Dissertations / Theses on the topic 'Music educaton'
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Moore, Laurence James, and res cand@acu edu au. "Sing to the Lord a New Song: a Study of changing musical practices in the Presbyterian Church of Victoria, 1861-1901." Australian Catholic University. School of Arts and Sciences, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp49.29082005.
Full textHale, Travis L. "Becoming an educator: identity, music education, and privilege." Diss., Kansas State University, 2018. http://hdl.handle.net/2097/38794.
Full textCurriculum and Instruction Programs
Frederick Burrack
This study is an intertwined critical autoethnography through which my experiences, my stories, are woven together with memories of family, students, and teaching career. Together, the telling of these stories will explore how I negotiated my identity development throughout my middle and high school experiences at a time when I could have been labeled as an at-risk student. The development into my professional career and personal life all influenced strongly by my participation in music education. Filtering these stories and memories through the lens of critical whiteness theory, this study interrogates the social assumptions that may be placed on at-risk students, exploring how these assumptions function within the context of access within our current music education structures, and investigates the ways in which social support systems allow opportunities for access of white male students and privilege in music education. An overarching question guiding this research is: How does the interrogation of such white privileges inform how one develops their identity as a music educator, a researcher, an academic, a husband, a father, a human, as well as, the curricular structures in place guiding access within music education?
Heinrich, Lisa M. "MULTICULTURAL MUSIC EDUCATION: SECOND-GRADE STUDENTS’ RESPONSES TO UNFAMILIAR MUSICS." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1260496852.
Full textAbstract. Title from PDF t.p. (viewed on Dec. 15, 2009). Includes bibliographical references (p. 52-55). Available online via the OhioLINK ETD Center and also available in print.
Forari, Antonia. "The voices of Cypriot music education : a sociology of music education." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10006665/.
Full textThorgersen, Ketil. "Music from the Backyard : Hagström's Music Education." Doctoral thesis, Luleå tekniska universitet, Institutionen för musik och medier, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40056.
Full textDunn, Anne Maureen. "Music education : an adult education perspective." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019700/.
Full textNGUYEN, DUY. "SOFTWARE FOR MUSIC EDUCATION." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/190713.
Full textMakonnen, Karyn. "The Interdisciplinary Approach: A Music Education Methods Course Component For Preservice Education and Music Education Majors." Bowling Green State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1421884052.
Full textGross, Jeanne Bilger. "Benjamin Russel Hanby, Ohio composer-educator, 1833-1867: His contributions to early music education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758461216499.
Full textYoung, Sharon M. "Music teachers' attitudes, classroom environments, and music activities in multicultural music education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794066543544.
Full textVogelgesang, Anna Ruye. "An Investigation of Philosophy and Practice: Inclusion of World Musics in General Music Classes." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1554376600823459.
Full textPaton, Rod. "The process of renewal in music and music education." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307250.
Full textStock, Carolyn D. "Perspectives in music education and arts education : the role of National standards for arts education in music education policy reform /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p1413024.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 74-75). Also available for download via the World Wide Web; free to University of Oregon users.
Barrett, James Edward. "Music technology in school education." Thesis, London Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515328.
Full textRunn, Elin, and Mikaela Jönsson. "Using music in Swedish education." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29906.
Full textJarachovic, Jacquelyn Sarah. "Vocal Health Education for Preservice Music Education Students." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588190950179913.
Full textSchaus, Lam E. "Implementing multicultural music education in the elementary schools' music curriculum." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111519.
Full textWest, Susan, and susan west@anu edu au. "A new paradigm in music education : the Music Education Program at The Australian National University." The Australian National University. Centre for Educational Development and Academic Methods, 2007. http://thesis.anu.edu.au./public/adt-ANU20090816.132910.
Full textRush, Sharon G. "Leadership and Administrative Tasks of Secondary Choral Music Educators." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2780.
Full textNyholt, Gustafsson Anette. "Musik och lek i skolan – Ett pedagogiskt redskap? : Music and playing in school- an instrument for education?" Thesis, Mälardalen University, School of Education, Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-1195.
Full text
Syftet med detta examensarbete är att ta reda på hur pedagoger som arbetar med
barn använder sig av musik och lek i undervisningen. För att få reda på det
genomfördes intervjuer och observationer av fyra pedagoger i en skola i en
mellansvensk stad. Respondenterna arbetar med barn i olika åldrar, från
förskoleklass till årskurs nio. Sedan jämfördes intervjuerna och observationerna mot
tidigare forskning. Läroplanen (Lpo 94) säger att de som arbetar med barn i skolan
ska försöka hitta sätt att fånga elevernas nyfikenhet och ge dem lust att lära. Man ska
se alla barn som olika individer och hitta möjligheter för alla att lära och utvecklas.
