<p> The purpose of this study is to chronicle the experiences of an elementary music educator incorporating composition and improvisation activities into her elementary general music curriculum. I interviewed a primary music specialist with the purpose of discovering her background in teaching music. The questions focused on the teacher’s experience with music composition. After this interview, I observed the teacher in a third-grade general music composition lesson. I documented how the teacher approached the lesson and any steps she took to adapt the lesson to the needs of their students and her teaching style. </p><p> After the observation, I interviewed the teacher again to record her reactions to teaching the lesson. After coding the transcripts of the interviews and observation, four themes developed from the data: Personal Initiative, Teacher Reassurance, Student Engagement, and Teacher Improvement. The participant involved in this study received training in improvisation and reported that it had a positive effect on not only how she taught composition and improvisation, but also how comfortable she felt while teaching. As the training this teacher received was not through her teacher training program, her case may be unusual among experienced music teachers. Although this teacher was successful in teaching composition, her positive reactions to professional development indicate a desire for more training among in-service music education specialists. This study supports the idea that there is a need for more pre-service and in-service teacher training in how to teach younger students to compose. </p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10978011 |
| Date | 25 April 2019 |
| Creators | Larsen Satyapan, Adrienne M. |
| Publisher | California State University, Long Beach |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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