Dissertations / Theses: 'Music appreciation – Study and teaching (Primary)'

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Jeanneret, Neryl Christine. "Developing preservice primary (elementary) teachers' confidence to teach music through a music fundamentals course." Phd thesis, Department of Music, 1995. http://hdl.handle.net/2123/8984.

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Chan, Edmund Sze Shing. "Music teachers' concern of inclusive music teaching scale: development, validation and correlates." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/308.

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In view of the lack of an appropriate instrument to measure primary school music teachers' concerns about teaching music to students with special educational needs in inclusive classrooms in Hong Kong, this research intends to fill the research gap by developing and validating the Music Teachers' Concerns of Inclusive Music Teaching Scale (CIMTS) for addressing these concerns. Specifically, this study aims at: (1) Developing and validating the CIMTS, (2) Assessing its psychometric properties, (3) Exploring primary school music teachers' levels of concern about inclusive music teaching, and (4) Predicting their CIMTS scores with a number of psychological, personality, and environmental variables which are hypothesized to correlate with the CIMTS. Different methods with two samples of primary school music teachers were involved in the development, validation, and prediction of the CIMTS. Regarding development, sequential mixed method involving qualitative analysis was employed to generate, pilot-test, and refine the initial pool of question items. Concerning validation (N = 309), quantitative analysis using item analysis was conducted to evaluate and refine the CIMTS, assessing its internal consistency and construct validity. Specifically, Exploratory Factor Analysis, Confirmatory Factor Analysis, SEM estimation, and Multi-trait and Multi-method analysis were performed to establish evidence of convergent and discriminant validity. Referring to prediction (N = 224), hierarchical multiple regression analysis was conducted to examine if the chosen psychological, personality, and environmental variables in the hypothesized model were significant predictors of the scores on the CIMTS. Results indicated that the 25-item CIMTS possessed adequate evidence of validity as well as satisfactory reliability regarding the overall scale and its five factors (Learning Support, Learning Obstacle, Resource, Training, as well as Curricular Design and Assessment). While the level of primary school music teachers' concerns for the Resource factor was found to be the highest among the five factors, Openness-to-Experience and School Climate were shown to be the strongest predictors of their scores on the CIMTS in the hypothesized model. With the development and validation of the CIMTS, this research not only filled the research gap in inclusive music education, but also aroused policy-makers' and music educators' awareness of teachers' needs for formal training in special education and for resource allocated to inclusive music teaching. For future research, with addition of new items, the CIMTS could be expanded in its domain coverage, refined, and revalidated with different samples. Further exploration of possible correlates of the CIMTS should be pursued.

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Xu, Yingru, and 徐霙茹. "A study of using music in primary school TCSL class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369299.

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随着中国经济的发展，国家地位不断崛起，“汉语热”也在世界各地逐渐兴起，对外汉语教学开始成为语言教育中一个新的关注点。无论是内地还是香港，大量的国际学校开始开设中文课，家长们都希望自己的孩子可以从小就学习中文。由于学生母语并非中文，背景也参差不同，因此，使用什么方式，既可以提高学生学习的兴趣，也可以帮助学生学习汉语成为了教师关注的焦点。本文将通过实际的汉语教学实践，介绍音乐教学法在小学对外汉语教学中的应用，并详细解释音乐教学法的使用方式，旨在把音乐作为一种载体，用更加朗朗上口的方式教学中文，以求达到更好的教学效果。本文共分为五个章节。第一章为引言，介绍当前对外汉语教学的大背景，提出问题。第二章为文献综述，搜集音乐教学法的理论基础，并且联系音乐与汉语间的密切关系。第三章将介绍音乐在教学中的应用，包括音乐的优点、教学功能和其他功能。第四章将详细分析笔者在香港九龙小学做的一系列音乐教学实验。第五章为总结，阐述音乐教学法的优势和认知上的误区，以及文章在写作上的限制和对音乐教学法的展望。 With the economic development, China’s position continues to rise. "Chinese fever" is also gradually on the rise around the world, teaching Chinese as a second language (TCSL) in language education became a new focus. Both the mainland and Hong Kong, a large number of international schools begin to offer Chinese language classes. Parents hope their children to learn Chinese from an early age. As the student's native language is not Chinese and the background also varies, thus, using which method, not only can enhance students' interest in learning but also can help students to learn Chinese, has become a spotlight in teaching. This article will introduce using music pedagogy in primary school TCSL class and explain in detail through the teaching practice. The purpose is that using the music as a carrier, with more catchy way to teach Chinese in order to achieve better teaching results. This paper is composed of the following five chapters. The first chapter introduces the current foreign language teaching background and asks questions. The second chapter is literature review, collecting theoretical basis of music teaching, contacts the close relationship between Chinese and music. The third chapter describes the application of music in teaching, including the advantages of music, teaching and other features. The fourth chapter will analyze a series of music teaching experiment in detail of author in Hong Kong Kowloon primary school. The fifth chapter is Summary. It describes the advantages and knowledge errors of music pedagogy, limitations on article writing and the prospect of music pedagogy.
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Lu, Daisy Tan. "The effects of teaching music skills on the development of reading skills among first graders : an experimental study /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7929.

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Reynolds, Nicholas J. "Primary school creativity and composition in a professional level music software environment." Connect to thesis, 2001. http://repository.unimelb.edu.au/10187/1238.

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This paper provides an investigation into the use of professional level music software as a learning tool for creativity and composition in primary school children. The researcher believed that music and sound editing was under-used in schools and that children could: -work successfully with that type of software -work creatively with the software -benefit from its use. A small case study was used to expose the participants (eight children from Grades 3-6) to two professional level music software applications: Cakewalk Pro Audio 9 and Cool Edit 2000. The children explored the software and completed set tasks over a ten-week period. Data, in the form of the students’ work, taped copies of all sessions, interviews and researcher reflections, were analysed to present an understanding of the creative and compositional processes and products. In addition, all student pieces were recorded onto CD. The analysis of data suggests competent use of both software applications as well as satisfactory completion of set tasks. The data also indicate that the participants were able to operate at compositional levels beyond their age and musical skills and knowledge. Conclusions are drawn to suggest that, in this case, the use of this software has assisted the creative process and has allowed these children the opportunity to compose and construct pieces that could not have been constructed without the software. (For complete abstract open document)

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Moswate, Kholisani. "Exploring the impact of teaching music within the creative and performing arts subject in selected upper primary schools in Botswana." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1654.

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The introduction of Creative and Performing Arts (CAPA) in the school curriculum is one of the changes brought about by the educational reforms in Botswana’s education system. Fullan (2005:42) observed that “any educational change becomes a reality when it is implemented with the involvement of the key role players.” In the case of my research, the primary school teachers and school management teams are the key role-players. This research was, therefore, conducted to explore the impact of teaching music within the CAPA subject as one of the changes brought about by the educational reforms in Botswana upper primary schools. I have found the phenomenological design appropriate for my research. Babbie and Mouton (2009:28) explain this paradigm as emphasising that “human beings are engaged in the process of making sense of their lives and that they continually interpret, create and give meaning to, define, justify and rationalise their actions.” In collecting and analysing data, a mixed method of quantitative and qualitative approaches was used to explore trends regarding the teachers’ perceptions, views, emotions, feelings, experiences and preparedness for the introduction of the CAPA subject.

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Taylor, Helen Vivienne. "Not musical enough : primary school student teachers' 'situated self referencing' of a musical self for teaching." Thesis, Northumbria University, 2008. http://nrl.northumbria.ac.uk/2791/.