Musik, lek och rörelse anses av flera forskare vara ett bra sätt att uppnå detta. Man
kan genom musiken visa att man behärskar språket, eller ges en möjlighet att kunna
ta till sig ett nytt språk. Pedagogerna i studien vet att man ska ta till vara på barnens
naturliga lekfullhet och lusten att sjunga, och de utnyttjar detta till viss del i
undervisningen. Det är fortfarande viktigt för pedagogerna att använda sig av
läroböcker i undervisningen, då inte alla vill eller kan lära med hjälp av lek och
musik. Efter en viss åldersgrupp försvinner till en viss del musiken och nästan all lek
från skolan, då respondenterna har skilda åsikter om vad eleverna tycker är barnsligt
eller inte.
Shuck, Cynthia Marie. "Music Integration: Educators’ Perceptions of Implementation and Student Achievement in Public School Elementary Education." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/863.
Full textMcClellan, Edward Richard. "Relationships among parental influences, selected demographic factors, adolescent self-concept as a future music educator, and the decision to major in music education." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1465McClellan/umi-uncg-1465.pdf.
Full textTitle from PDF t.p. (viewed Feb. 29, 2008). Directed by Donald A. Hodges; submitted to the School of Music. Includes bibliographical references (p. 192-216).
Ericson, Maja. "Motivation och feedback i musikundervisning : En kvalitativ studie om hur musiklärare motiverar och ger feedback till sina elever i musikklassrummet." Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95844.
Full textSnow, Michelle Hansen. "Music education and entrepreneurship: post-secondary music teacher education and value creation for individuals and communities." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12633.
Full textEntrepreneurship is a topic gaining attention within post-secondary education in the United States in a multitude of disciplines outside of the traditional business school. In the discipline of music, entrepreneurship education can be described as an approach to preparing professional musicians that considers the artistic and economic environment they will encounter upon graduation. The aim of entrepreneurship education is to help a student creatively apply her or his education, skills, passion, and vision toward creating a sustainable career in music. Entrepreneurship education may hold particular significance in the realm of music teacher preparation in post-secondary education for its potential to broaden employment opportunities for music educators and to help them create new and expanded value for individuals and communities within and beyond the pre-K-12 school settings for which music educators are traditionally prepared to work. Examples include preparation in studio teaching and community music leadership. Drawing on the historical and theoretical foundations of traditional entrepreneurship, and examining current models of entrepreneurship and entrepreneurial thinking in music education, I develop a conceptual framework for how entrepreneurship education might serve as a means of positively transforming music teacher preparation practices in post-secondary education to better meet the career needs and interests of music education majors and other music majors who aspire to teach music. Programs that are designed to create musical, social, and economic value for individuals and communities may challenge and expand current accepted definitions of "music educator" and might bring greater relevance to the aims, processes, and content involved in music teacher preparation programs. Particular attention is focused upon three entrepreneurial models of music education: the Sistema Fellows Program of El Sistema USA, Musical Futures in the United Kingdom, and the Music-in-Education concentration at New England Conservatory.
Kladder, Jonathan Ross. "Re-envisioning Music Teacher Education: A Comparison of Two Undergraduate Music Education Programs in the U.S." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6719.
Full textCook, Andrew S. "A poststructural investigation of music teachers and music education in film." Thesis, Boston University, 2013. https://hdl.handle.net/2144/10970.
Full textAs popular texts that circulate widely, films contribute to the way groups, individuals or ideas are understood in society. In this study I sought to explore the portrayals of music teaching in Hollywood movies, and examine the ways films might contribute to the occupational identity of music teachers. This investigation focused on four films that feature music teachers as major characters and that demonstrate a prevalent position in public consciousness as indicated by commercial success: Mr. Holland's Opus (1995), Music of the Heart (1999), Drumline (2000) and School of Rock (2002). I employed two poststructural approaches to analysis which view meaning as plural, negotiated and produced primarily by the reader's encounter with the text. One reading uses Derrida's project of deconstruction to focus on aporias, or paradoxes, and assumptions upon which texts make claims of truth. Aporias of responsibility, hospitality and the gift serve as lenses through which I investigate issues of professionalism, access and the image of the hero-teacher within music education. A second reading uses an intertextual approach to film analysis, acknowledging that texts derive meaning in part from their association and communication with other texts. Using related films, texts from popular culture and movie reviews, I investigate how these films construct images about gender, race and the value of music in schools. Exploring possible dominant, negotiated and contrary readings of these film texts, I look at a variety of possible interpretations and suggest ways that the films might be used by teachers and pre-service teachers to better understand expectations that people carry with them into the music education environment. As films may be used as sources for common-sense understandings in society, I explore how these films may act as structures to the agency of music teachers and how the negotiation of these portrayals might impact the music education environment.
