The purpose of the study was to indicate procedures leading to meaningful learning experiences through music for the educable mentally retarded child. Four areas of a music curriculum were considered: performing, composition, listening and dancing. Based upon known characteristics of the educable mentally retarded and professional writings of authorities in the fields of both music education and special education, objectives and specific approaches to musical experiences were determined, Twelve performing, eight composition, ten listening and ten dancing experiences are outlined with objective, previous experience, materials, room arrangement, song material, procedure and related activities included in each.

The purpose of this study is to present, on the basis of the material obtained through survey methods previously indicated, a comprehensive picture of the small high school band library.

The aim of this study was to document the expressed beliefs and observed practices of elementary school teachers involved in music instruction in Vancouver and Hong Kong. It is important to understand beliefs and value systems of teachers since they form the basis for their educational practices. These beliefs are shaped by various contextual factors in a society. The music of a society is one such factor that constitutes both cultural and educational practices in that society. Therefore a cross-cultural, comparative study concerned with music education was undertaken so as to better understand the underlying contextual factors that shape teachers' overall understandings and practices of teaching music in the elementary schools. The present investigation is the only study of this kind to date. This study was designed as a qualitative multiple-case study, including five cases in Vancouver and five cases in Hong Kong. The tools for data collection were in-depth interviews and repeated classroom observations. The results of this study suggest that teachers' expressed beliefs and their classroom practices about music education are informed by the following major factors: (1) teachers' personal experiences, (2) social and cultural factors of the societies in which they live, and (3) the music curriculum as set by the school systems. Furthermore, these results shed light on ways in which music education is implemented in these two cosmopolitan cities and demonstrate interesting interplay of various cultural influences. The findings of this study add to the knowledge of Western and Chinese ideas, especially educational thoughts and music education, through presentations and analysis of beliefs and classroom practices of teachers from these two cultures.

The aim of this study was to document the expressed beliefs and observed practices of elementary school teachers involved in music instruction in Vancouver and Hong Kong. It is important to understand beliefs and value systems of teachers since they form the basis for their educational practices. These beliefs are shaped by various contextual factors in a society. The music of a society is one such factor that constitutes both cultural and educational practices in that society. Therefore a cross-cultural, comparative study concerned with music education was undertaken so as to better understand the underlying contextual factors that shape teachers' overall understandings and practices of teaching music in the elementary schools. The present investigation is the only study of this kind to date. This study was designed as a qualitative multiple-case study, including five cases in Vancouver and five cases in Hong Kong. The tools for data collection were in-depth interviews and repeated classroom observations. The results of this study suggest that teachers' expressed beliefs and their classroom practices about music education are informed by the following major factors: (1) teachers' personal experiences, (2) social and cultural factors of the societies in which they live, and (3) the music curriculum as set by the school systems. Furthermore, these results shed light on ways in which music education is implemented in these two cosmopolitan cities and demonstrate interesting interplay of various cultural influences. The findings of this study add to the knowledge of Western and Chinese ideas, especially educational thoughts and music education, through presentations and analysis of beliefs and classroom practices of teachers from these two cultures. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Hierdie studie handel oor die Klasmusiekopleiding van die Junior Primereonderwysstudent. Studente wat vir Junior Primere opleiding aan onderwyskolleges registreer, is verplig om opleiding in Klasmusiek vir een van die vier studiejare te deurloop. Navorsingsbevindinge toon egter dat die opleiding nie die gewenste resultate in die praktyk fewer nie. Om probleme en tekortkominge voortspruitend uit die opleiding te identifiseer is 'n literatuurstudie aan die hand van die volgende aspekte gedoen: (1) 'n Besinning oor die struktuur van die kurrikulum en formulering van kurrikulumkriteria vir die samestelling van 'n sillabus. (2) ldentifisering van die struktuur van musiek en van Klasmusiek. (3) Eksemplariese analise van sillabusse vir die Klasmusiekopleiding van die student ten einde bevindings en aanbevelings wat as riglyne vir herkurrikuleringsaksies in die toekoms mag dien, te formuleer. / This study deals with the education of student teachers for Class Music in the Junior Primary phase. Students who enroll for a Junior Primary Course at Colleges of Education have to follow a compulsory course of at least one year in Class Music during their four year training. Research has indicated however that the training of these students does not bring about the desired results in practice. To identify problems and shortcomings stemming from the training in Class Music, a literature study was undertaken in which the following aspects were dealt with: (1) Consideration of the structure of the curriculum and the formulation of curriculum criteria for the compilation of a syllabus. (2) Identification of the structure of music and Class Music. (3) Analysis of examples of syllabuses for the training of students in Class Music to formulate findings and recommendations to serve as guidelines for curriculum review and restructing in future. / Educational Studies / M. Ed. (Didactics)

published_or_final_version / abstract / Education / Doctoral / Doctor of Philosophy