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This narrative study into music and initial teacher education explored seven primary student teachers' stories of 'musical self'. They identified themselves as `not musical' at the start of their journey. The complexities of their personal and professional stories were explored examining culturally and socially rooted assumptions within their narratives. Research into student teachers' `musical self' is limited. The lenses of symbolic and interpretive interactionism and social constructionism supported analyses of students' co-construction of a teaching 'musical self'. Using Kuhn's (1962) paradigm theory, literature on music education's philosophies, principles and practices throughout the twentieth century were examined. This research built chronological biographies of students' contextually constructed teaching 'musical selves'. The students' subject and pedagogic knowledge development was tracked informing the in-depth interviews. The analyses of their stories were through thematic induction. Their own music making and successes with children did not appear to change their self labelling. The transactional self was underpinned by situated self referencing during interactions that created resilience in the students' ability to maintain 'not musical' labels. Strategies of self handicapping (Rhodewalt and Tragakis 2002) and self protection (Higgins 1999, Forgas and Williams 2002c) were regularly employed by the students. My initial assumptions of students' lack of musical expertise and experience proved inadequate as their musical backgrounds were more complex. The hegemony of Western High Art Music upon music education practices and perceptions proved influential through socially and culturally constructed norms for judging musical value and musicianship. The three key themes were durability of self labelling as 'not musical', WHAM effect upon individual conceptions of musical self and impact of various contexts upon the musical self. Emotional experiences and approving/disapproving atmospheres of authoritative people created durable labelling of the self as 'not musical'. Contextually based comparisons and expectations impacted negatively on their perceptions. Students separated their teaching and personal musical selves creating a false consciousness about 'musical self'. Students concluded they were 'not musical enough' to teach rather than 'not musical at all'.

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Hung, Sophie (Shuo-Hui). "An Instructional Guide to Teaching Dan Beaty's Woodsprite and Waterbug Collection for Intermediate Piano Students and Instructors." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404626/.

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The purpose of this dissertation is to offer a pedagogical guide to Woodsprite and Waterbug Collection (1977) by Dan Beaty (1937-2002) through an analysis of its pedagogical values and teaching applications. This set consists of twelve short, intermediate-level pieces, featuring various contemporary idioms. Each piece is also pedagogically written to help intermediate students to refine specific pianistic techniques beyond the elementary level. In addition, Beaty's collection expands students' musical vision and musicianship for more advanced studies via the incorporation of contemporary music theory and techniques. These qualities make Woodsprite and Waterbug Collection a valuable tool for intermediate piano students. It is also useful for instructors searching for repertoire to introduce contemporary idioms. The author hopes that this study will encourage performers, teachers and scholars to consider this work and Beaty's other piano compositions. By studying Woodsprite and Waterbug Collection, students will be more appreciative of contemporary repertoire and will welcome learning similar pieces in the future.

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Schulz, Steven John. "Using music to create effective curriculum for English language development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2849.

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Research supporting the viability of music to promote language and literacy development as well as the theory of multiple intelligences suggests that any sound educational program employ a multifaceted approach to teaching and learning. This project created a thematically based multiple intelligence curriculum for first grade English language learners that emphasized the use of song.

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Mbusi, Nokwanda Princess. "An investigation into the use of traditional Xhosa dance to teach mathematics: a case study in a Grade 7 class." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003499.

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This study seeks to explore mathematical concepts embedded in traditional Xhosa dance and how these concepts can be incorporated into a learning programme for the teaching and learning of mathematics. The study seeks to gain insight into whether learners could benefit from the implementation of such a learning programme. Learners from a Grade 7 class in a rural school performed traditional Xhosa dances and their performances were captured through video recording. The video recordings were then observed and analysed to determine the mathematical concepts embedded in the dances. These concepts were then linked to those found in the Grade 7 mathematics curriculum. A learning programme integrating mathematical concepts from the dance activities with mathematical concepts from the Grade 7 curriculum was then designed. The learning programme contained mathematical problem solving activities that required learners to re-enact the dance performances in order to find the required solutions. The learning programme was then implemented with the learners over a period of three weeks. During the implementation, learners’ behaviour towards the learning experience was observed, their engagement with the problem solving activities as well as their strategies for solving the problems, were carefully observed. Also, their interactions with each other were noted. After the implementation of the learning programme, focus group interviews were held with learners to determine their opinions, attitudes and feelings about their experience of learning mathematics through traditional Xhosa dance. Key findings indicated that traditional Xhosa dance can be used as a medium for learning many concepts in the mathematics curriculum; the use of the dance gave learners an opportunity to learn mathematics from a familiar context and to participate actively and collaboratively in their learning. Also, it emerged that the use of dance to teach mathematics had potential to help improve learners’ attitudes towards mathematics. Conclusions were reached that the dance had potential for use as a means for the meaningful learning of mathematics. However, limitations and challenges with the study were identified, such as its limited replicability in other mathematics classrooms.

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Lenertz, Michele Lynn. "Music as a tool to strengthen reading skills." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2073.

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This project focused on the rate of growth in reading skills of two first grade classrooms. The goal of this project was to improve the reading skills of below grade level students through musical activities.

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au, fino@westnet com, and Helen Stone. "Specialist Teachers and Curriculum Reform in a Western Australian Primary School in 2002 A Comparative Study of Specialist Music, Health and Physical Education, and Languages-Other-Than-English Teaching Professionals." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070427.125141.

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This thesis details research on the first phase of curriculum reform (19992004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered specialist programs may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:67). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialists areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.

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Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals." Thesis, Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/350/.

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This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.

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Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002 : a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals /." Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/350/.

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This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.

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Riddoch, Jane. "Creating non-representational art by students who are severely intellectually disabled through a pictorial and musical program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1050.

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The main purpose of this research study was to investigate the worth of a recently developed Pictorial and Musical art program for severely intellectually disabled students, and to compare the non-representational art work produced by lower primary students in a special education school to similar art work being produced by lower primary students in a regular school, when taught in the same program. A subsidiary purpose of the study was to investigate teacher reactions in the art classroom of each participating school, and to observe the extent of the Pictorial and Musical program interventions on the students' attitudes and production of their art work. Twelve participants were chosen from each school to take part in the experimental art program. This involved the use of pictorial and musical interventions to test the outcomes, and by utilising a quantitative methodology to determine the relationship between variables. Each group of students in the study was subjected to three different art experiences within the Pictorial and Musical program, that is, Pictorial only, Pictorial with Rock music and Pictorial with classical music. All the participants supplied the researcher with an original non-representational painting from each segment of the program. The non-representational paintings were then marked by three independent teacher markers, and the marks of the 72 paintings produced by the students were analysed in a 2 way ANOVA, to ascertain if there was any comparable difference in the non- representional artwork of children with special needs and regular primary students. The descriptive statistics showed that the regular students scored higher marks for art quality than the special students, when the Pictorial only method was used, and there was more variation in the regular students marks than in the special students marks. There was no significant difference between the scores of the regular and the special students when the Pictorial and Rock music method was used, but the regular students scored higher than the special students for the Pictorial and Classical program, although variation was about the same for both. The observed attitude to the musical additions were similar for both the regular and the special students. There were marked changes in the students' attitudes during the Pictorial and Rock music method. Both groups became agitated and overexcited during this segment and initially refused to keep on task, preferring to sing and keep time with the music than to go on with their painting. The Pictorial and classical music program had the opposite effect on the students, helping to create a calming atmosphere in which they were willing to return to their task, and appeared more stimulated and creative, completing better quality non-representional paintings than before. It is anticipated that the outcome of this study may provide significant evidence of the importance of pictorial and musical interventions in art programs, and may lead to further study on this subject. The introduction of the Pictorial and Classical music program to students with severe intellectual difficulties may become an additional aid in the production of their artwork.

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Mallos, Melina. "Young children's interactions in art museums: Exploring engagement." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36686/1/36686_Digitised%20Thesis.pdf.