Holmberg, Susan D. "Music teachers’ perceptions: the role of music education in early literacy." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/4635.
Full textCurriculum and Instruction Programs
Jana R. Fallin
In the wake of No Child Left Behind Act (U.S. Department of Education, 2006), educational reforms focused on providing students with effective systematic instruction in reading skills have become a nationwide concern. Report findings from the National Reading Panel (National Institute of Child Health and Human Development, 2000), indicate the establishment of a high quality comprehensive reading curriculum must include the five key components of phonemic awareness, phonics, fluency, vocabulary, and comprehension to improve reading achievement. These essential elements, with emphasis on phonemic awareness and phonics skills beginning in pre-kindergarten, are instrumental in the acquisition of early literacy development. The purpose of this qualitative study was directed toward better understanding first grade general music teachers’ perceptions of the role of music education in the attainment of early literacy. Using a multi-site case study design to examine and present an analysis of nine public elementary school music educators from across a Midwestern state, each of which used one of the three elementary general music series currently published, resulted in this collective case study. Data indicated parallels focused on the five key reading components between music and language literacy development processes, with particular emphasis on aural discrimination skills to phonemic awareness. Further findings described the sequential sound before symbol pedagogical practice of music literacy development from the perspective of the nine general music educators to be similar to early reading skills progressions, as they experienced equivalent learning processes. Implications for the educational community and suggestions for further research were discussed.
Rodríguez-Quiles, y. García José A. "Spain : current planning for music education." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3212/.
Full textKiss, Boglárka. "A chronicle of school music education." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11107.
Full textThis inquiry is a chronological overview of the history of school music education in Hungary. The study explores the topic from a large-scale humanistic perspective, in which historical context, general education laws, individual institutions and music educators, as well as music curriculum, textbooks, and teaching methods serve as evidence. The chronological narrative delineates four distinct historical periods within which music education is examined: from the annexation of Hungary by the Austrians (around 1700) to the creation of the first royal edict on education in 1777; the effects and modifications of the edict and other policies from 1777 until the Compromise between Austria and Hungary in 1867; Hungary's education system from the era of the Austro-Hungarian Empire until the end of World War II; and the history of Hungarian education in the second half of the 20th century. Within each period, the study provides a general historical overview, a discussion of educational policies and laws, and specifics of music education. The latter includes the place and rationale of music in the curriculum, the content and methods of music education, and the teachers and students of the subject. This research found that for over three centuries educational laws have consistently set out to shape Hungary's culture by mandating that Hungarians learn to sing, mostly for religious or aesthetic reasons. Historically, outstanding teachers have made great strides in making this goal a reality at specific schools. Zoltan Kodaly in particular was ahead of his time with his child-centered educational ideas and commitment to teaching children a variety of musics. To date, Kodaly's approach is the only one that has realized the goals set out in the educational laws of Hungary. However, Hungary has far from succeeded in implementing Kodaly's vision, having served only those children that were enrolled in music elementary schools. For the most part, inadequate teacher training and bureaucratic hindrances have kept the majority of elementary and secondary schools from adopting his approach in its entirety. Current policies perpetuate these problems, and discourage innovation or critical review of existing practices in music education.
Beer, Luzaan. "Music education in the foundation phase." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1020302.
Full textThompson, Laura C. "How Arkansas Band Educators Use Technology for Music Education and Their Attitudes towards This Technology." Thesis, Arkansas State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861515.
Full textThis study was conducted in order to understand the types of music technologies band educators in the state of Arkansas were using, their attitudes towards technology, and the implications training, during undergraduate and through professional development, had on the frequency of use. Arkansas Music Educators (n = 64) completed an online questionnaire containing demographic information, selection of music technologies, agreeability/disagreeability to statements about music technology, frequency of use, descriptions of technologies, and description of how they felt music technology should be used for the purpose of learning. Regarding training in undergraduate professional development for music technology use, there appeared to be no difference between the increase of music technology usage and the increase of more training. Results suggest that participants have an overall “good” attitude towards technology with the stipulation that it should be considered a tool, students and teachers receive appropriate training, and it should be used efficiently.
