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There is no abstract available for this thesis.

An attempt has been made to determine whether or not a handbook to be used by student teachers and a handbook to be used by supervising teachers would be a significant and worthwhile contribution, not only to Taylor University, but to education in general.

There is no abstract available for this thesis.

There is no abstract available for this dissertation.

The first purpose of this study was to determine whether a statistically significant difference is observable between the effects of instructional gaming activities techniques and the effects of traditional lecture-demonstration techniques on the cognitive achievement of undergraduate university students enrolled in introductory music studies courses. The second purpose was to determine whether students evidence a statistically significant difference in their affective perceptions of these two teaching techniques when applied to university introductory music studies.Four null hypotheses were tested:H 0/1: At the conclusion of a five week experimental period, no significant difference (at the .05 level) will be evident between the experimental group (gaming techniques) and the control group (lecture demonstration techniques) on the posttest measure of cognitive achievement.H 0/2: A delayed interval posttest administered five weeks after the conclusion of the experimental period will evidence no significant difference between the experimental and control groups on the measure of cognitive achievement.H 0/3: At the conclusion of a five week experimental period, no significant difference will be evident between the experimental and control groups on the posttest measure of students' affective perception of the teaching techniques of their respective classes.H 0/4: A delayed interval posttest administered five weeks after the conclusion of the experimental period will evidence no significant difference between the experimental and control groups on the measure of students' affective perception of the teaching techniques of their respective classes. The research population consisted of 147 students representing each of the four years of university matriculation. Both the experimental group and the control group consisted of students enrolled in one class of a 100-level introductory course in music studies for the general university student ("music appreciation"), and in two classes of a 300-level course in introductory music studies for prospective elementary classroom teachers. Five experienced university instructors taught the six classes involved. A syllabus that included nine sequenced instructional gaming activities was designed specifically for use in the experimental classes.A 2 x 2 nonequivalent control group design was adopted to facilitate pair-wise analysis of mean scores. The experimental and control groups were statistically equated on the basis of College Board Scholastic Aptitude Test verbal and mathematical mean scores and cognitive achievement pretest mean scores. Posttest and delayed interval posttest cognitive achievement adjusted mean scores and affective perception observed scores were obtained. Significance of the treatment variable was determined by means of analyses of variance and covariance.Based on statistical findings, H 0/1 was rejected at the .05 level of significance at the 100-course level. Conversely, H0 was supported at the 300-course level. In other words, at the 100-level, findings of the posttest showed that students taught by means of gaming techniques attained a significantly higher level of cognitive achievement than students taught by means of lecture-demonstration techniques. At the 300-level, findings of the posttest showed that students taught by means of gaming techniques evidenced no significant differences in cognitive achievement compared with students taught by means of lecture-demonstration techniques. H 0/2 was rejected at the .05 level of significance at both the 100- and 300-course levels, but findings differed between course levels. At the 100-level, the class taught by means of gaming activities evidenced a significantly higher level of cognitive achievement on the delayed interval posttest than the class in which lecture-demonstration techniques were applied. At the 300-level, classes in which lecture-demonstration techniques were applied evidenced a significantly higher level of cognitive achievement on the delayed interval posttest than the classes taught by means of gaming activities.H 0/3 was rejected at the .05 level of significance unilaterally at both the 100- and the 300-course levels. Gaming techniques were highly preferred (at the .001 significance level) over lecture-demonstration techniques on a posttest measure of students' affective perception.H4 was rejected at the .05 level of significance unilaterally at both the 100- and the 300-course levels. Gaming techniques were highly preferred (at the .001 significance level) over lecture-demonstration techniques on a delayed interval posttest measure of students' affective perception.The findings of this study appear to support the following conclusions:1. The gaming activities developed for this study are an effective means by which to promote cognitive learning in university introductory music studies.2. The student population of this study strongly preferred gaming activities over lecture-demonstration as the teaching technique in university introductory music studies.