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How do young children engage with works of art in a museum environment? This study documents the experiences and behaviour of children aged 6-9 years in three Queensland art museums. In each case, three interactive components were investigated for their value in promoting young children's engagement with art: child-centred programs, novel exhibition designs and responsive social interaction. Recently art museums have invested heavily in the design of innovative interactive exhibition programs to enhance young children's experiences of art. While child-centred programming and novel exhibition designs contribute to children's enjoyment on their art museum visits, this study reveals that it is responsive social interaction, specifically children's interactions with adults, that determines the quality of their aesthetic encounters. Through photographic evidence, the study documents children's emotional reactions to art. The personal nature of these experiences is highlighted in children's interviews and drawings about their museum interactions. Such findings raise questions about the current views of aesthetic development which underestimate young children's capabilities for engaging with works of art. Photographic evidence used in this study clearly documents young children's emotional reactions to works of art. The social dimension is the most salient factor in young children's ability to interpret the museum environment and its exhibits in personally meaningful ways. This has implications for the design, installation and programming of exhibition programs for young children in art museums. The research reveals that greater collaboration between early childhood professionals and museum staff (educators and designers) significantly enhances young children's encounters with art. Information about children's responses to interactives enables designers and education staff to design effective innovations to empower young children to understand, appreciate and engage with art.

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Paolino, Annamaria. "An interdisciplinary intervention : the potential of the Orff-Schulwerk approach as a pedagogical tool for the effective teaching of Italian to upper primary students in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/557.

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Since the second half of the twentieth century, Italian has been the second language spoken in Western Australia. In the primary school sector, there are over two hundred Italian teachers engaged with primary students. Many Italian teachers also use music/song as a pedagogical tool. The first part of the research examines the extent that music/song is used in primary Italian classes, as well as how and why they are used. The second part of the research centres on the use of the Orff-Schulwerk approach as an integrated music approach to teaching Italian. The research examines the success of a trialled intervention with a group of upper primary Italian language teachers, as well as exploring the support that is required to support Italian as a second language specific to upper primary contexts. The research findings conclude that the novelty of the Orff-Schulwerk approach is considered effective in the teaching and learning of Italian. However, the research also highlights a number of constraints, which need to be addressed if teachers are to provide students with a rich and engaging curriculum.

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Zhan, Le. "William Gillock's Contributions to Piano Pedagogy: A Comparison of Three Works of Gillock with Selected Stylistic Models from the Baroque, Classical, and Romantic Repertoire." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609147/.

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William Gillock, a 20th-century American composer and pedagogue, composed numerous works in the styles of different periods for early intermediate-level piano students. The purpose of this dissertation is to introduce Gillock's pieces to teachers of early intermediate students and illustrate how they can be used as a bridge to the study of similar music from Baroque, Classical, and Romantic periods. Gillock's Little Suite in Baroque Style is compared with Handel's Suite in E Major, HWV 430; his Accent on Analytical Sonatinas (Classical) is compared with Clementi's Piano Sonatinas, Op. 36, No. 3, 5, 6; and his Lyric Preludes in Romantic Style (Romantic) is compared with Chopin's 24 Preludes, Op. 28, No. 3, 6, 9, 16, 18, and 24. Each work is examined to reveal its compositional and technical elements along with pedagogical concepts.

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Wang, Pin-Fang, and 王品方. "A Case Study of Experienced Music Teachers’ Music Appreciation Teaching Practice in Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/48092733960202663700.

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碩士
國立臺灣師範大學
音樂學系
104
The purpose of this study was to understand that two experienced music teachers’ viewpoints about music appreciation instruction and teaching practice in elementary school. 　　A qualitative case study was utilized in this study. The research data were collected by interviewing and observing two senior music teachers in elementary school in Taipei. After analyzing the collected data, the major findings of this study were as follows: 1.Two experienced music teachers all agree that the range of music appreciation is broad. Besides cognition, but also includes skills in learning. Through active and inactive teaching activities, it can lead students to experience the beauty of music, and to cultivate their interests. 2.Different teachers in the teaching practice, have their own teaching characteristics. Two teachers were good at using "question", "discussion", " lecture" and "comparative appreciation" approach to lead students to listen. Besides above, teacher Sun also used another methods, such as "text", "theater", "videos" to assist students. Second example, teacher Fish used different methods, such as "text", "visual image", and "body movement" to help students more in-depth experience of music. 　　Based on the findings above, the researcher would propose relevant suggestions for music teachers and provide these outcomes for future research studies.

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Chang, Tzu-Ling, and 張祖翎. "A Study on content of Music Appreciation for Primary Music Teachers in Arts and Humanities Learning Areas." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/40752938512391307531.

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碩士
國立臺北教育大學
音樂學系碩士班
100
The Purpose of this study was to understand the current state of the teaching of music appreciation for primary music teachers and to investigate the difference between various background variables. One hundred and seventy teachers were sampled from twenty-seven public elementary schools in Taoyuan County. The response rate 69.4%, and the valid cases were 102. The instruments were “The Current State of the Teaching of Music Appreciation Questionnaire in Elementary School” and interview. The major conclusions were as the following: 1. Primary music teachers of Taoyuan County teaching emphasis was not placed on the teaching of music appreciation because of various music competitions and performances. 2. The current state of the outline arrangement of music appreciation for most primary music teachers was arranged in accordance with textbook. 3. The current state of the evaluation methods for primary music teachers was “Attitude of Interest in Evaluation”,. 4. For their convenience, the main methods of music appreciation teaching for primary music teachers were “Description” and “Introduction” 5. The plane of music appreciation that teachers regarded the most was “Emotional experience of the trigger”. 6. The aspiration of popularizing musical performances for most primary music teachers was high, but the actual situation of 50%. 7. Music teachers in Taoyuan County on the importance of teaching music recognition were high. 8. Most of music teachers think their music knowledge is not quite enough or not enough. 9. Because the demand for learning projects vary widely, it is difficult to propose a topic to be covered. 10. The most troubled obstacles of music appreciation teaching was “Teaching materials is not easy to collect”. 11. Most of music teachers hope that teachers should have the professionalism, should be prepared in a systematic and coherent materials, relevant units should be organized regularly to the training of music appreciation teaching. Based on the results of the study, suggestions were proposed for education administration, music teachers and the later researchers.

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Chung, Yun Chi, and 鐘云圻. "A Study of the Application of Popular Music for Music Appreciation Teaching into the Elementary School." Thesis, 2019. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22107CGU05457006%22.&searchmode=basic.

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碩士
長庚大學
商管專業學院碩士學位學程在職專班經營管理組
107
The purpose of this study is to explore the effectiveness of popular music in the teaching of small and medium-sized music appreciation for students in the third year of music. This research adopts action research and conducts ten-week music appreciation teaching for a class of students from a small country in New Taipei City. The researcher divided the curriculum design into five modules for teaching, and used teaching logs, thought notes, video materials, and study sheets as research tools. The following research results are summarized: 1. The use of popular music in the teaching of small and medium-sized music appreciation, using the familiarity of the subject matter of the students, can improve the motivation of learning.The use of popular music can help students learn music related knowledge. 2. The use of popular music can help students learn music related knowledge. 3. The design of a multi-disciplinary curriculum with students as a theme is of great help to students' knowledge growth and teachers' professional competence. The following recommendations are made for the results of the study: In the design of music appreciation courses, the selection of songs should meet the students' prior knowledge and life experience. For the editors of the textbooks, you can combine the popular music that you often hear in life with the classical melody.

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Lo, An-Chien, and 羅安倩. "A Study on Cooperative Learning Applied to Music Appreciation Teaching of the Sixth Grade." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/40413909872856084388.

