<p> The purpose of the study was to investigate intrinsic and extrinsic motivational factors that influence middle school students&rsquo; enrollment decisions in either alternative (Modern Band) or traditional (Advanced Choir) music ensembles, as well as to explore external influences (peers, parents/family members, and the music teacher) on students&rsquo; performance and learning skills. The data revealed that common intrinsic motivators described by students from both ensembles included interest in music, developing playing/singing skills and improving performance skills, emotions toward performing, desire of career and personal enjoyment, and self-encouragement. </p><p> The participants included two eighth-grade students enrolled in Modern Band and two eighth-grade students from Advanced Choir, and both ensembles were taught by the same teacher in the same school in an urban area on the West Coast. The results indicate whether the motivations were internal or external, different levels of impact were seen on each student regarding decision-making, learning process, and performance skills.</p><p>

Dissertation (PhD) Florida State University, 2005. / Advisor: John M. Geringer, Florida State University, College of Music. Title and description from dissertation home page (viewed 06-22-07). Document formatted into pages; contains 97 pages. Includes biographical sketch. Includes bibliographical references.

<p> The purpose of this research was to examine the potential relationship between students&rsquo; degree of familiarity with repertoire common to beginning band method books and aural-based music achievement after one year of study. Three research questions guided this study: (1) Which songs from the Familiar Repertoire Survey (FRS) are reported as being the most and least familiar to the sample? (2) For a familiar song, &ldquo;Lightly Row,&rdquo; can FRS scores predict (a) Familiar Music Achievement Singing Test (FMAST) scores, (b) Familiar Music Achievement Playing Test (FMAPT) scores, (c) Familiar Music Achievement Improvisation Singing Test (FMAIST) scores, and (d) Familiar Music Achievement Improvisation Playing Test (FMAIPT) scores? (3) For an unfamiliar song, &ldquo;Finish Line,&rdquo; can FRS scores predict (a) Unfamiliar Music Achievement Singing Test (UMAST) scores, (b) Unfamiliar Music Achievement Playing Test (UMAPT) scores, (c) Unfamiliar Music Achievement Improvisation Singing Test (UMAIST) scores, and (d) Unfamiliar Music Achievement Improvisation Playing Test (UMAIPT) scores? </p><p> Participants (<i>N</i> = 17) were fifth and sixth grade students enrolled in their second year of beginning band in a New Jersey elementary school. I created two measurement instruments: FRS, designed to gauge the breadth and depth of students&rsquo; familiarity with songs common to beginning band method books, and the Music Achievement Test (MAT) designed to measure aural-based music achievement in singing, playing by ear, and improvising on a familiar and unfamiliar song. </p><p> In the first session, participants completed FRS by listening to songs common to beginning band books and completing a Likert-type survey on their familiarity with each song. Later, participants watched MAT through an interactive video which prompted them to complete eight musical subtests. I recorded all performances. Judges rated each performance with two rating scales. </p><p> I analyzed the frequency of responses for each song and found &ldquo;Hot Cross Buns,&rdquo; &ldquo;Jingle Bells,&rdquo; &ldquo;Pierrot,&rdquo; &ldquo;Lightly Row,&rdquo; and &ldquo;London Bridge&rdquo; to be the most familiar songs. Through linear regressions, I analyzed the ability of FRS to predict MAT scores. I found a significant regression equation between FRS and its ability to predict FMAST scores and UMAIST scores. </p><p> The current exploratory study contained many limitations which restricts its generalizability to other beginning band populations; however, six conclusions can be made. Familiarity with common beginning band repertoire as represented by a selection of 24 songs common to beginning band method books does not predict students&rsquo; achievement (a) singing an unfamiliar song, (b) demonstrating through singing improvisation based on a familiar song, (c) playing by ear a familiar or unfamiliar song, and (d) improvising on an instrument, whether improvising within the context of a familiar or unfamiliar song. Familiarity with common beginning band repertoire does predict students&rsquo; achievement (a) singing a familiar song and (b) demonstrating through singing improvisation based on an unfamiliar song.</p><p>

Thesis (D.M.A.)--Boston University

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 217-236). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ed.D.)--Liberty University School of Education, 2009. / Includes bibliographical references.

Thesis (M.M.)--University of Michigan, 1966.

Report (Ed. D.)--Teachers College, Columbia University, 1979. / Typescript. Includes bibliographical references (leaves 151-162).

Thesis--University of Michigan. / Includes bibliographical references (leaves 413-686).

Thesis (M.M.)--University of Michigan, 1966.