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Preservice Early Childhood, Middle Childhood, and Learning Intervention Specialists: Perceptions of Music Use in the Classroom

Cross, Katelyn M
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428254560

Abstract Details

2015, Master of Music (MM), Bowling Green State University, Music Education/Comprehensive Music Education.
The purpose of this study was to determine what musical skills and activities undergraduate students studying to be early childhood educators, middle childhood educators, and learning intervention specialists perceived to be the most beneficial for their teaching situations, following their participation in a music fundamentals course, and if a relationship existed between the activities they perceived to be the most beneficial and their previous musical experiences. A total of 29 preservice teachers were surveyed about their previous musical experiences and musical skills and activities from the course curriculum. Global curricular concepts addressed in both courses included (a) singing in the classroom, (b) use of classroom instruments, (c) use of guided music listening activities, (d) introduction and reinforcement of musical elements through instruction in recorder playing and throughout course activities and (e) music lesson planning. A total of eight students were interviewed on a volunteer basis, also regarding their previous musical experiences and musical skills and activities from the course curriculum. The interview data informed the survey data. The survey data were coded, analyzed for themes and the results presented in sections including, (a) previous musical experiences, (b) use of musical activities in the classroom, (c) comfort incorporating musical elements in the classroom and (d) interview data. Overall, preservice early childhood teachers and learning intervention specialists responded that they would be more likely to use music activities in their future classrooms than the preservice middle childhood teachers, with the exception of listening activities. This increases the importance and responsibility of music fundamental courses to include instruction for preservice middle childhood teachers in the incorporation of music activities into their classrooms, and provide understanding of the benefits of incorporating music into their classrooms. Results also suggest a lack of singing experience in young adult life and that participants were not comfortable incorporating activities centering on pitch, even following participation in the course. This may increase the significance of including and developing singing in secondary classrooms. Rhythm and tempo were the only musical elements that participants felt truly comfortable incorporating. Participation in this skill-based music curriculum did not seem to strengthen the musical identities of participants who had less musical experience, and participants reported having more concrete ideas of how to incorporate music into their classrooms following their participation in the course.
Elizabeth Menard, Dr. (Advisor)
Sandra Stegman , Dr. (Committee Member)
77 p.
Music Education
Preservice teachers; music fundamental courses; music activities; classroom; musical elements; previous musical experience; musical identity; types of learners; early childhood; middle childhood; learning intervention specialists

Recommended Citations

Citations

  • Cross, K. M. (2015). Preservice Early Childhood, Middle Childhood, and Learning Intervention Specialists: Perceptions of Music Use in the Classroom [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428254560

    APA Style (7th edition)

  • Cross, Katelyn. Preservice Early Childhood, Middle Childhood, and Learning Intervention Specialists: Perceptions of Music Use in the Classroom . 2015. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428254560.

    MLA Style (8th edition)

  • Cross, Katelyn. "Preservice Early Childhood, Middle Childhood, and Learning Intervention Specialists: Perceptions of Music Use in the Classroom ." Master's thesis, Bowling Green State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428254560

    Chicago Manual of Style (17th edition)

bgsu1428254560
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This open access ETD is published by Bowling Green State University and OhioLINK.