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碩士
國立臺北教育大學
音樂學系碩士班
98
The main purpose of this study is to investigate the effects of the cooperative learning applied to music appreciation teaching to the sixth grade of the elementary school. A nonequivalent pretest-posttest quasi-experimental design was adopted. Students from two classes in Taichung Wan Yi Elementary School (assumed name) were randomized into experimental group and control group. Control group received the mode of general teaching for music appreciation, and experimental group received the mode of cooperative learning for music appreciation. All the teaching contents and materials used in the two classes were the same, and the experimental treatment had lasted for ten weeks. Research data were collected through the self-designed instruments, including “ Music Appreciation and Music Elements Learning Achievement Test ”,“Questionnaire of Students’ Opinion about Cooperative Learning” and “Learning Sheets”。 The main findings of this study are listed below： 1. Learning achievements of experimental group were significantly higher than control group on all the music elements. 2. Learning achievements of experimental group were significantly higher than control group on both “Sentence and Form” and “Tonality and Timbre”. 3. Learning achievements of experimental group are higher than control group on both “Melody” and “Musical Knowledge”, though their achievements did not differ significantly. 4. Learning achievements of average-achievement students in experimental group are significantly higher control group on all the music elements. 5. Learning achievements of high-achievement and low-achievement students in experimental group are higher than control group on all the music elements, though their achievements did not differ significantly. 6. Students in experimental group like cooperative teaching more than general music teaching. According to the results, some suggestions were made for music teachers in elementary school and for future researches.

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陳姿光. "A Study of the Application of Pop Music for Music Appreciation Teaching at the Junior High School Level." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/81126134625154519982.

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碩士
國立臺灣師範大學
音樂學系
86
The study investigated the feasibility of ncorporating pop music into the junior high school music curriculum. Pop and classical music were compared for efficiency as teaching material for teaching music elements identification. The influence of the learning transfer to the other genre of music was also investigated. The subjects'' attitude toward these two genres of music, both before and after the instruction, was also examined to see if there was influence of instruction. 　　Classical and pop music were used, control and experimental group separately, to teach the identification of eight music elements, namely melody and rhythm, harmony, form, dynamics and tempo, category of humen voices, category of music instruments 1, 2 and ensemble. Two classes of Minchuan Junior High School were randomly assigned to experimental (36 students) and control (33students) group. The subjects were tested on "Achievement Test for Music Elements Identification" developed by the researcher. The difference between the pre-test and post-test scores was examined to see if each genre of music was suitable as teaching material. The score difference were further compared between two groups to see which genre was more efficient. Data obtained from the achievement test and the questionnaire "Self-Report on Music Preference and Music Consumption" were subject to the two-way analysis of variance, three-way analysis of variance and t-test. The analysis yielded the following results: 　　1.Both pop and classical music used in this study proved suitable in improving the ability of music element identification. However, no significant differences were found between the two genres. 　　2.Learning transfers were found in both control and experimental group. Students received instruction using pop music showed identification ability improvement in classical music, vice versa. 　　3.In terms of usic preference, the students in pop music group showed the same inclination toward pop music only. The classical music group, however, showed changes in preference group, namely from "pop music only" toward preference for both pop and classical music. 　　Based on the results, the researcher urged the government considered the possibility of incorporating pop music into the junior high school music curriculum, and designate a task force to investigate the time schedule of this incorporating, the building of the suitable teaching repertoire from the bulk of pop music. Suggestions were made to evaluate songs for teaching material, how to formulate proper teaching strategies. Future studies were suggested to 1. include additional two groups of tudents, one without instruction in music element identification, one receiving instruction using both pop and classical music. 2. use senior high students as subjects. 3. study the pop music in Taiwan.

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Lin, Pei-Chen, and 林佩珍. "A Study of Icon-Assisted Music Appreciation Teaching of Music Textures for the Sixth Graders in Elementary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/40373449826057388908.

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碩士
國立臺北教育大學
音樂學系碩士班
97
The purpose of this study was to, through an exploratory case study, investigate how students performed in the cognitive expression and aural recognition of music textures in a music appreciation instructional process. Qualitative methodology was used as the main research approach while quantitative data was also collected. Subjects were 34 sixth-grade students in an elementary school in Taichung City. A total of 16 lessons were implemented in two months. The curriculum of the instructional contents was of a spiral design, with Bruner’s modes of representation adopted as the theoretical bases of material development and cognitive representation. The five instructional themes consisted sequentially of knowledge about the concept of texture, of monophonic texture, of homophonic texture, of polyphonic texture, and aural recognition of textures. Based upon data analysis and results discussion, the following conclusions are drawn: Firstly, with the assistance of icons, it was easy for students to build up their concepts of music textures. It was thus imperative to select appropriate icons for constructing the cognition of music textures. Regarding music appreciation instructional process, iconic scores fostered students’ understanding of music works, improved the easiness of texture appreciation, and paved the way for the instructional goals and learning effectiveness of attentive listening and repetitive listening. Furthermore, the presentation modes of iconic scores had tremendous influences on the effects of the assistance. Secondly, regarding students’ ways to present their cognition of music textures, three perspectives can be discussed. Their pointing to icons of music textures helped to reveal their level of texture understanding as well as the particular music part they chose to listen to. Besides, students were unable to come up with music icons simultaneously when listening to different textural works without the modeling of the instructor. Furthermore, in terms of word description, students were found to be able to describe their perception toward different textural changes, the understanding of the definition of music texture and textural types, and their reflection of the texture-related music appreciation curriculum. Thirdly, students improved significantly in their aural recognition ability of different music texture sounds and textural types. They were good at recognizing, sequentially, homophonic music, monophonic music and then polyphonic music. Lastly, in the process of music texture appreciation instruction, students revealed different attention to either music or icons as well as a change of their music appreciation preferences. Their learning attitudes were observed to be very attentive, positive and in enjoyment. Repetitive listening of related music works did not cause their boredom; they also took “understanding-taking” listening very well.

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李東穎. "The Study of Visual Arts Elements on Music Appreciation Teaching of Elementary School at Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/71060902640096668834.

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碩士
臺北市立教育大學
音樂藝術研究所
94
This study concentrated on the application in musical appreciation pedagogy of the basic elements in applied visual art. These musical elements include rhythm, melody, tone and music structure. It has also developed relevant teaching materials for empirical studies and investigated the effect of teaching. Both quantitative and qualitative research methods were utilized in this study. First reviewed relevant literature on the characteristics and relevancy of musical and visual elements. Then developed musical appreciation curriculum suitable for 5th graders in elementary school based on relevant analysis of the literature. The research subjects of this study were 29 5th graders enrolled in one of the Keelung City elementary schools and a teaching experiment of 14 classes was conducted. Contents of the teaching experiments were in accordance with the learning content of elementary school music and artcraft curriculum standard in 1994. The pedagogical design was based on musical elements of rhythm, melody, tone and music forms and visual art elements of point, line, color and etc. In addition, we have selected repertoire of the learning of musical appreciation for this semester year, design curriculum that will instruct students with visual elements in musical appreciation and investigate the possibility of applying visual elements in musical appreciation course. The data was collected through methods such as literature review, qualitative record, quantitative record and etc which were further analyzed and discussed. According to the data analysis and result discussion after applying visual elements in courses of musical appreciation pedagogy, we have obtained the following conclusions: 1.Visual art elements helped students to interpret music with visual elements and pictures and promoted their ability in music listening. Students were able to discern different kinds of musical elements in music and discover the change of rhythm, melody, tone and repetitive composition pattern. 2.Visual elements helped students to learn music in an easy way that can easily help to transfer inner image into pictures. 3.Visual elements initiated learning methods of collaboration and free thinking which created pleasant leaning atmosphere and stimulated student’s potential. 4.Visual elements inspired students to be more active and motivated them to participate which promoted overall learning willingness. 5.Visual elements simplified the difficulty of classical music long established in students’ mind and helped them to learn in aspects of cognition and emotions. As this study focused on appreciation courses, the learning in skills may be rather insufficient for students. Hence, the suggestions were made based on findings of this study: 1.Pedagogy On the aspect of teachers’ professional ability development, I suggest that teachers of music specialty should participate in the relevant seminars of visual art and exhibitions to expand their knowledge in art; other than the assistance of visual elements, teachers can elevate students’ musical sense with rhythm, depiction and stories; teachers can also conduct integrative instruction on musical appreciation and other musical contents such as music theory singing, and etc; after post-appreciation discussion and evaluation can strengthen students’ impression and enhance their understanding for the music. In addition, it is suggested to establish a set of evaluation index for musical appreciation pedagogy encompassing cognition, emotion and skills. Other than evaluating students’ cognition for musical elements, the evaluation index should include workpiece performing interpretation, creation motivation, background, workpiece content structure, creation techniques and artistic value. 2.Suggestions for relevant future studies I suggest that different teaching methods can be designed based on the development of student cognition level which might extend upward, downward or other leaning stages. Comparisons may be made on the feasibility and efficiency of such teaching method applied at different stages. For future studies, different research methods or longer research period may be applied to investigate the influence of such teaching method to students.

