The study sought to determine which of twelve music activities were used most frequently by elementary classroom teachers in six school districts of northeastern Mississippi. Questionnaires were returned by 322 (80 percent) teachers from 31 schools in four counties. / The analyzed results showed that over half of the teachers were "regularly" or "sometimes" using (1) singing unaccompanied, (2) singing with records, (3) listening to records, (4) using musical audio-visual materials, (5) using motor movements, (6) correlating music with other subjects. Less than 44 percent used music to develop learning skills, planned musical programs, helped children create music, used rhythm, melody and folk instruments. Primary grade teachers used most of the activities more frequently. Intermediate teachers preferred to use recordings and other audio-visual materials; fifth grade teachers used the fewest activities. Teachers with over ten years experience used more activities; those with 4-6 years experience used fewer activities. Score on NTE and the highest degree held showed little relationship to activities' use. Teachers without the services of a music specialist used singing and moving activities more frequently. The largest number (99) of teachers worked with a specialist on planning musical programs. / Over 90 percent of the teachers had taken a methods course, and over 65 percent felt well or adequately prepared to use singing and listening activities, and to correlate music with other subjects. Over half felt prepared to use audio-visuals, motor movements, and music to develop learning skills. / When asked to choose five activities as areas for inservice workshops, over half chose using music to develop learning skills, correlating music with other subjects, using motor movements. Correlating music was ranked as first choice by the largest number (70). / Recommendations were that methods courses provide teachers with materials and methods for integrating music activities into the daily teaching of children. Music educators should not expect teachers to provide the same musical experience to their students as those provided by trained music specialists. / Source: Dissertation Abstracts International, Volume: 43-07, Section: A, page: 2269. / Thesis (Educat.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74871 |
| Contributors | BRYSON, ELYNOR FRANCES., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 151 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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