No description available.

There is no abstract available for this thesis.

An attempt has been made to determine whether or not a handbook to be used by student teachers and a handbook to be used by supervising teachers would be a significant and worthwhile contribution, not only to Taylor University, but to education in general.

There is no abstract available for this thesis.

There is no abstract available for this dissertation.

The first purpose of this study was to determine whether a statistically significant difference is observable between the effects of instructional gaming activities techniques and the effects of traditional lecture-demonstration techniques on the cognitive achievement of undergraduate university students enrolled in introductory music studies courses. The second purpose was to determine whether students evidence a statistically significant difference in their affective perceptions of these two teaching techniques when applied to university introductory music studies.Four null hypotheses were tested:H 0/1: At the conclusion of a five week experimental period, no significant difference (at the .05 level) will be evident between the experimental group (gaming techniques) and the control group (lecture demonstration techniques) on the posttest measure of cognitive achievement.H 0/2: A delayed interval posttest administered five weeks after the conclusion of the experimental period will evidence no significant difference between the experimental and control groups on the measure of cognitive achievement.H 0/3: At the conclusion of a five week experimental period, no significant difference will be evident between the experimental and control groups on the posttest measure of students' affective perception of the teaching techniques of their respective classes.H 0/4: A delayed interval posttest administered five weeks after the conclusion of the experimental period will evidence no significant difference between the experimental and control groups on the measure of students' affective perception of the teaching techniques of their respective classes. The research population consisted of 147 students representing each of the four years of university matriculation. Both the experimental group and the control group consisted of students enrolled in one class of a 100-level introductory course in music studies for the general university student ("music appreciation"), and in two classes of a 300-level course in introductory music studies for prospective elementary classroom teachers. Five experienced university instructors taught the six classes involved. A syllabus that included nine sequenced instructional gaming activities was designed specifically for use in the experimental classes.A 2 x 2 nonequivalent control group design was adopted to facilitate pair-wise analysis of mean scores. The experimental and control groups were statistically equated on the basis of College Board Scholastic Aptitude Test verbal and mathematical mean scores and cognitive achievement pretest mean scores. Posttest and delayed interval posttest cognitive achievement adjusted mean scores and affective perception observed scores were obtained. Significance of the treatment variable was determined by means of analyses of variance and covariance.Based on statistical findings, H 0/1 was rejected at the .05 level of significance at the 100-course level. Conversely, H0 was supported at the 300-course level. In other words, at the 100-level, findings of the posttest showed that students taught by means of gaming techniques attained a significantly higher level of cognitive achievement than students taught by means of lecture-demonstration techniques. At the 300-level, findings of the posttest showed that students taught by means of gaming techniques evidenced no significant differences in cognitive achievement compared with students taught by means of lecture-demonstration techniques. H 0/2 was rejected at the .05 level of significance at both the 100- and 300-course levels, but findings differed between course levels. At the 100-level, the class taught by means of gaming activities evidenced a significantly higher level of cognitive achievement on the delayed interval posttest than the class in which lecture-demonstration techniques were applied. At the 300-level, classes in which lecture-demonstration techniques were applied evidenced a significantly higher level of cognitive achievement on the delayed interval posttest than the classes taught by means of gaming activities.H 0/3 was rejected at the .05 level of significance unilaterally at both the 100- and the 300-course levels. Gaming techniques were highly preferred (at the .001 significance level) over lecture-demonstration techniques on a posttest measure of students' affective perception.H4 was rejected at the .05 level of significance unilaterally at both the 100- and the 300-course levels. Gaming techniques were highly preferred (at the .001 significance level) over lecture-demonstration techniques on a delayed interval posttest measure of students' affective perception.The findings of this study appear to support the following conclusions:1. The gaming activities developed for this study are an effective means by which to promote cognitive learning in university introductory music studies.2. The student population of this study strongly preferred gaming activities over lecture-demonstration as the teaching technique in university introductory music studies.

The study was designed to determine the scope of offerings, the clientele served, the organizational structure, and procedures for implementation relative to applied music programs in two-year colleges. The study was also designed to determine the extent to which selected senior colleges have accepted applied music credits earned by students from two-year colleges.

No description available.

The purpose of this study is to determine some probable effects of certain procedures in overcoming negative attitudes toward school music and to show the possibilities of locating and eliminating some of the factors associated with children's difficulties in music.

All children have the capacity to express themselves musically and to have music be an important part of their lives. In most states classroom teachers in the primary grades are expected to provide all instruction in music, often without supervision or assistance. The idea of the classroom teacher teaching music is not new. This has been a pattern of musical instruction in the elementary schools throughout the history of our country. Teachers cannot teach material they do not know and in which they are not interested. Most classroom teachers welcome new ideas and attractive materials for use in teaching music to children in their classrooms. This dissertation presents a pattern of musical preparation for prospective primary classroom teachers based on an eclectic approach which focuses on the selected pedagogical principles of Kodály, Orff, and Dalcroze. The main body of the dissertation consists of a two semester sequence of instruction organized in thirty lessons based on a vocal approach and emphasizing movement. It includes resource materials such as lists of books on the teaching of music and dance, recordings, films and filmstrips, and song collections. More than 100 songs are used in a variety of ways as are rhymes and movement activities.