Music education is an important element in the development of the whole child. The school is a place where children learn about and are directly influenced by things that make a lasting impression on their development. What better place for music to be taught? Music is a course of study that can have a direct influence on a child's lifetime tastes and values for the arts. / This study investigates the effects of an Alternative Instrumental Music Program on grade three children, at an elementary school situated on the West Island of Montreal, Quebec. One of the two classes involved in the Study (Experimental Group) participated in an alternative instrumental music program and its applications; the other class (Control Group) followed a traditional music program. Each class consisted of twenty-eight students. Quantitative and qualitative data were collected from both groups of students, homeroom teachers, and parents over a period of ten consecutive weeks. / The findings revealed that the children in the Experimental Group enjoyed learning music in school more than those in the Control Group. The Experimental Group also indicated a greater increase in the enjoyment of activities experienced during music class than those in the Control Group. Moreover, there was a higher increase of musical knowledge in the Experimental Group. / The author suggests that further research on the effects of alternative music programs on elementary school children would be beneficial to the educational community.

"The purpose of this study is to determine the extent of interest and activity in musical stage productions in the public schools of America. In addition, there appears to be a need for definite information concerning; (a) the degree of encouragement given to this type of activity by national professional organization, local groups and individuals; (b) the availability of teaching materials relating to music drama, opera and other musical stage works; (c) finally, because music educators are not agreed as to the value of stage productions, it is desirable that an evaluation of these activities be made"--Introduction. / Typescript. / "May, 1955." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Music Education." / Advisor: W. L. Housewright, Professor Directing Study. / Includes bibliographical references (leaves 34-36).

No description available.

The purpose of this study was to examine the effects of two methods of music instruction on two factors in the musical listening experience, identified as music description and music identification, and musical preference of fourth- and fifth-grade students. The listening experiences consisted of one which utilized descriptive writing in the music lesson and one which utilized participatory listening activities such as maps for guided listening, worksheets, and call charts. Also examined were the interactions of gender, grade level, and degree of writing presence in the regular classroom. Seven-hundred and eleven students from thirty-six intact classes in six elementary schools of three school districts were chosen for the study. The intact classes were randomly assigned to one of the two methods of instruction for a seven week experiment. The study utilized a pretest/posttest two group experimental design to answer 10 research questions. Repeated measures MANOVAS, t-test of independent samples, and two-variable correlation tests were conducted to measure mean differences, interactions, and possible relationships in the data. Results of the study indicated significant differences between method of instruction and the variables of music description and music identification. Method of instruction did not influence musical preference. Also significantly different were students' scores for music description, music identification, and musical preference between the participating 23 classroom teachers. Method of instruction, grade level, degree of writing presence, and gender did not significantly interact collectively with music description, identification, or musical preference although some areas interacted with these variables individually. Significant interactions were found between music teacher and method with regard to students' scores on tests of music description, music identification, and musical preference. Two correlational tests resulted in values that indicated no relationship between the variables of musical preference and description and musical preference and identification. However, the non-relationship of music description and musical preference was non-significant while music identification and musical preference were significantly non-related.

