R 65,T 5The purpose of this study was to examine the effects of intensity training on the ability of preservice elementary education majors to teach music with accurate, efficient presentation of subject matter and with an effective delivery style. Of additional interest were the impact of poor singing on high intensity teaching and the amount of lesson time devoted to active music-making. / Preservice elementary education majors enrolled in a music methods course for nonmajors served as subjects. All subjects completed five teaching presentations which were videotaped for subsequent analysis. During the first three presentations, subjects taught children's songs by rote to peers. The fourth and fifth presentations served as transfer tasks; including, respectively, a music concept lesson taught to peers and a preschool field teaching lesson. Experimental subjects (n = 26) received four training sessions in teacher intensity which alternated with the five presentations. Control subjects (n = 26) engaged in similar activities on treatment days but received no instruction in intensity. / All videotaped sessions were observed and teacher behavior was recorded as high intensity or low intensity. Low intensity was further separated into poor information and/or ineffective delivery. / Analysis of the three rote songs indicated that treatment had no effect on increasing high intensity teaching or on improving delivery. There was, however, a significant interaction between teaching task and treatment on accuracy and efficiency of instruction. During the music concept lesson the experimental group increased the instances of low intensity/instruction. During preschool field teaching, both groups significantly improved in the delivery aspect of teaching, and control subjects significantly increased the percentage of intervals of high intensity teaching. / Since subjects were nonmusic majors it was theorized that poor singing ability might interfere with teaching effectiveness. Analysis of the impact of poor singing on high intensity revealed that poor singing by itself contributed relatively little to instructional problems. Further analyses indicated that experimental subjects learned to incorporate more interactive music activities into teaching presentations than control subjects. / Source: Dissertation Abstracts International, Volume: 49-08, Section: A, page: 2140. / Major Professor: Clifford Madsen. / Thesis (Ph.D.)--The Florida State University, 1988.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77819 |
| Contributors | Cassidy, Jane Weeks., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 199 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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