Classroom instructional styles are a frequently discussed issue in education. Calls by professional organizations have
encouraged teachers to take a more learner-centered approach to classroom structure. Research has shown that there are many benefits of a
learner-centered environment. Historically, music ensembles have had a dominantly teacher-centered approach. The scope of the study was to
determine what effects learner-centered instruction may have on a wind band performance, student attitudes, and student perceptions. A
high school band was divided into two similar bands. The divided bands were assigned the same piece of music to rehearse for ten-minutes
three times a week for six weeks. One band director was assigned a teacher-centered instructional style (control) and another band
director was assigned a learner-centered instructional style (treatment). Following the six week rehearsal period, high school band
directors (N = 47) evaluated pre and post-test performances based on performance characteristics (note accuracy, rhythm accuracy, tone
quality, intonation, expressiveness, and overall performance). The researcher conducted t-tests for statistical differences between the
two bands. The study's results indicated that there was a significant difference showing greater improvement toward the teacher-centered
ensemble on all of the performance characteristics except rhythm accuracy where no difference between ensembles was reported. The results
appear to be contrary to previous research. Students rated their attitudes toward their band experiences using a pre-test and post-test
questionnaire. The students in the teacher-centered ensemble indicated decreased class enjoyment and decreased anticipation to band class
but the students did report increased musical enjoyment and at home practice. The students in the learner-centered ensemble indicated
increased at home practice but decreased class enjoyment and anticipation to band. A report of decreased class enjoyment in the
learner-centered ensemble does seem to be contrary to previous research. Student perceptions of musical growth were compared between the
teacher-centered group and learner-centered group. Students rated their musical growth as a result of their band rehearsals. The results
were compared and no significance was indicated between groups. Suggestions on possible reasons why the present study appears to contrast
previous 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 2016. / March 23, 2016. / Band, Instruction, Instructional, Learner-Centered, Student-Centered, Teacher-Centered / Includes bibliographical references. / Steven Kelly, Professor Directing Dissertation; Alexander Jiménez, University Representative;
Alice-Ann Darrow, Committee Member; Patrick Dunnigan, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_360360 |
| Contributors | Goff, Kenneth George (authoraut), Kelly, Steven N. (professor directing dissertation), Jiménez, Alexander (university representative), Darrow, Alice-Ann (committee member), Dunnigan, Patrick (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 (102 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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