At the time of the study, music supervisors in 20 states reported a fine arts requirement for high school graduation in their respective states. Since music was identified as one course which could satisfy this requirement, music educators must offer courses which meet musical needs of general students as well as performing musicians. / A need exists for music materials designed specifically for general high school students. Since these students will likely participate in music through listening, development of listening skills should be an important focus for such materials. / The purpose of the study was to design and evaluate materials to develop skills in aural discrimination of selected musical forms in high school general students. Four individualized modules with adjunct tapes were developed using a systems approach to instructional design. / The researcher sought to determine whether: (a) the modules were effective instructional tools; (b) attitude shifts toward listening to classical music occurred as a result of instruction; (c) successful achievement was related to musical experience; and (d) students expressed positive attitudes toward individualized instruction. / Materials were subjected to one-to-one, small group, and field trial evaluations. The first two phases served as aids in revision while the field trial was used to evaluate effectiveness of instruction. / Twenty high school students studied the four modules during the field trial and provided feedback on pretest, embedded tests, posttests, and study time needed. Questionnaires measured students' attitudes toward each module, attitudes toward listening to classical music, their previous music experiences, and their preference for individualized instruction. / Based on criteria established prior to the study, Modules 1, 3, and 4 were effective while Module 2 fell short of criterion-level requirements. Students' attitudes toward instruction improved with each successive module. Students' attitudes toward listening to classical music either improved slightly or remained the same. No significant relationships were found to exist between student achievement and previous music experience or between student achievement and preference for individualized instruction. / Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2937. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75900 |
| Contributors | BRINSON, BARBARA A., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 290 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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