The investigator wished to determine the effect of certain school music techniques on children's attitudes.

It is the purpose of this thesis to list and evaluate the published materials for junior high school band that the director may have a comprehensive knowledge of materials adapted to that level.

xi, 67 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This investigation compared the effectiveness of cooperative learning to individualistic instruction in two fourth-grade elementary school general music classes. Effects of the two strategies on the music composition, social interactions, and acceptance of peers were examined. Cooperative learning is a process whereby students work together toward shared goals. Student/teacher interaction is structured and encouraged in this model. Groups of four to six students combine their efforts to solve problems, make decisions, and work interdependently in an effort to enhance critical thinking and social skills necessary for students to better function in society. Individualistic instruction allows students to work independently of others. Interaction with other students is absent, given that students work alone, allowing them to work at their own pace on problems that may or may not be the same as those of their classmates. A pre/posttest two group experimental design was used. The two experimental groups were cooperative learning (n=26) and individualistic instruction (n=27). Intact, fourth-grade heterogeneous classes were randomly assigned to one of two treatment groups. Each group participated in seven interventions over five-weeks. The independent variables were the two learning strategies, cooperative learning and individualistic instruction. The dependent variables were music composition, interactions, and acceptance of peers. Measurement instruments included a music composition test, created by the researcher, and an acceptance scale based on that of Yager, Johnson, Johnson, & Snider (1985). Students were videotaped at the start and end of the study to assess on- and off-task interactions. There was a significant increase in composition pre- and posttest scores for both experimental groups. On- and off-task interactions were significantly different between groups. There was no significant difference in the acceptance of peers; however, a strong correlation was found between the positive nominations made on the pre- and posttests. / Adviser: Harry Price

Education in Singapore is seen as a key instrument to equip the next generation with resources to meet the needs of a Knowledge-Based Economy in a globalize world. The goal of this study is to develop a Music Education Curriculum Framework consistent with a Knowledge-Based Economy (KMCF) for Singapore neighborhood secondary schools. It provides the general context of music education in Singapore and conducts research to reveal the perspectives of key cross-sector stakeholders in music education, namely: The Ministry of Education (MOE) music and curriculum planning and development officers, National Institute of Education music academics, principals, general classroom music teachers and over 600 students. The curriculum framework will focus on the desirable qualities of Knowledge-Based Economy (KBE), particularly creativity, innovation, risk-taking, entrepreneurship and lifelong learning which have been strongly emphasized by the Singaporean government. In the light of their vision of thinking Schools, Learning Nation, the Ministry of Education is repositioning and reorienting the education system by implementing numerous initiatives and policies. The intention is to foster flexibility and diversity in a broad-based and holistic education, but the main focus to date has been on information technology, problem-solving and core subjects rather than on the creative aspects of the arts. By surveying students, this research aims to find out to what extent students find their music lessons satisfactory and whether their perspectives is compatible with those of other stakeholders. Students generally do not take music seriously, and the public perception is that a music career is limited to performing and teaching. The model curriculum framework will indicate further related careers, and the personal growth that comes through a genuine engagement with music. The Ministry of Education controls the school curriculum, structure of education, examinations, teacher qualifications and conditions of service. In 2005 it initiated a Teach Less, Learn More initiative which promoted student engagement. However, despite the rhetoric of classroom-based, teacher-owned and school-driven learning, it did not consult teachers or students and therefore failed as a vital learning organization which involved all participants in deciding future directions. For Senge (1994, p.13), a learning organization is a place where people are continually discovering how they create their reality. The curriculum design is an example of an example of an open system which this thesis addresses the issue of providing a structured programme flexible enough to adapt to contextual needs while providing the standards and outcomes needed in a competitive knowledge-based economy. This thesis makes its original contribution to knowledge by applying an open system model from organisational theory to a conventional music curriculum.

Delhi Secondary School is a public school with approximately 6,000 students; 300 teachers, 6 administrators, and countless headmistresses and support staff. It claims that its admissions policy is non-discriminatory, boasting that it admits students from all castes, religions and genders. Ethnographic tools, participant observation, and interview were used to discover how Delhi Secondary School supports religious plurality within their educational community as advertised on their web site, specifically how the music specialist teachers in Delhi Secondary School recognize students' religious diversity in their music curriculum. Analysis of my field notes, interviews, transcripts, photographs and other documents revealed that Hindu, Muslim, Sikh, Buddhist, Jain and Catholic religions were represented in the devotional music that was studied and performed by the students. These findings suggest that the school supports religious plurality through participation and acceptance of spiritual acts during lessons, morning assemblies, concert performances and other daily activities. I conclude that the study and performance of diverse devotional music has important social and musical functions in Delhi Secondary School.

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)

The purpose of this study is to provide a guide for the instruction of a trumpet mariachi performance ensemble in a music curriculum. The fulfillment of this purpose is dependent upon the data supplied in answer to the sub problems: (1) What socio-cultural information provides authentic trumpet mariachi music; (2) What trumpet mariachi literature illustrates the repertoire and style; (3) What instructional source materials may be developed such that Mexican American and non-Mexican American instructors build a competency in repertoire and style; (4) How could this guide be evaluated in its functional design for a music curriculum? The data collected for use in this study has been presented in three major categories: (1) the history and milieu in which the trumpet, mariachi crystalized; (2) the repertoire--its history and function in Mexican society and the transcriptions of types demonstrating the musical structure; and (3) the technical information relative to the instruction of the particular mariachi instruments. An evaluative instrument has been supplied in an attempt to establish the validity of the information and examples provided in this practicum. The validity of the research seems to rest on its authenticity and its serviceability. The findings of this study are stated as assertions based on the literature in general and the repertorial types specifically included. These assertions are aligned with the organization of the data as it has been reported in the body of the dissertation. The conclusions are stated in a similar manner as assertions pertinent to cross referenced statements which may be implied as concepts drawn from the reported data and the literature observed in this study.

Academic research in the area of music and learning has proven that there is both a deficiency and need for classroom music education commencing at the primary grade levels. The research has shown that by incorporating music education into the academic curriculum the arts can be more effectively taught and other academic subject areas can gain from the diverse teaching strategies the arts bring to education. There are two goals of this project. One is to demonstrate to teachers what primary grade level students should be learning in music. A second goal of this project is to design a music education handbook for primary teachers that can serve as a basis for intergrating music into the curriculum. This handbook takes into consideration the general lack of sufficient teacher training in music instruction, along with teaching time constraints, and potential roadblocks, such as the acquisition of music and instrumental supplies.

"It has been the aim of this study, through a survey of a representative number of the public schools in the state of New Mexico, to reveal the extent of instrumental music offered through the mediums of the physical and integrated organizational factors involved, and to show the response to the program through the measurement of student participation." leaf 3

The study of music has long been seen as élitist in South African education, a ‘talent’ subject rather than an academic one. The country’s political history has played a significant role in this perception. Under the apartheid government, education in the arts was considered appropriate only for gifted, mostly white, students and a grossly inequitable distribution of resources placed the study of music beyond the reach of most students. The ANC government has declared educational reform a priority, but faces enormous challenges in redressing inequities of the past. This study examines the relevance and academic rigour of music curricula past and present, in the light of political influences; and the challenges that face schools and education departments in sustaining growth and development of music as an academic subject, accessible to all at senior secondary school level. / Music / M. Mus.