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Chia-Pei, Tsai, and 蔡佳珮. "A Case Study of a Junior High School Music Teacher’s Teaching Beliefs and Praxis — Examples of Music Appreciation Instruction." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/27411404687769967311.

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碩士
國立臺北教育大學
音樂學系碩士班
96
The purpose of this study was to explore the relationship between one junior high school teacher’s teaching beliefs and practices, the correspondence between teaching beliefs and practices, factors that influence them, and the importance of teaching reflection on teaching praxis. In order to achieve the above-mentioned purposes, a qualitative case study was used as the research approach in this study. The methods used for data collection included interview, document analysis and classroom observation from a music teacher who taught junior high school general music in Taichung City throughout a semester. It was found that the participant teacher’s teaching beliefs and practices influenced each other. The discrepancy between teaching belief and practice resulted in the teacher’s change in teaching beliefs, for instance, teaching goals, content and teaching strategy. Of these, teaching strategy was changed the most. The discrepancy between teaching beliefs and practices and the participant teacher’s own beliefs on improving teaching quality brought about the teaching reflection, which resulted in an adjusted teaching strategy. The conclusions of the research are as follows: 1. Teaching reflection helps music teachers to strengthen the relationship between teaching beliefs and teaching practice; 2. The participant teacher’s teaching beliefs were adjusted and modified mainly on teaching strategy; 3. The participant teacher’s whole teaching framework can be visualized as a spiral shape; 4. In the music teaching practice, music appreciation instruction and music performance instruction are interdependent.

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Cheng, Ju-yin, and 鄭儒因. "A Study on Teaching Attitude and Applications ofInstructional Strategies of Music Appreciation forPrimary Music Teachers in Arts and Humanities Learning Areas." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/50909565926514765071.

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碩士
國立臺南大學
音樂學系
95
This research serves to help us understand teaching attitudes of music teachers on music appreciation and both usages and difficulties of instructional strategies on music appreciation in the Arts and Humanities Learning Areas in the grade 1-9 curriculum in Kaohsiung. An original survey, “the survey on music teaching attitudes and strategies in music appreciation of music teachers in Kaohsiung” was designed for the purpose of this research. Teaching attitudes on music appreciation are then sorted into five categories: “Elevating professionalism on music appreciation instructions”, “Values on music appreciation instructions”, “Capability of music appreciation instructions”, “Interactions between students and teachers in music appreciation”, and “Aspiration to teach music appreciation”. On the other hand, strategies in teaching music appreciation are also sorted into five categories, “Selection of teaching materials for music appreciation”,“Usages of teaching methods in music appreciation”,“Evaluation on teaching in music appreciation” , “Using resources in music appreciation”, and “Usages of teaching environments in music appreciation.” Four hundred and eighty four surveys were sent out to music teachers employed at stage two or three Arts and Humanities Learning Areas in Kaohsiung in 2006, and we received three hundred and twenty five valid results (85.08%). Using the SPSS 12.0 for Windows software to conduct descriptive statistics, independent-Samples T-Test, dependent Samples T-Test, one-way ANOVA, and Scheffe method on the collected results, the following conclusions were made: 1. Primary music teachers in Kaohsiung in general behave positive in their attitudes in music appreciation instructions. They have approving and positive opinions on values, elevating professionalism, aspiration to teach, interactions between students and teachers, and capability in teaching of music appreciation instructions in the Arts and Humanities Learning Areas. 2. Most teachers approve the direction in which the music appreciation instructional strategies are going in elementary schools in Kaohsiung; the “evaluation on music appreciation instructions” is executed the best while “Using resources of music appreciation” faces the most difficulty. 3. For primary music teachers in Kaohsiung, the application of music appreciation instructional strategies goes beyond the difficulty on it. On the contrary, the difficulty on “Using teaching resources in music appreciation” surpasses the application of it. Finally, the researcher makes recommendations to elementary school music teachers, education administrations, and further related research based on the conclusions.

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尤巧慧. "An Action Research on the Application of Orff Teaching Method in Music Appreciation Class- A Case Study of Oratorio Elijah." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/35837059877966565442.

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碩士
國立新竹教育大學
人資處音樂教學碩士班
100
The study aims to explore how the application of Orff Teaching Method in a “music appreciation” class influences the learning outcome and attitude toward music for fifth grade students majoring in music in an elementary school. Our study sample was from fifth grade students majoring in music in an elementary school in Xinzhu City. The effective sample size was 18. Specific suggestions were recommended based on study results and findings as reference for the teaching in a music appreciation class. Our theory was built based on references and we applied action research in our teaching. For the quantitative part of our research, we applied questionnaires developed by the author for study outcome and students’ attitude toward music. For the qualitative part, we used teaching record, teaching diary, worksheet, homework and interviews with students, their parents, assisting teachers and experts.Qualitative data obtained was summarized with descriptive statistical analysis. We found that, after music classes with Orff teaching method, both students’ learning outcome and attitude toward music were better than those before the action research. Quantitative data obtained was verified with Triangulation. We found that our learning outcome sufficiently achieved the educational goal for cognition, cordiality, and skill. For attitude toward music, we found that students developed different ideas and there was significant improvement in dimensions of belief, emotion and values. Both our qualitative and quantitative study results indicated improvement in learning outcome and attitude toward music with the application of Orff teaching method in music appreciation class. Therefore, it’s justifiable to promote the application of Orff teaching method in music appreciation class.

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CHAN, SHEN-HUI, and 陳聖慧. "A Study on Efficiency of Applying Multimedia Teaching Plans to Teach Music Appreciation in Junior High Schools– A Case Study of A Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/uh3238.

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碩士
中華大學
科技管理學系
104
This studies efficiency of teaching music appreciation adopted multimedia material. In music classes, it is intangible and complex processes to learn how to appreciate music. Students always suffer how to understand music and undermine learing passion to study music appreciation. Prof. Szprowicz proposed learing a knowledge through reading, listening, and watching multimedia material certainly get better efficiency. Therefore, this thesis adopts Mayer’s principles about editing multimedia material. This thesis uses pretest-posttest design to measure the efficiency of that, adopting multimedia material teaches music appreciation. 4 Grade 8th classes participate these experiments. Two classes are experimental group and Others are control group. Pretest includes a test and a questionnaire. The test adopts“Music Appreciation Achievement Test”to measure study efficiency. The questionnaire adopts “Musical Self-Efficacy Scale and Musical Attitude Scale”to understent background ofstudents. And posttest is “Music Appreciation Achievement Test”again. First, the 4 classes participate the pretest. Then, the experimental group uses multimedia material to teach music appreciation for two weeks. In the sametime, the control group uses textbooks and listens to music to teach music appreciation. Finally, the 4 classes participate the posttest. This thesis uses SPSS to measure “Independent t Test”, “One-way analysis of variance”, and “Related analysis”. Obviously, using multimedia to teach music appreciation is much better than traditional one. And, the students, learning musical instruments out-of-school and having good Musical Self-Efficacy, get great learning efficiency in music appreciation.

