The purpose of this study was to identify strategies, or pedagogical methods used for teaching basic music skills to urban secondary public school choirs by investigating three successful choral master teachers who routinely adapt instruction based on the unique needs of their urban students. Research questions guided this study: (1) What choral sight-reading materials are used to teach independent music reading to students? (2) What concept/skill developmental sequence is used to promote basic skill growth and how frequently are they evident in a rehearsal? (3) What social factors best establish a classroom/rehearsal climate that nurtures student learning in the complex environments found in most urban schools? (4) What relationships, exist between music reading skill development and music performance repertoire selections? Results identified multiple strategies that urban choral teachers used to accomplish this goal. Participants included three master choral teachers from the South East, Midwest, and West Regions of the United States who were selected by any one of the following measures: (1) nominated and/or recommended by university faculty (2) county/districts music supervisors, and/or (3) awarded excellent or superior rating on the sight-reading portion of the state performance assessment or festival. The three selected master teachers provided insight into exemplary practices used with urban secondary public school choirs. The master teachers electronically responded to survey, and interview questions and then the interviewer observed and recorded their rehearsals to observe teacher behavior leading to successful choral singing by urban students. The data revealed these three master teachers use different curriculum to teach basic music skills, such as notation, staff, clefs, and key and time signatures, etc. However, all participants used modified versions of the Kodály method to teach pitch and rhythm reading. In addition, repertoire selections for participants were a mixer of contemporary pop, renaissance, multicultural, baroque, gospel, R&B and spirituals were selected based on their students' music skills and cultural background. Implications for urban choral teachers and recommendations for future research are discussed. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2015. / April 14, 2015. / Music Education, Music Skill Development, Pedagogy, Public Schools, Secondary Schools, Urban Schools / Includes bibliographical references. / Judy Bowers, Professor Directing Dissertation; Marcía Porter, University Representative; André Thomas, Committee Member; Clifford Madsen, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_252965 |
| Contributors | Hankle, Steven P. (Steven Perry) (authoraut), Bowers, Judy K. (Judy Kay), 1949- (professor directing dissertation), Porter, Marcía (university representative), Thomas, Andre J. (Andre Jerome) (committee member), Madsen, Clifford K. (committee member), Florida State University (degree granting institution), College of Music (degree granting college) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (165 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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