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ETD Abstract Container

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The application of different teaching strategies reflective of individiual students' learning modalities in the university flute studio class

Molumby, Nicole Lena
http://rave.ohiolink.edu/etdc/view?acc_num=osu1086122579

Abstract Details

2004, Doctor of Musical Arts, Ohio State University, Music.
The purpose of this Doctor of Musical Arts document is to identify and explore different learning modality combinations expressed by university flute students in the studio class. In five lessons, this document investigated how activities based on the technical and musical aspects of selected standard flute repertoire could be used in the studio class with students expressing their personal learning modalities. In this qualitative study of metacognition, the students’ awareness of their learning modality was observed as they became more conscious of their own learning style. The goal of this document was to encourage university flute students to incorporate a personal understanding of their individual learning process within the flute studio class. The majority of literature on student learning styles focuses primarily on elementary-aged students. However, this study examined how teaching strategies can be applied to students on the university level with music as the academic subject. This research identified and used different teaching strategies that encouraged students to reach their potential of understanding of their learning modality within a group environment. The study participants ranged from freshman to senior level flute majors at The Ohio State University and included both performance and music education majors. Students took the VARK learning modality questionnaire, which determined if they were visual, aural, reading, or kinesthetic learners. A combination of classroom observations and questionnaire results produced student learning profiles for each of the seven participants. The student reflection responses from each of the five lessons, as well as the final exit questionnaire, revealed that students found the studio class environment and the teaching strategies effective in meeting their personal learning styles. This brief study produced positive responses from all of the participants, particularly regarding group instruction and the students’ self-awareness of their personal learning styles.
Katherine Jones (Advisor)
194 p.
Education, Music; Music
Flute Performance; Learning Modalities; Teaching Strategies; University Flute Studio

Recommended Citations

Citations

  • Molumby, N. L. (2004). The application of different teaching strategies reflective of individiual students' learning modalities in the university flute studio class [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086122579

    APA Style (7th edition)

  • Molumby, Nicole. The application of different teaching strategies reflective of individiual students' learning modalities in the university flute studio class. 2004. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1086122579.

    MLA Style (8th edition)

  • Molumby, Nicole. "The application of different teaching strategies reflective of individiual students' learning modalities in the university flute studio class." Doctoral dissertation, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086122579

    Chicago Manual of Style (17th edition)

osu1086122579
12,384
© 2004, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.