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"The development of learning activities for teaching music using indigenous Tswana children's songs in Botswana primary schools : principles and practice." Thesis, 2009. http://hdl.handle.net/10413/1735.

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This study aimed to intervene in the challenges emanating from the launch of a new primary schools Arts syllabus which is geared towards reflecting Batswana cultural values in Botswana primary schools. The launch was hurried, before all necessary provisions were made (Phuthego, 2007). Consequently, there is dire need of relevant resource materials, teaching/learning activities and qualified teachers, who can effectively translate the syllabus objectives and aims. The aim of this study was hence to devise learning activities based on Tswana children’s songs as the selected materials to realize the objectives of the existing primary school music syllabus for Botswana primary schools lower standards. This has been done through analysis of Tswana children’s songs, studying their nature and inherent values, on the basis of which culturally relevant teaching and learning activities have been designed for use in Botswana primary school music curriculum. In order to validate the need for a consideration of culturally relevant teaching and learning activities in Botswana primary schools, the study explored the music of the Batswana prior to and during colonialism and how it manifests itself in the current curriculum delivery. The study has also considered the current education policy’s aspirations of instilling cultural values in learners, as well as grooming a rounded citizen who can adjust to the challenges of the 21st century corporate world. The study employed content analysis through which twenty-four children’s songs were studied for their inherent values and musical concepts. Eclectic learning activities which take cognizance of the holistic approach prevalent in Tswana music making milieu, combined with the Rhythm Interval Approach (Akuno, 2005) which advocates the use of temporal and tonal elements of sound as the basic ingredients from which other musical elements such as form, texture, timbre harmony and dynamics are derived were employed. The activities were then tested in standards 1 to 4 to address the music syllabus. The results showed that the songs completely address the objectives stipulated in the syllabus and moreover, provide some extra-musical concepts which are embedded within them. The results also revealed that the Rhythm Interval Approach is applicable in Botswana lower primary schools, hence implicitly suggesting its further possible applicability to upper primary classes because the syllabus has been designed in a spiral fashion, where the same musical concept like ‘sound’ appears at different levels of intensity across all classes. The study recommended that The Revised National Policy on Education’s aim of grooming a locally and internationally compatible learner can be enhanced through learners’ awareness and appreciation of their culture on the basis of which they can later on spread their wings, to other world cultures. Tswana children’s songs have been observed to have a potential to act as a bridge to ease the transition of cultural pedagogy of rote learning to current paradigm of symbolic representation and abstraction of concepts. The study devised twenty learning activities to facilitate the use of these songs for curriculum delivery in standard 1-4.
Thesis (M.Mus.)-University of KwaZulu Natal, Durban, 2009.

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Tsai, Chia-yeh, and 蔡佳燁. "A Survey Study on Primary School Music Teachers’ Thinking forMusic Teaching Proficiency and Professional Developmentin Chiayi Region." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/23291497973400139190.

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碩士
國立臺南大學
音樂學系教學碩士班
98
The purpose of the study was to explore the primary school music teachers’ thinking for music teaching proficiency and professional development in Chiayi region. Researcher gathered related studies and referred to the outcomes of pre- interviews with 12 primary school music teachers in Chiayi region. The main tool was a self-designed questionnaire to investigate the music teachers’ thinking of primary school. All data was collected from 124 primary schools and 260 music teachers with 217 responded questionnaire. And various statistical methods were conducted, including frequency distribution, percentage, mean, standard deviation, T-test, One-way ANOVA, Chi-square test, and regression analysis. Finally, researcher combined with studies of literature review, quantitative and qualitative data to come up with the following conclusions: I. Primary school music teachers’ thinking are positive in general, and the order of the important musicianship proficiency is ‘knowledge of music theory’, ‘ability of music appreciation’, ‘rhythmic ability’, ‘knowing the name of dominant instruments’, ‘ability of play the recorder’ and ‘ability of applied keyboard’. A. Primary school music teachers in Chiayi region think the order of the important music skills is ‘rhythmic ability’, ‘ability of play the recorder’ and ‘ability of applied keyboard’. B. Primary school music teachers in Chiayi region think the order of the important music specialized knowledge is ‘knowledge of music theory’, ‘ability of music appreciation’, and ‘knowing the name of dominant instruments’. II. Primary school music teachers’ thinking are positive in general, and the order of the important music teaching competence is ‘guiding students to play the recorder ’, ‘guiding students to sing a song’, ‘designing courses to fit for students’, ‘guiding students to play the basic rhythmic instruments’, and ‘ making use of media and video to assist with music teaching’. A. Primary school music teachers in Chiayi region think the order of the important music class teaching is ‘guiding students to play the recorder ’, ‘guiding students to sing a song’, and ‘guiding students to play the basic rhythmic instruments’. B. Primary school music teachers in Chiayi region think the order of the important curriculum design competence is ‘ designing courses to fit for students’, ‘ reflecting design of music curriculum and teaching by the results of assessment ’, and ‘curriculum-designed is referred to daily life’. III. Primary school music teachers in Chiayi region think their teacher education programs provided them to teach music enough. And they have the more demand for ‘ music teaching of exceptional students’, ‘ the techniques of conducting’, and ‘ the training of musical clubs’. IV. There were significant differences on teachers’ thinking for music teaching proficiency in terms of the teachers’ variables such as being graduated from music department, serving region, serving school size, and instructing musical clubs. There were no significant differences in terms of the variables such as gender, serving years, music teaching years, and positions in school. Finally, according to the research findings, some suggestions are proposed for education administration, primary school music teachers and the later researchers.

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LIU, CHE LIN, and 劉哲伶. "A Study of Senior High School Students with Different Perceptual Learning Styles on the Various Multimedia Forms' Preference of Music Appreciation Teaching Materials." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/12390436928137811867.

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碩士
國立臺灣師範大學
音樂學系
100
The purposes of this study had three aims: (1) to investigate the subjects' multimedia forms' preference of music appreciation teaching materials, (2) to explore the influence of the preference caused by the presenting sequence variables, and (3) to probe the effects of the differences among learning styles of students on the multimedia forms' preference. The multimedia forms used in this study were divided into three types: text plus music and narration, picture plus music and narration, and video plus music and narration. The subjects involved in this research were selected from one high school in Taipei City. This study was utilized by survey method. There were two instruments: (1) the self-designed questionnaire “Perceptual Learning Style Inventory” and (2) the revised questionnaire “Music Appreciation Teaching Materials' Multimedia Forms Preference Scale.” The research data from those instruments along with music appreciation teaching materials' multimedia was collected and analyzed. Using the method of convenient sampling, 272 questionnaires were sent out and 220 copies were returned. The recover rate was 80.9 %. The major findings of this research were as follows: 1. The subjects had a positive tendency to prefer “ three music appreciation teaching materials' multimedia forms ( text , picture , and video）.” The preference to “video” was highest in the three multimedia forms. 2. Different presenting sequence of multimedia forms did not affect the preference of music appreciation teaching materials for the subjects. 3. The subject's perceptual learning styles had impact to their preference of three music appreciation teaching materials' multimedia forms. Based on the results above, the researcher made suggestions to music appreciation teaching materials and future study for the reference of multimedia assisted teaching appreciation.

