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The purpose of the study was to review educational objectives for conducting classes for the undergraduate through the doctoral degree. This included one hundred and seventy-three behavioral objectives and three basic methods of evaluation.Specific conducting textbooks were reviewed as were the conclusions from related research. Articles relating to the preparation of the conductor and conducting curricula were also reviewed. The survey instrument designed for this dissertation was mailed to teachers of conducting at the eighteen selected schools where programs were commensurate with this study.FindingsConducting textbooks are used most frequently at the undergraduate level.Equipment most frequently used for evaluation are the tape recorder and videotape (VTR).Compositions of Bach are most frequently used in conducting classes followed by Mozart, Beethoven, Haydn and Handel. Music of Schubert, Tschaikovsky, Brahms, Holst, and Stravinsky are also used frequently.Most teachers provide practical conducting experiences daily or weekly but opportunities to conduct live ensembles are still relatively scarce for undergraduates.All teachers teach conducting techniques and score analysis and memory. Seventy-six percent of the respondents also teach rehearsal techniques.Visual observation of conducting students is the most frequently used method of evaluation.Teachers feel there should be more classes, more class meetings, and a greater variety of conducting classes required--especially at the undergraduate level.ConclusionsEducational objectives should be clearly stated for conducting courses at all levels.Evaluation of conducting students should be provided in a variety of forms that are clear and meaningful to the student and be based on stated educational objectives.Conducting courses should be developed for opera, ballet, theater, oratorios, and jazz ensembles.The number of conducting courses, class meetings, and credit should be increased.More conducting classes should be required for the music education major and conducting major, especially at the undergraduate level.Ensembles should be frequently and consistently available to conducting students.

There is no abstract available for this thesis.

Recorders were the most often used instrument for assisting music instruction in today¡¦s elementary schools. However, many students didn¡¦t like recorders and, as a result, they lose interest in music. Xylophone was easy to learn and might be a suitable substitute for recorders. Therefore, the purpose of this action research is to examine the effects of Xylophone-assisted music instruction on fifth graders¡¦ Motivation for Learning Music and Achievement. A fifth grade class in Guai-Guai elementary school of Kaohsiung City was selected as participants. Before the instruction, the students filled out a scale of motivation for learning music, and their achievement of music was tested. Then the students received an 8-week long Xylophone-assisted music instruction. During the instruction, the students¡¦ report and teacher¡¦s reflection of the music class were obtained and some students were interviewed. At the end of the instruction, students were tested again on their achievement and motivation, and they gave feedback about their attitudes of the instruction and the students who were interviewed before were interviewed again about the instruction. The results were as the followings¡G 1.The xylophone-assisted music instruction increased the motivation of the class as a whole. The effects were especially significant for those who dislike recorders. 2.After the instruction, the differences between the students who like and dislike recorders before were decreased. 3.The students were very positive about the instruction. Over 80% of the students chose and recommended xylophone as an assistant instrument in music class. 4.The characteristics of xylophones were appropriate for music instruction.

The purpose of the current study is to examine the contribution of technology to the teaching of music listening, to present a comprehensive account of the pertinent educational materials that have been developed in the past to assist teachers during the music listening activity, and to introduce a software application to make it easier for teachers to create music listening guides. The role of technology in the teaching of music listening can be examined in four major historical periods, each roughly corresponding to a quarter of the twentieth century. During the early 1900’s, the invention of the first devices that could reproduce sound – the player piano and the phonograph – allowed music teachers to include music listening activities in classroom music instruction. The largest companies in the player piano and phonograph industry formed educational departments that produced a plethora of educational materials that helped to spread the music appreciation movement throughout the country. The advent of the radio, followed by the television, constitutes the second historical period to be examined. Both inventions contributed to the establishment of music listening as an integral part of classroom instruction by broadcasting educational programs on a national scale, mostly in the form of youth concerts. Broadcasting companies also issued teacher guides and student workbooks to be used along with the programs. The third period in question concerns the second half of the past century, when several improvements in audio equipment made the production of extensive recorded listening libraries possible. At the same time, the development of new devices enabled the production of educational audiovisual materials, such as films, filmstrips, slides, and transparencies. The accessibility of personal computers marks the fourth and final historical period to be discussed. The new technology allowed the development of educational software for music listening. Most listening materials developed by publishers to accompany the new technologies dictate both the music literature and the musical concepts to be introduced to students. The author has programmed a pertinent computer application to help teachers create their own listening material - specifically, animated versions of listening maps. A description of the computer application and its capabilities are presented in the final chapter of the study. / text

published_or_final_version / Education / Doctoral / Doctor of Philosophy

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