The purpose of the study was to determine the composition and characteristics of employer and employee negotiating teams during initial stages of legislated collective bargaining for public schools in Indiana. Study participants included superintendents and trustees and 204 presidents of identified exclusive representatives of bargaining units of Indiana school systems.Participants responded relative to the number, race, sex, previous negotiating experience, and professional employment positions held by negotiating team members; positions held in professional employment, previous negotiating experience, race, and sex of negotiating team spokesmen; remuneration of negotiating team members and spokesmen; and extent of use, position held on negotiation teams, basis of selection, previous negotiating experience, amount and basis of remuneration of outside experts in negotiations.Findings of the study were:1. Teacher negotiating teams were larger than teams representing boards of education. Teachers' teams increased in number as pupil enrollment of school systems increased.2. Almost all negotiating teams had one individual identified as negotiating team spokesman.3. School board member participation on employer negotiating teams increased as pupil enrollment of school systems decreased.4. Slightly more than 25 per cent of all superintendents participated on employer negotiating teams. Only one superintendent served as spokesman in school districts serving 12,000 or more students.5. The number of principals serving as spokesman increased as the pupil enrollment of school systems decreased.6. The number of business managers serving as spokesmen increased as the pupil enrollment of school systems increased.7. Assistant Superintendents for Personnel and/or Directors of Employee Relations served as spokesman only in districts serving 6,000 or more pupils.8. Attorneys served as outside experts on one-half of employer negotiating teams.9. Negotiating team membership reflected all segments of employer and employee groups.10. Slightly less than one-half of team spokesmen reported they had no previous negotiating experience. Almost 100 per cent of team spokesmen for school systems with 6,000 or fewer students were inexperienced.11. The years of previous negotiating experience of outside experts increased as the pupil enrollment of school systems increased.12. Almost 100 per cent of employer negotiating team spokesmen outside experts and team members were white males.13. Slightly more than three-fourths of employee negotiating team spokesmen were males.14. Employee negotiating team membership was composed of about one-half white males and one-half white females.15. Almost 100 per cent of the outside experts and spokesmen for employee negotiating teams were white males.16. Remuneration of outside experts ranged from $23,000 to $500. Per diem compensation ranged from $300 to $100. Per hour compensation ranged from $55 to $20.17. Almost one-half of employer team outside experts were paid on a per hour basis plus expenses.18. Outside experts serving employee negotiating teams were reimbursed in salary by state and/or national teacher organizations.Size of school district is a major factor in determining the composition and characteristics of negotiating teams.The amount or basis of remuneration paid to outside experts, spokesmen, or team members is not positively related to size of school system.Large amounts of tax dollars are being expended to carry out mandated negotiations.Employer negotiations are conducted by white males. Employee negotiations spokesmen are predominately white males.As of 1975 the status of negotiations in Indiana is one of attempting to implement a process; therefore, the level of sophistication in negotiations is minimal.Management personnel have lacked adequate preparation for negotiations and consequently have turned to outside experts until competent in-house negotiators are developed.Teacher groups rely heavily upon assistance provided through national networks of teacher organizations.

No description available.

No description available.

In this inquiry, I examined how young children use their personal, social and material resources to solve a music notational task. I asked 13 children, ages 5-9 to notate a song they learned the previous week, sing it back, explain what they did and then teach the song to a classmate the following week. I used Lightfoot and Davis' concept of portraiture as a qualitative research methodology to collect, code, analyze and interpret my data. Data included the children's invented notations and videotaped transcripts of their actions as they created their notations and taught the song to a classmate. Sociocultural Vygotskian developmental theory, activity theory and Bakhtin's dialogic theory provided the interpretive lens through which I examined how the children used their resources as mediational tools to complete the task. / Findings revealed that children who had no previous music training used increasingly sophisticated representational strategies to notate a song, and that they were able to refine their notations when singing the song from their notation, teaching the song or when prompted by an adult or a peer. I concluded that the peer-peer situation was a motivating force for triggering a recursive process of reflections-on-actions and knowing-in-action. Classmates' questions, comments and their singing played a critical role in moving the children to modify their notations and their singing, verbal explanations and gesturing in ways they did not do alone or with me. / Analysis of the children's notations, verbal explanations and teaching strategies provided insights not only into what they knew about music, but also their appropriation of the cultural conventions of writing and their aesthetic sensibilities, as gleaned from their choice of symbols, colours and how they presented their symbols on the page. Interviews with parents, teachers and school principal provided contextual background for interpreting the children's notations and how they approached the task. This study shows the value of adopting a social constructivist approach to teaching the language of music. It also demonstrates that researching the products and processes of children's invented notations from a social constructivist perspective enables more detailed portraits of children's musical and meta-cognitive understandings.

No abstract available. / Thesis (Ph.D.)-University of Natal, Durban, 1983.

No abstract available. / Thesis (M.Mus)-University of Natal, Durban, 1976.