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Adjepong, Benjamin. "Developmentally appropriate strategies of teaching music in selected primary schools in Ashanti region of Ghana." Thesis, 2020. http://hdl.handle.net/10500/26917.

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Abstract:

Abstract is in English, Zulu and Xhosa
In Ghanaian primary schools, music is a compulsory study area which is taught by generalist teachers. However, information is deficient on the strategies teachers use to implement the music curriculum. The aim of this study was to determine how teachers organise musical learning experiences in terms of developmentally appropriate practice (DAP) for lower primary school pupils. DAP is an educational concept which refers to teaching strategies that consider children’s age, abilities, interests and experiences, to help them achieve challenging and achievable goals. The study was underpinned by the concept of teaching within the context of constructivist theory. Qualitative Interpretative Phenomenological Analysis and ethnographic research methods were used to find answers to the research questions. Data were collected by means of observations, interviews and document analysis. Singing, movements and the playing of improvised instruments (although they constitute only a part of the planned music curriculum in the Creative Arts syllabus) dominate the music activities provided in the schools. In fact, unplanned music activities dominate planned music lessons due to teachers’ perceived lack of adequate training to teach music, the non-application of ICT in teaching, a lack of teaching and learning materials, unsuitable physical conditions for teaching, lack of motivation and support to teach, and lack of time to teach music because of the emphasis on meeting the targets of teaching and assessment in core subjects. Strategies the teachers adopt to overcome the challenges they encounter in teaching music include collaboration with their colleagues in planning, teaching and integrating music into most classroom activities and drawing on pupils’ expertise in teaching and learning. It is recommended that teachers be given in-service training, that specialist teachers be used, and that adequate teaching and learning materials be provided, as well as support for teachers to integrate ICT in teaching music. Limitations associated with the study make generalisation of the findings impossible. A larger sample from various primary schools within the Ashanti region of Ghana should be considered for further research. Functional integration of music in the other subject areas within the Ghanaian context should also be explored and further studies should be conducted about the application of developmentally appropriate practice in teaching music in the lower-primary classroom.
Ezikoleni zamabanga aphansi zaseGhana, umculo uyindawo eyimpoqo yokufunda efundiswa ngothisha abajwayelekile. Kodwa-ke, ulwazi alwanele ngamasu othisha abawasebenzisayo ukwenza izifundo zomculo. Inhloso yalolu cwaningo kwakuwukuthola ukuthi othisha bahlela kanjani amava okufunda omculo ngokwendlela efanelekile yokuthuthuka (NET) yabafundi bezikole zamabanga aphansi. NET ingumqondo wezemfundo obhekisa kumasu okufundisa abheka iminyaka yezingane, amakhono, izintshisekelo kanye nezipiliyoni ezithile, ukuzisiza ukuthi zifeze izinhloso eziyinselele futhi ezingafinyeleleka.Ucwaningo lwalusekelwa ngumqondo wokufundisa ngokwengqikithi yethiyori yokwakha. Ukuhlaziywa Okufanelekile Kokuhunyushelwa Kokubukeka Kwabantu nezindlela zokucwaninga ngobuzwe zisetshenzisiwe ukuthola izimpendulo zemibuzo yocwaningo. Kuye kwaqoqwa imininingwane yolwazi ngokubheka okwenzekayo, izinhlolokhono kanye nokuhlaziywa kwemibhalo. Ukucula, ukunyakaza nokudlalwa kwezinsimbi ezithuthukisiwe (yize ziyingxenye nje kuphela zekharikhulamu yomculo ehleliwe kusilabhasi Yezobuciko Bokuzenzela) kulawula imisebenzi yomculo enikezwe ezikoleni. Empeleni, imisebenzi yomculo engahlelwanga ilawula izifundo zomculo ezihleliwe ngenxa yokungabi bikho kothisha abaqeqeshwe ngokwanele ukufundisa umculo, ukungasetshenziswa kwe- ICT/Ezobuchwepheshe ekufundiseni, ukuntuleka kwezinto zokufundisa nokufunda, izimo ezzibambekayo ezingafanelekile zokufundisa, ukungabi nogqozi nokusekelwa ekufundiseni, nokungabi nesikhathi sokufundisa umculo ngenxa yokugcizelelwa ekuhlangabezaneni nezinhloso zokufundisa nokuhlola ezifundweni ezibalulekile. Amasu othisha abawasebenzisayo ukunqoba izinselelo abahlangabezana nazo ekufundiseni umculo kufaka phakathi ukusebenzisana nozakwabo ekuhleleni, ukufundisa nokuhlanganisa umculo emisebenzini eminingi yasekilasini nokudweba ubuchwepheshe babafundi ekufundiseni nasekufundeni. Kunconywa ukuthi othisha banikezwe ukuqeqeshwa emsebenzini, ukuthi kusetshenziswe othisha abangochwepheshe, nokuthi kuhlinzekwe ngezinto ezanele zokufundisa nokufunda, kanye nokuxhaswa kothisha ukuze bahlanganise i-ICT/Ezobuchwepheshe ekufundiseni umculo. Ukulinganiselwa okuhambisana nesifundo kwenza ukuthi okwenziwa jikelele kokutholakale kungenzeki. Isampula elikhudlwana elivela ezikoleni ezahlukahlukene zamabanga aphansi esifundeni sase-Ashanti eGhana kufanele licatshangwe ukuqhubeka nocwaningo. Ukuhlanganiswa kokusebenza komculo kwezinye izindawo ezingaphansi komongo waseGhana nakho kufanele kuhlolwe futhi kufanele kuqhutshekwe nezifundo ezimayelana nokusetshenziswa kwenqubo efanelekile yentuthuko ekufundiseni umculo ekilasini lamabanga aphansi.
Kwizikolo zaseGhana zamabanga asezantsi, kusisinyanzelo ukufundisa umculo, kwaye oku kwenziwa ngabafundisi ntsapho okanye ootitshala abafundisa yonke into. Noxa kunjalo, akukho lwazi lwaneleyo ngamacebo asetyenziswa ziititshala ekufundiseni ikharityhulam yomculo. Injongo yesi sifundo kukuqwalasela ukuba iititshala zikulungiselela njani ukufundisa ngendlela yophuhliso olufanelekileyo (iDAP) kumabanga asezantsi. Le DAP nesisishunqulelo sesiNgesi sebinza elithi developmentally appropriate practice, yingcinga yezemfundo emalunga namacebo okufundisa athathela ingqalelo ubudala bomntwana, izinto akwaziyo ukuzenza, umdla namava akhe, ukuze ancedwe ekufezekiseni iinjongo ezicela umngeni nezinokufikeleleka. Esi sifundo sisekelwe yingcinga yokufundisa ephuma kwimeko yengcingane yokuzakhela ulwazi. Iimpendulo zophando zifunyenwe ngokusebenzisa iindlela zophando ngokuxoxa nokutolika iimeko ezahlukeneyo (Qualitative Interpretative Phenomenological Analysis) kunye nokuqwalasela inkcubeko. Iinkcukacha zolwazi okanye idatha, ziqokelelwe ngokujonga okuqhubekayo, udliwano ndlebe nokuphengulula imibhalo ekhoyo. Ukucula, ukushukuma nokudlala izixhobo zomculo ezingoozenzele (nangona ziyinxalenye yekharityhulam ecetywayo yobuGcisa Bokuzenzela) kudlala indima eyongameleyo kwimisebenzi yomculo eyenziwa ezikolweni. Xa sithetha inyaniso, into eyenzekayo ekufundiseni umculo yimisebenzi engacetywanga ezifundweni ngenxa yokuba ootitshala abaqeqeshekanga kakuhle ekufundiseni umculo, abusetyenziswa ubuchwepheshe ekufundiseni umculo, azikho izixhobo zokufundisa nokufunda umculo, iindawo ekufundiselwa kuzo azifanelekanga, inkxaso nenkuthazo yokufundisa umculo iyasilela kwaye lincinci ixesha lokufundisa umculo ngenxa yokuleqa ukufezekisa imiqathango yokufundisa nokuhlola kwizifundo ezingoondoqo. Ekulweni nemingeni yokufundisa umculo, ootitshala babhenela ekusebenzisaneni nabanye ekwenzeni amacebo okufundisa nokubandakanya umculo kwimisebenzi yeklasi nasekusebenziseni ulwazi lwabafundi. Kucetyiswa ukuba ootitshala bafumane uqeqesho lo gama besebenza, kusetyenziswe ootitshala abaziingcali zomculo kwaye kufumaneke izixhobo ezifanelekileyo zokufundisa nokufunda, kuxhaswe ootitshala ekusebenziseni ubuchwepheshe xa befundisa umculo. Ukunqaba kolwazi okungqonge esi sifundo kwenza kube nzima ukugqiba jikelele ngokufunyanisiweyo. Mhlawumbi kunokuthathwa isampulu yophando enkulu kwingingqi yaseAshanti eGhana ukuze kwandiswe olu phando. Okunye okunokwenziwa kukuhlanganisa umculo nezinye izifundo ngokwemeko yaseGhana, kwaye kufuneka kuqhutywe izifundo ezithe chatha malunga nokusebenzisa iindlela zokufundisa ezinophuhliso olufanelekileyo ekufundiseni umculo kwiklasi yamabanga asezantsi.
Art History, Visual Arts and Musicology
Ph D. (Music)

