The purpose of this study was to observe time use and instructional focus in the middle school beginning band and advanced band
settings. The analysis included the systematic recording of teacher behavior and student performance activities for the entire class
period observed, as well as consideration of the relationship between teacher behaviors and student performance in specific instructional
episodes during the class period. All timing data was recorded using the SCRIBE (Simple Computer Recording Interface for Behavioral
Evaluation) software (Duke & Stammen, 2011). Participants in included five expert middle school band directors, who were
video-recorded teaching a beginning band class and an advanced band class in the same instructional day. A total of 394.60 minutes
(approximately 6 hours and 36 minutes) of rehearsal were observed; a total of 202.21 minutes were observed in the advanced band setting,
and 192.39 minutes were observed in the beginning band setting. The first layer of observation included documentation of the whole class
period using six categories: 1) teacher instruction, 2) instrumental modeling, 3) group performance, 4) section performance, 5) individual
performance, and 6) student verbal behavior. Time devoted to warm-up and preparatory activities (prior to literature) was also documented
in this layer of observation. The second layer of observation included documentation of the whole class period using three categories: 1)
time on the podium, 2) active conducting, and 3) individualized instruction. The third layer of observation entailed identifying rehearsal
frames in which targets were identified and categorized. Strategies identified as general music instructional strategies were documented
in this layer as well. Results of this study revealed differences in the frequency of observed behaviors between the beginning and
advanced band settings, with significantly more episodes of teacher modeling, individualized instruction, and student verbal
questions/responses occurring in the beginning band setting. A significantly greater number of episodes of section performance occurred in
the advanced band setting. Teachers spent more time on the podium and actively conducting the ensemble in the advanced band setting than
in the beginning band setting, and more time was used for preparatory activities (prior to literature) in the beginning band setting than
in the advanced band setting. Target categories emphasized in the beginning band setting reflected an emphasis on fundamentals and
literacy, whereas the target categories in the advanced band setting reflected greater emphasis on performance-based goal
achievement. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the
degree of Doctor of Philosophy. / Fall Semester 2016. / September 23, 2016. / Beginning Band, Instrumental, Rehearsal Frames / Includes bibliographical references. / Kimberly VanWeelden, Professor Directing Dissertation; Deborah Bish, University Representative;
Clifford K. Madsen, Committee Member; William Fredrickson, Committee Member; Kasia Bugaj, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_405631 |
| Contributors | Singletary, Laura (authoraut), VanWeelden, Kimberly D. (professor directing dissertation), Bish, Deborah, 1971- (university representative), Madsen, Clifford K. (committee member), Fredrickson, William E. (committee member), Bugaj, Kasia (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 (131 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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