No description available.

The purpose of this study was to determine the relationship between the undergraduate music education methods class curriculum and the amount of time music concepts and activities were used each week in the classrooms of in-service elementary teachers. A secondary purpose was to determine the differences among in-service elementary teachers' use of music concepts and activities in their classrooms by selected background factors. Subjects (n=416) were randomly selected elementary classroom teachers from the states of Georgia (n=106), North Carolina (n=101), South Carolina (n=100), and West Virginia (n=109). A researcher-developed questionnaire was mailed to principals who distributed the questionnaire to the teachers and secured their return. The questionnaire explored background factors of the subjects, the degree to which they experienced 17 music activities and concepts in their undergraduate music methods class, and the frequency with which they used these activities and concepts in their own classrooms.A discriminant analysis procedure was utilized to determine whether the variable clusters considered simultaneously were significant predictors of the amount of time elementary classroom teachers' use music in their classroom (n = 297). Of the three variable cluster groupings, two were found to contribute uniquely to the definition of the discriminant function. Over 42% of the subjects were correctly classified into the amount of time they used music in their classrooms by simultaneously considering variable cluster I (participating in folk dances, singing games, or other motor movements; integrating music with other academic subjects; creating songs, rhythms, movements) and in variable cluster 3 (developing call charts for listening lessons; teaching lessons on a specific musical concept; practicing solfege for pitch discrimination; reading music notation and rhythms; playing musical recordings as background music; identifying names of instruments in the orchestra) (see Table 9). Also, significant differences (p <.05) were found between subjects by gender, participation in music ensembles in high school and college, participation in private music instruction in high school and college, and the inclusion of a music specialist; and among subjects by educational background, number of years taught, grade level taught, philosophical positions, and undergraduate music methods course requirements. / School of Music

The purpose of this research was to gain an understanding of how music education students come to think of themselves as music educators. Guided by the thematic framework, "learning from experience", which draws upon research relating to constructivist theory and biographical inquiry, as well as literature pertaining to construction of images of self, this study explored four music education students' perceptions of themselves as musicians and as educators. Believing that self-perceptions are rooted in personal biographies, autobiographical and journal writings were investigated to establish links between participants' perceptions and biographies. Issues encountered by participants as they began to think of themselves as music educators were uncovered. / Participants' perceptions of their "selves" were rooted in childhood memories and models of practice. They interpreted, internalized and practised the tacit expectations of their models of practice. Subsequently, participants' images of self-as-musicians and self-as-educators were connected by a common thread, that of image of self. Participants who viewed self-as-performer encountered conflict between their identities as musician and as educator. Other participants constructed images of self-as-participants. As such, they experienced a sense of unity and resonance between their identities as musicians and as educators. / Issues directly related to their self-perceptions surfaced as participants began to think of themselves as music educators. The study considered the implication of these issues for teaching practice, and the relationship between these issues and preservice teacher training. This study concludes with a discussion of research implications and directions for reforming music teacher education.

No description available.

The purpose of this quasi-experimental study was to identify the changes which occur for elementary education majors as they proceed through a course in music fundamentals for classroom teachers and a course which presents methods of teaching music. The subjects responded to several measuring instruments on the first day of classes in the music fundamentals course (the pretreatment group, five classes, N = 103) or on the last day of classes in the methods course (the posttreatment group, five classes, N = 93, all of whom had completed the prior fundamentals course). The study addressed one main question: Are there significant differences between the responses of the pretreatment and posttreatment groups to questions which consider intentions, beliefs, and feelings about the teaching of music? The analysis of data first considered several items bearing on the extent to which the two groups were a representative sample of the population of students enrolling in such classes during a three-year period and to what extent the two groups could be considered equivalent. The lack of significant differences in grade-point average, grade in school, and declared major suggested that the two groups could be considered quasi-random samples from the population of students enrolling in such classes. No significant differences were found between the two test groups in terms of GPA, age gender, and several items related to music background. Regarding the research question, the analysis of data identified significant differences between groups in three areas. Subjects in the posttreatment group: (1) intend to use more musical activities more frequently in their classrooms than those in the pretreatment group, (2) have more positive beliefs about their musical skills/knowledge and fewer negative ones than those in the pretreatment group, (3) have more positive feelings about their ability to provide music in the classroom than those in the pretreatment group.

This study examined the role Canadian music plays in the preparation of secondary school music specialists in British Columbia. Programme content was explored through an analysis of course calendars, a review of student, faculty and guest recital repertoire, and interviews with post-secondary instructors and senior music education students. Fourteen music specialists completed a checklist in order to determine what Canadian materials are being used in the classroom. Follow-up interviews were conducted with three teachers to further explore the selection of teaching materials. An official from a local school board and a participant in the development of music curriculum documents were also interviewed to ascertain the value placed on Canadian music by local school boards and the Ministry of Education. Findings identified a need for increased Canadian content in all facets of post-secondary teacher training in order to expose secondary music specialists to available Canadian resources. Implications for further research are discussed.

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No abstract available. / Thesis (M.Mus.)-University of Natal, Durban, 1995.