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Perspectives on improvisation in beginning string pedagogy: A description of teacher anxiety, confidence, and attitude

Smith, Kimberly A.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1271081122

Abstract Details

2010, MM, Kent State University, College of the Arts / School of Music, Hugh A. Glauser.
This study investigated whether or not beginning string teachers use improvisation as a teaching tool and their perspectives towards it in three categories: confidence, anxiety, and attitude. Literature in the field indicates that instrumental teachers do not always include improvisation as part of music curriculum or as a teaching strategy. Responses were collected through a descriptive survey of fourth and fifth grade string teachers in Ohio. Reliability for the survey was high. A larger percentage of teachers reported that improvisation is useful in instruction than employ it in beginning string classes. Teachers also reported teaching improvisation somewhat irregularly and for small amounts of time. Beginning string educators had positive attitudes, high confidence, and less anxiety toward improvisation. Attitude was significantly higher than anxiety which indicates that teachers think improvisation is more valuable than they feel concerned about teaching it. No significant correlations between the categories existed meaning teacher confidence, anxiety, and attitude were independent of each other. Teacher perspectives in confidence, anxiety, and attitude support the use of improvisation as a teaching tool. There are most likely external influences that prevent teachers from using it regularly. Teacher responses to open-ended survey questions suggested that other possible causes could be lack of time and student readiness. More research is necessary to further understand causes and solutions to the omission of improvisation in beginning string education.
Craig Resta, PhD (Advisor)
Patricia Grutzmacher, PhD (Committee Member)
Linda B. Walker, PhD (Committee Member)
90 p.
Music Education
improvisation; string instruments; pedagogy; teacher perspectives; reliability

Recommended Citations

Citations

  • Smith, K. A. (2010). Perspectives on improvisation in beginning string pedagogy: A description of teacher anxiety, confidence, and attitude [Master's thesis, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271081122

    APA Style (7th edition)

  • Smith, Kimberly. Perspectives on improvisation in beginning string pedagogy: A description of teacher anxiety, confidence, and attitude. 2010. Kent State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1271081122.

    MLA Style (8th edition)

  • Smith, Kimberly. "Perspectives on improvisation in beginning string pedagogy: A description of teacher anxiety, confidence, and attitude." Master's thesis, Kent State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271081122

    Chicago Manual of Style (17th edition)

kent1271081122
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© 2010, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.