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Preservice Music Educators' Perceived Development from Collegiate Large Ensemble Experiences

The purpose of this study was to investigate preservice music educators' perceptions of collegiate large ensemble experiences. The researcher created and tested a survey designed to explore how preservice music educators perceived their large ensemble experiences may impact their pedagogy skills and musicianship skills. Local (n = 101) and national (n = 77) respondents answered agreement statements about ensemble experiences, course enrollment questions, and a ranking question. An exploratory factor analysis on data from the instrument yielded four factors: Conducting Gesture Growth, Musical Skills and Pedagogy Skills, Repertoire and Literature Selection, and Other with a Cronbach's alpha of .92. Composite score results indicated that there was a statistically significant difference for one factor by primary teaching identity. Preservice music educators observed the most musical skills growth for their conducting gesture. Participants gave the highest pedagogy skills ratings for statements about large ensembles preparing them for a career in music education, improving their teaching effectiveness, and ensemble experiences altering their perceptions of music teaching.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1808439
Date05 1900
CreatorsGrey, Alyssa
ContributorsHenry, Warren, NĂ¡poles, Jessica, Montemayor, Mark
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvi, 118 pages : illustrations, Text
RightsPublic, Grey, Alyssa, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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