The primary purpose of this study was to compare the effects of icon-based listening outlines and language-based listening outlines on the degree of liking scores and musical knowledge scores of nonmusic majors enrolled in music appreciation courses. A secondary purpose was to examine interactions between the methods of instruction and the students' age, gender, teacher, and primary language with the dependent variables of degree of liking and musical knowledge scores. One-hundred and ninety-seven university undergraduates enrolled in six intact music appreciation classes served as subjects for the twelve week study. Three instructors, each teaching two intact music appreciation classes, taught both methods. The study used a pretest/posttest two group experimental design to answer fourteen research questions. The results indicated that degree of liking scores and musical knowledge scores significantly improved between the pretests and posttests regardless of method of instruction. Results also revealed a significant interaction between method and time of test for both degree of liking and musical knowledge. Students using icon-based listening outlines showed a greater increase in degree of liking scores and musical knowledge scores from pretest to posttest than the students using language-based listening outlines; however all increases were slight. Results also revealed significant interactions among teacher, primary language, and musical knowledge scores and among teacher, method of instruction, and musical knowledge scores.

Thesis (M.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purposes of this study were to (1) present a survey of social and cultural backgrounds in the American colonies during the seventeenth and eighteenth centuries, the years of the nation's birth, and (2) investigate and document the attitudes toward music and the musical activities of such representative American colonial statesmen as George Washington, Benjamin Franklin, Francis Hopkinson, Thomas Jefferson, and John Quincy Adams. / 2031-01-01

Issued also as Thesis (Ph. D.)--Vanderbilt University. / Includes bibliographical references (1 leaf at end).

No description available.

This study investigates the effect of training in auditory discrimination on the learning of music concepts. The study draws on Klausmeier's theory concerning the role of discrimination in concept learning, and on Gibson's theory concerning the process of discrimination. Six hypotheses are tested: two stating that a particular program of auditory discrimination training positively affects the performance of pitch and rhythm conceptual tasks, two stating that age positively relates to such performance, and two stating that if the effect of initial auditory discrimination ability is eliminated, there will be no significant difference between the achievements of 7 - 8 year-old and 8 - 9 year-old students performing the said tasks. These hypotheses are tested in an experiment where 232 students participated. All were given a specially constructed Auditory Recognition Test to assess initial auditory discrimination ability before instruction, and all received the ordinary music instruction at school. Students in the experimental group received additionally a short, self-administered training module on discriminating auditory attributes of pitch, register, duration and tempo. These were high-low, long-short, and fast-slow. Following instruction, the experimental and control groups were given a specially constructed Music Concepts Achievement Test to assess their performance. A 2 x 2 factorial design is used to relate discrimination training and age to the performance of conceptual tasks. Variance and covariance analyses are performed to test the hypotheses. Results demonstrate a significant positive effect of the auditory discrimination training on the performance of pitch and rhythm tasks (p < .001), and a significant positive relationship between age and the performance of these tasks (p < .001). However, upon eliminating the effect of initial discrimination ability, age is no longer significant (p = .54 in pitch, and p = .181 in rhythm). The study concludes that training in auditory discrimination facilitates the learning of music concepts and that improvement in auditory discrimination which is gained with age facilitates such learning. These conclusions indicate that auditory discrimination training could improve the learning of many music concepts, and thus become a strategy for the achievement of important objectives in music education. / Theses (Ph.D.)-University of Natal, Durban, 1984.

Issued also as Thesis (Ph. D.)--Vanderbilt University. / Bibliography: 1 leaf at end.

Thesis (Ed.D.)--Teachers College, Columbia University, 1974. / Typescript; issued also on microfilm. Sponsor: Charles Walton. Dissertation Committee: J. Marion Magill. Includes bibliographical references (leaves 236-241).

Thesis (M.M.)--Missouri State University, 2008. / "December 2008." Includes bibliographical references (leaves 34-35). Also available online.

Thesis (D. Mus.)--Hochschule für Musik und Theater, Hamburg, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--Northwestern University, 1963. / Includes abstract and vita. "64-1517" on added title page. Includes bibliographical references (leaves 202-205).