Eriksson, Elin. ""Musik borde vara obligatoriskt" : en kvantitativ studie om musikämnets betydelse för gymnasieelever." Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105520.
Full textGunnarsson, Linnéa. "Att arbeta ämnesintegrerat med musik i skolan : En studie om elevers perspektiv på ämnesövergripande och ämnesintegrerad undervisning." Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76384.
Full textMiller, Reeves Harold Macmurray Medaglia. "The vision music of Casanova, the personal transformation of a music educator." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0009/NQ59094.pdf.
Full textSieger, Crystal Anne. "Identity Perceptions of Music Performance/Music Education Double Majors: A Qualitative Study." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/268353.
Full textCasto, Trevor W. P. "Urban Music Education: Alternative Experiences in the Middle School General Music Classroom." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391616004.
Full textSangiorgio, Andrea. "Collaborative creativity in music education : children's interactions in group creative music making." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/20648.
Full textAndrianopoulou, M. "Aural education and its pedagogical conceptualisation in higher music education." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10043813/.
Full textLundin, Viktor. "Reflektioner om musikundervisning : framgångsfaktorer i skapandet av lärandemiljöer i musik." Thesis, Linnéuniversitetet, Institutionen för musik och bild (MB), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95928.
Full textMoore, Judy W. "Music education in Prince George's County, Maryland, from 1950 to 1992 an oral history account of three prominent music educators and their times /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2028.
Full textThesis research directed by: Music. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Torrance, Tracy A. "Music Ensemble Participation: Personality Traits and Music Experience." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7100.
Full textRoyo, Johanna Lucia. "Self-Efficacy in Music Education Vocal Instruction: A Collective Case Study of Four Undergraduate Vocal Music Education Majors." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/320010.
Full textKim, Eun Jew. "Inclusive music education in the Republic of Korea: policies and adaptive instruction for general educators of primary school students with disabilities." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/690.
Full textPerkins, Emily Good. "In Search of Culturally Sustaining Music Pedagogy| Adolescent Music Students' Perceptions of Singing and Music Teaching." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816933.
Full textThe diversity present within K-12 classrooms in the United States presents teachers with students from many backgrounds and musical traditions. Traditional undergraduate music education programs which prioritize the Western canon provide little opportunity for students to address diversity, both in pedagogy and in content. Prospective music teachers in the choral or general music areas experience vocal education that focuses primarily on the classical bel canto vocal technique. This education fails to prepare teachers to teach students from diverse backgrounds and musical traditions. Because music plays an important role in adolescents’ identity formation, teachers who are unprepared to recognize and teach diverse vocal styles may unknowingly alienate or silence their students.
The purpose of this study was to develop an understanding of how two groups of music students, in early adolescence, and from a diverse urban public school, perceive the singing and the music teaching in their general music classrooms. By discovering their perspectives, I hoped to shed light on the ways in which music teaching influenced their musical, vocal, and cultural identities, particularly during the malleable time of adolescence.
Over the course of three months, I conducted semi-structured interviews with 14 students and two teachers as well as twice-weekly classroom observations. Three research questions informed the data collection process: (1) How do students in a diverse urban public school describe their own singing and musical background? (2) How do they describe the vocal (and music) teaching in their general music class? (3) How do they describe an effective or ideal music teacher?
The interview data and field notes from the observations were coded, organized, and analyzed into the following categories: (1) Music and Self Expression; (2) Music and Family; (3) Culturally Congruent and Incongruent Teaching; (4) Student Vocal Profiles; (5) If They Could Teach the Music Class, How Would They Teach? The overarching conclusion from this study is that the congruence or incongruence of a teacher’s musical epistemology — “the norms, logic, values, and way of knowing” music (Domínguez, 2017, p. 233) — along with the musical epistemologies of her students was the primary factor for student exclusion or empowerment in the classroom.
D'Alton, John Patrick. "Edward Johnson and music education in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ27491.pdf.
Full textKim, Yŏng-suk. "The artist-teacher as college music educator /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396155.
Full textTypescript; issued also on microfilm. Sponsor: Robert Pace. Dissertation Committee: Harold Abeles. Includes bibliographical references (leaves 217-220).
Akapelwa, Emma Ziweyi Mwangala. "Problems of music education : a comparative study." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336035.
Full textKwami, Robert Mawuena. "African music, education and the school curriculum." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 1989. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.296838.
Full textBetts, Steven Lee. "Lynn Freeman Olson's contributions to music education /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.
Find full textWallbaum, Christopher. "Summary comparing normative constellations in music education." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34646.
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