The study was designed to determine the scope of offerings, the clientele served, the organizational structure, and procedures for implementation relative to applied music programs in two-year colleges. The study was also designed to determine the extent to which selected senior colleges have accepted applied music credits earned by students from two-year colleges.

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All children have the capacity to express themselves musically and to have music be an important part of their lives. In most states classroom teachers in the primary grades are expected to provide all instruction in music, often without supervision or assistance. The idea of the classroom teacher teaching music is not new. This has been a pattern of musical instruction in the elementary schools throughout the history of our country. Teachers cannot teach material they do not know and in which they are not interested. Most classroom teachers welcome new ideas and attractive materials for use in teaching music to children in their classrooms. This dissertation presents a pattern of musical preparation for prospective primary classroom teachers based on an eclectic approach which focuses on the selected pedagogical principles of Kodály, Orff, and Dalcroze. The main body of the dissertation consists of a two semester sequence of instruction organized in thirty lessons based on a vocal approach and emphasizing movement. It includes resource materials such as lists of books on the teaching of music and dance, recordings, films and filmstrips, and song collections. More than 100 songs are used in a variety of ways as are rhymes and movement activities.

The sociological and psychological literature reveals that the parents and the home may be the most important determinants in the development of interests and attitudes in the life of the child. Research in music education has contributed very little to show the effect of environmental conditions, such as different patterns of home life, on music education in the schools. Researchers in music education have, however, revealed the need to study the musical home background of the child. This study investigated the musical behaviour of parents from three subcultures, urban, suburban, and rural-farm, and tested the attitude parents have toward the musical education of their children. A questionnaire was constructed to gather the data in a face-to-face situation. There were 133 subjects in the sample. The method of paired comparisons was employed to measure the respondents' musical preferences toward six types of music. A Likert-type attitude scale was constructed to test parental attitudes toward a musical education for children. The questionnaire was tested for reliability and validity and considered adequate. These general conclusions were reached. No large or consistent differences were found between the urban, suburban, and rural-farm groups of parents with regard to their musical interests, activities, and preferences, as well as their attitude toward a musical education for children. However, some differences emerged. The mothers from the three areas seem to attach more importance to musical activities such as attending concerts or playing a musical instrument than do fathers. The analysis of the data showed that the relative preference for Folk Music versus Light Classical Music seems to differentiate the three groups, of parents. Rural-farm parents seem to prefer Folk Music more than Light Classical Music, whereas urban and suburban parents seem to prefer Folk Music less than Light Classical Music. The attitude test revealed another significant difference. Suburban mothers seem to differ from suburban fathers in their mean attitude toward a musical education for children. The mean attitude of suburban fathers appears to be lower than that of the mothers. With the exception of the noted differences, it seems that neither socio-economic position nor geographical location differentiate urban, suburban, or rural-farm parents in regard to their (1) musical interests, activities, and preferences, as well as their (2) attitude toward a musical education for children. This conclusion is, in part, not in conformance with the findings of earlier studies, which reported that musical preferences of adults appear to be very much influenced by socio-economic position and also by geographic location. The parents' reaction to the eleven statements of this study's attitude scale was such as to permit the following conclusion. It seems that a high proportion of urban, suburban , and rural-farm parents (possibly 80 to 90 per cent) have a favourable attitude toward a musical education for children. The "neutral" responses by nearly half the sample to an attitude statement about music education not receiving it’s due in our public schools suggest that many parents are unaware of what is happening in the elementary school classroom in regard to music education. Listening to music appears to be a very highly preferred leisure activity for a high proportion of urban, suburban, and rural-farm parents. Music on the radio, television musical programs, and records tend to be the most often utilized sources of listening to music, but many parents, probably 60 per cent or more, listen to music at concerts, recitals, musicals, operas, operettas, etc. either frequently or occasionally. / Education, Faculty of / Graduate