The Effects of Selected Demographic and Experiential Factors on Musical Self-concept and Perceived Parental Support of Junior High Choral Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effects of Selected Demographic and Experiential Factors on Musical Self-concept and Perceived Parental Support of Junior High Choral Students PDF full book. Access full book title The Effects of Selected Demographic and Experiential Factors on Musical Self-concept and Perceived Parental Support of Junior High Choral Students by Lisa Marie Tironi. Download full books in PDF and EPUB format.
Author: Lisa Marie Tironi
Publisher:
ISBN:
Category : Music and teenagers
Languages : en
Pages : 92
Get Book Here
Book Description
Author: Lisa Marie Tironi
Publisher:
ISBN:
Category : Music and teenagers
Languages : en
Pages : 92
Get Book Here
Book Description
Author: Edward Richard McClellan
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 238
Get Book Here
Book Description
"The purpose of this study was to determine relationships among parental influences, selected demographic factors, academic achievement, adolescent self-concept as a future music educator, and the decision to major in music education. Although the home and family have been found to influence the decision to become a music educator, literature that specifically addresses contributions of parents toward adolescent self-concept as a future music educator and the decision to major in music education is limited. The current study investigated (1) relationships among parental influences, academic achievement, and adolescent self-concept as a future music educator, (2) whether parental influences, academic achievement, and demographic factors contribute to undergraduate students' self-concept as a future music educator, and (3) significant differences that exist in undergraduate students' self-concept as a future music educator due to select demographic factors and perceived parental influences. The Parental Influence on Self-Concept as a Music Educator Survey (PISCAMES), a self-report rating scale, was constructed to gather information on parental involvement, parental influence on decision to major in music education, and self-concept as a music educator. Subjects (N = 148) were volunteer undergraduate music education students enrolled in North Carolina and Idaho during the 2007 academic spring term. Subjects' class ranks ranged from freshman to senior; individuals were registered as full time, instrumental and/or choral music education majors. Each subject completed the PISCAMES and data were examined using descriptive analysis, correlational analysis, stepwise multiple regression analysis, and analysis of variance. Parental influences are found to be related to self-concept as a music educator, parental influence on decision to major in music education contributes to the development of self-concept, and increases in self-concept as a future music educator are influenced by differences in parental influence. Specifically, parents' feelings regarding successful completion of education and musical ability necessary to be a successful music educator have significant (p
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 434
Get Book Here
Book Description
Author: Nancy L. Sugden
Publisher:
ISBN:
Category : Choral singing
Languages : en
Pages : 320
Get Book Here
Book Description
Author: Melissa Mae Mills
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 700
Get Book Here
Book Description
Author: Jo Anne Taylor
Publisher:
ISBN:
Category : Choral singing
Languages : en
Pages : 118
Get Book Here
Book Description
Author: Melissa Mae Mills
Publisher:
ISBN:
Category : Children's choirs
Languages : en
Pages : 668
Get Book Here
Book Description
"The purpose of this dissertation is to explore the effects of participation in a community children's choir on the identities of choir participants. Questions include: (1) How are participants' personal identities shaped by their participation, (2) How are participants' musical identities shaped by their participation, and (3) What role do participants' relationships with peers and the conductor play in shaping the participants' identities? Participants included six choir members, ages 12 to 14, who participated in two focus group interviews. Individual follow-up interviews were held with three of these choir members and their parents, one adult former children's choir member, and the choir's conductor. Data collection also consisted of 9 hours of rehearsal observations, a choir background questionnaire, and observation fieldnotes. Analysis involved coding of interview transcriptions and field notes, and identification of emerging themes. Member checks as well as a peer review of the data coding established trustworthiness of the analysis. Results are divided into three categories: personal identity, musical identity, and collective identity. Regarding personal identity, involvement in the children's choir enhances choristers' self-concept, self-esteem, and self-efficacy. Choristers hold fast to the ideals of the children's choir, a constant during a time of great change in their lives. Their self-concept is enhanced in the areas of commitment, self-discipline, social skills, respect, confidence, and leadership. In contrast to school, where they experience harsh peer judgment, children's choir is a safe place where the choristers feel unconditional peer acceptance. They are especially sensitive to being treated with fairness. Their self-efficacy increases as they master difficult repertoire and become proficient singers. Regarding musical identity development, choir participation enhances the choristers' musical self-concept and musical self-esteem. They attribute most of their improved musical abilities to choir participation. The choristers' frequent comparisions between children's choir and other ensembles helps them further differentiate their emerging self-concepts, although they may not fully comprehend choir's role in their musical development. Finally, the children's choir has a family-like collective identity that exerts a powerful influence on the participants. In this choir family, choir members and the conductor have specific roles to fulfill.