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Kurokawa, Yoko 1957. "Yearning for a distant music : consumption of Hawaiian music and dance in Japan." Thesis, 2004. http://hdl.handle.net/10125/11757.

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Thesis (Ph. D.)--University of Hawaii at Manoa, 2004.
Includes bibliographical references (leaves 532-554) and discography (leaves 555-557).
Also available by subscription via World Wide Web
2 v. (xix, 557 leaves, bound) music 29 cm

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Chiu, Jiun-Shiun, and 邱俊勳. "A Study for the Effect of Digital Learning Material on Primary School Student in Music Teaching Aids of Arts and Humanities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/03633887531007044967.

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碩士
世新大學
資訊管理學研究所(含碩專班)
103
This study was to investigate differences in learning efficiency and learning attitudes in children's reaction when using paper teaching method and electronic teaching method after music teaching materials digitalized. Study has adopted experimental research methods by using a total of four classes high-grade school students in Taipei City as research object. The research process through teaching Recorder observation checklist , student assessment tests, music learning attitude scale to collect data to understand teachers are using paper teaching method and electronic teaching method separately in music teaching history and different views on music teaching for students to realize the effectiveness of student learning efficiency and learning attitude change through statistical methods to quantify. Research has shown, choosing appropriate music teaching methods of electronic teaching materials and traditional teaching materials has shown the result can closer to the students ' learning situation. But most music teachers also recognized the need to overcome is the music scene, not only a paper exercise there are also skill practice, should the students need operations on their own musical instruments: mostly straight flute, rhythm instruments, piano,and,using paper and electronic teaching effectiveness of learning whether the difference is the focus of this study. To operate electronic teaching materials, students' information ability will affect learning efficiency, so that information ability on the learning efficiency effects is also one of the purposes of this study. The differences in how to effectively use the traditional teaching materials and evaluation of learning outcomes of electronic teaching materials, change and gender differences in attitude towards learning is the focus of this study. Not just paper and pencil tests the ability of music theory, will also Recorder capabilities into content and assessment tests. And will explore gender differences in learning efficiency and learning attitude will be affected, can be done to adjust teaching on the performance of male and female according to the findings. Because of the need to operate the electronic teaching materials, students can also affect the ability of information learning effectiveness, thereby affecting the level of information focusing on the ability of learning efficiency are also explored.\ This study demonstrates the information ability for children to learn music theory , the ability of the effectiveness Recorder with significant influence, but does make use of different teaching methods of learning attitude of students interest and promote understanding has significant influence, coupled with gender differences also Recorder ability and initiative to learn and share a significant impact on the ability of information can prove children using different teaching methods and gender differences in student learning efficiency and learning attitude of the influential.

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MacArthur, June. "The subsequent effects upon the educational goals of music and art when the B.C. primary curriculum is integrated through the use of thematic units." Thesis, 1992. http://hdl.handle.net/2429/2214.

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The purpose of this study was to discover whether the expanded educational goals for primary level Music and Art in British Columbia's Year 2000 Curriculum are met when the curriculum is integrated and teaching is done through themes. The sample population selected for this study was the lower mainland of British Columbia. 12 school districts participated in this study. Semi-structured interviews were conducted with 17 administrators of Fine Arts Programmes, District Principals or Consultants. The results indicate that educational goals for Music and Art can be achieved when thematic units are used to integrate the curriculum but only when the classroom teacher can be described as a specialist in primary Music and Art, having a personal background in Art and Music, or having a degree as a Fine Arts Major. The curriculum-as-practiced differs considerably from the curriculum-as-planned due to lack of resources, in-service education and program scheduling.

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Ganyata, Obert. "Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy." Thesis, 2020. http://hdl.handle.net/10500/27037.

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This study focuses on the teaching of Indigenous African Music (IAM) in Zimbabwean primary schools, and proposes a new Experiential Open Class Pedagogy relevant to its multicultural contexts. A postcolonial theoretical paradigm informs the discussion of secondary literature, and the analysis of empirical data obtained through the following methods: interviews, lesson observations, focus group discussions, and the analysis of teaching documents. Case studies were conducted at ten schools in the Gweru district of Zimbabwe. These schools were chosen from a mix of urban, peri-urban, and rural communities. The findings show the continued effects of colonialism on IAM teaching practices and pedagogy. The effects of globalization and the high levels of migrancy in and out of Zimbabwe are discussed as factors shaping the teaching of IAM. Formal models of learning have undermined the status of IAM in favour of Western classical music. Recognizing this bias, but also the fact that culture is dynamic, this study strikes a balance by proposing a new pedagogy that integrates Western and African approaches to music education. The study findings feed into the development of a new hybridised model called the Experiential Open Class Pedagogy (EOCP), which is suitable for multicultural contexts. This pedagogy encourages learners to use their personal experience of IAM practices in the home, and to draw on expertise from their local communities. The participation of children and their elders in the community contributes to the openness of the learning process. A combination of learning at home, in communities, and in classrooms is vital in utilising all the critical avenues to acquiring knowledge and experience of IAM. Recommendations on policy and practice in Zimbabwean primary school education offer solutions to the present challenges. It is important for teachers to be active stakeholders in documenting the very IAM practices they teach by carrying out research, and through continuous improvement initiatives in multicultural contexts.
Art History, Visual Arts and Musicology
D. Phil. (Music)

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Ganyata, Obert. "Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools." Diss., 2015. http://hdl.handle.net/10500/21776.

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This study investigates the challenges experienced by teachers of music literacy in Zimbabwe, and is based on a case study of five primary schools in the city of Gweru. The research builds on a literature review of past studies on Zimbabwean music literacy teaching, and on a review of policy documents. Empirical data was collected through lesson observations, interviews with teachers and administrators, and the analysis of lesson plans. To validate the findings a method of triangulation was used. Results are presented in both narrative and tabular forms in this dissertation, and analysed inductively. Zoltan Kodály’s work informs the theoretical framework, as well as other African and Western music educators, including Dalcroze, Kwami, Nketia, and Suzuki. Consistent challenges recognized by all stakeholders include a lack of resources, inadequate teacher training, and the exclusion of music as an examination subject. Recommendations are provided by way of conclusion.
Art History, Visual Arts and Musicology
M. