of the instrument that they are studying in their degree program.</p>

In its over seventy years of existence, the Friends University symphonic choir, known as the "Singing Quakers," has provided concerts for choral music appreciators throughout the United States, and in Canada, Mexico, and Europe. The present study documents the establishment, growth and development of the Singing Quakers from its inception through May of 1993: identifying (1) the events leading to the development of the Singing Quakers; (2) the purpose and philosophy of the Singing Quakers; (3) the directors of the Singing Quakers and their musical and professional backgrounds; (4) the contributions of each of the directors; (5) the origin and development of the tour concert/Home Concert, Christmas concert, and spring concert traditions; and (6) the literature programmed by the directors for the Singing Quakers' tour concerts/Home Concerts, Christmas concerts, as well as spring concerts, and providing a description of the literature. / The study concludes that the Singing Quakers benefitted from the increased popularity of choral music in the United States during the 1920s, 1930s, and 1940s, and that the development of the three-annual concert tradition in the 1950s became the foundation of the Singing Quakers' activities through the 1980s and into the early 1990s. These three annual concerts established an audience base for the Singing Quakers' performances, and the annual sales of season tickets for the three-annual concerts provided the Singing Quakers an annual income that enabled Directors Mayer and Riney to expand the activities of the choir. / The study also concludes that the purposes of the Singing Quakers were directly related to the purposes of the university, and that the unified purposes led Friends University officials to support the activities of the Singing Quakers throughout its history. / Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1863. / Major Professor: Andre Thomas. / Thesis (Ph.D.)--The Florida State University, 1994.

This investigation was comprised of two related studies designed to examine the effect of selected music instruction on (1) self-concept and (2) academic achievement of elementary public school students. In the first study, a pretest-posttest design consisting of intact experimental and control groups participating in school music activities over an eight month period was used. Students in the experimental group were provided music instruction using the Yamaha Music In Education (MIE) program. As a pretest-posttest measure of self-concept, all fourth grade students (N = 119) were asked to complete a modified version of the Piers-Harris Children's Self-Concept Scale, and to write paragraphs pertaining to how they felt about themselves. Report card data, district skills proficiency assessments and standardized test scores were used as measures of academic achievement. The effect of cross-age tutoring on self-concept and academic achievement was also examined using 20 fourth grade students working with 20 first grade students. Results indicated no significant difference between groups for cross-age tutors on any of the self-concept measures. / With respect to academic achievement, mean gain score comparisons revealed a significant difference between groups in student tardies, with fewer tardies shown for the experimental group. Cross-age tutoring was not shown to have an effect on academic achievement. / A partial replication of the first study was conducted across a fifteen week period with 154 third grade students. No significant difference between groups was found for any of the self-concept measures. Report card data were also compared to determine any significant difference in tardies, absences or academic achievement. Findings revealed a significant difference in attendance with a lower rate of absenteeism shown for the experimental group. No other significant differences were found. Future research was recommended. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2502. / Major Professor: Clifford K. Madsen. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this study was to obtain census information and to identify the current academic problems concerning public high school bands in the United States. / A national survey was created with support from the College Band Directors National Association, the National Band Association, the American Bandmasters Association, the Texas Music Educators Association, and the American School Band Directors Association. The survey contained 30 questions which reflected 126 variables. The population was stratified by national geographic region, state, and by school size. Respondents represented 759 schools from all states and the District of Columbia. / Responses revealed that 14.99% of students from the high school population play an instrument in band. Directors averaged 13.65 years experience and more than 57% had earned above the bachelor's degree. / Seventy-four percent of the bands averaged more than 42 performances a year. The concert band averaged 12.6% of the total performances. The top four areas affected the most by education reform were: job responsibilities, scheduling, retention, and recruitment. / Teaching discipline, self-esteem, self-worth, responsibility, and leadership was evaluated as the most important of six values and priorities for instruction. Teaching with an emphasis on aesthetic awareness was found to be the sixth rated value. / Discussions with colleagues, observing other directors, attending conference conventions, audio or video taping rehearsals, attending workshops and clinics, and reading journal articles were reported to be the six most effective areas for helping solve problems encountered. / Current and previous studies suggest: (a) band participation and director teaching experience has increased; (b) the role of funding has shifted from the school to parents, students and the community; (c) concert performances have declined while marching band and festival/contest performances have increased; (d) current academic problems appear to be similar to the past but have escalated and become more complex as they have interrelated. / Source: Dissertation Abstracts International, Volume: 54-04, Section: A, page: 1277. / Major Professor: James E. Croft. / Thesis (Ph.D.)--The Florida State University, 1993.