Author: University Microfilms, Incorporated
Publisher: University Microfilms
ISBN: 9780835708418
Category : Education
Languages : en
Pages : 796
Get Book Here
Book Description
Author: Jennifer Marie Dodd
Publisher:
ISBN:
Category :
Languages : en
Pages : 319
Get Book Here
Book Description
The purpose of this research was to investigate factors affecting choral music preferences of adolescents. The rationale for this research comes from the importance of teaching culturally diverse music in 21st-century music classrooms and the possibility that curricular content and ethnic identity may affect preferences for this music. Six research questions guided the study: (1) How are middle school students' preferences for choral arrangements of folk music grouped? (2) Is there a significant main effect of type of curriculum content instruction on middle school choral students' choral music preference scores? (3) Is there a significant main effect of time on middle school choral students' choral music preference scores? (4) Is there a significant type of curriculum content by time interaction? (5) Descriptively, within each ethnic group, does strength of identity relate differently to growth in scores in different interventions? (6) How do middle school students describe their reasons for their preference? One hundred and thirty-two sixth, seventh, and eighth grade chorus members (11 to 15 years old) participated in the study. Subjects were randomly assigned to one of three intervention groups receiving different curricular content: music concept-based, sociocultural-based, or discussion-based. At the outset of the study, all subjects took a measure of ethnic identity. Two weeks later, all subjects took a preference pretest of eight music excerpts from choral arrangements of folk songs originating from the following cultures: African, American, Asian, and Latin American/Caribbean. One week after their pretest session, subjects took a posttest while simultaneously receiving one of three interventions based on one of three approaches to curricular content. Two factors emerged from principal axis factor analysis of pretest scores. The first factor (simple texture subscale) included arrangements of folk songs with simple unison or predominantly homophonic vocal textures. The second factor (complex texture subscale) included arrangements of folk songs with complex polyphonic vocal textures. A split-plot ANOVA analysis revealed no statistically significant main effects of intervention or time, and no statistically significant interaction of intervention and time for the simple texture subscale. A second split-plot ANOVA revealed no statistically significant main effects, but a statistically significant interaction of intervention and time for the complex texture subscale. A regression analysis revealed that adding ethnic identity scores to preference pretest scores did not help predict to a significantly better extent posttest scores for any of the three intervention groups. Subjects' open-ended responses were placed into one of four categories: musical, sociocultural/linguistic, affect, or perception of performance. Subjects in the sociocultural-based group wrote more sociocultural/linguistic comments than subjects in the other two groups, and subjects in the discussion-based group wrote more affect comments than subjects in the other two groups. Subjects in all three groups seemed to lack the musical vocabulary to describe why they liked or disliked the selections. Comments about perception of performance most often referred to subjects' perceptions that singing songs with complex textures or songs in a foreign language would be too difficult for their chorus. Numerous factors interact to affect music preferences. By continuing to study their students' music preferences, general music teachers and choral directors can gain further insights into how to best approach culturally unfamiliar music. Using a combination of music concept-based, sociocultural-based, and discussion-based curricular content may be an answer to ways to foster positive preferences for culturally unfamiliar choral music. Focusing on curricular content is important; however, general music teachers and choral directors may find success by initially introducing students to culturally unfamiliar choral music with simple vocal textures before songs with complex vocal textures.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 704
Get Book Here
Book Description