Students' perspectives in jazz education have gone largely ignored. A modified analytic inductive design allowed me to look broadly at the students' jazz band experience while specifically investigating their views about playing individualized parts, improvising, and interpreting and articulating swing rhythms. A focus group procedure was altered (Krueger, 1995) and incorporated into my teaching of 19 students. Two 30 minute sessions per week over a 12 week period were video- and audiotaped. Audiotaped exit interviews provided data in a non-social environment. All data were transcribed and coded in order to identify major themes and trends. Conclusions were verified through member checks, several types of triangulation and other qualitative analysis techniques. Trustworthiness was determined through an audit. Cognitively and physically, students had to accommodate musical techniques as these differed from those used in concert band. Some students were confused by the new seating arrangement and the playing of individualized parts. While some students could perform distinctly different swing and straight interpretations of the same song without external cues, others could only perform this task with external cues. Some changes in articulation were well within the students' capabilities while other techniques were more difficult to accommodate. Several students felt 'uptight' while they improvised alone in front of their peers, noting group improvisation and rhythmic embellishment of familiar tunes as being helpful in assuaging these feelings. Students recognized the environmental differences between concert band and jazz band, and reported more freedom of expression in jazz band. Particularly enjoying this freedom, the more willing improvisors banded together as a clique. The students' learning was viewed as being situated in the context of jazz band. 'Musical perturbation' and cognitive apprenticeship described students' physical and cognitive accommodation of the new context. The instructional strategies students found to be most helpful were student-centered and derived from cognitive behavior modification and scaffolding theory.

The research problems of this dissertation were: 1) A description of the perceived value of music in light of political undercurrents in Boston prior to and during the years under investigation, and 2) the profile of the constituency of the Boston School Committee and Committee on Music in 1837 and 1845. Questions addressed the effect of religious and moral concerns of the day on the decision by the School Committee in 1837 to try music in the curriculum, and the possible effect of religious politics on Lowell Mason's dismissal from the schools in 1845. In the minds of mid-nineteenth century Bostonians, religious and moral values were intrinsic to the very nature of music. Key members on the School Committee portrayed music as being spiritual yet nonsectarian in its influence. Therefore, the findings suggest that music was believed to provide common ground between opposing and diverse religious sects. Reasons given for Mason's dismissal by John Sargent, a member of the Committee on Music, showed parallels to H. W. Day's accusations in the press a year earlier that Mason had managed his position in a sectarian manner. Sargent's background supports the theory that religious politics were at work in Mason's dismissal. Although members of the School Committee of 1845 were religious, only isolated cases support the proposition that any of them would have opposed Mason strictly on the basis of religious issues. Evidence suggests that their passivity to the action by the Committee on Music was probably due to concurrent public criticism of attempts at school reform within the Committee. While under such scrutiny, Committee members' inaction regarding Mason's dismissal may have reflected a desire not to jeopardize their own positions as a political body.

The purpose of the study was to investigate the needs for music-related content in the Bible college pastoral curriculum as perceived by a selected group of pastors. The research problems were (1) to assess the extent of musical preparation of recent pastoral graduates from selected accredited Bible colleges in the United States, (2) to assess the music-related duties of those graduates in paid pastoral positions, (3) to assess the pastors' perceived needs for instructional preparation for the fulfillment of their musical duties, and (4) to determine the effect of selected factors on the perceived needs of those pastors.

The purpose of the study was to investigate conflicts in the perceptions of band directors, band parents, band students, and selected school personnel regarding the role and scope of their respective band programs. The problems were to examine the relationships among these four groups in terms of selective perception, perceptual constancy, and polarization. Questionnaires were developed in order to survey the senior public high schools in Cedar Rapids, Iowa. In addition to demographic data, the questionnaires included perceptions about public performances, marching, concert, and jazz bands; contests and festivals; and other band related activities which might be desirable in a band program. The questionnaires concluded with opportunities for open-ended comments and suggestions about the survey instrument and the band program. Statistical computations included one-way analysis of variance, chi-square test, frequency counts, and cross-tabulations. Qualitative analyses and reports of interviews helped to clarify and interpret all statistical findings.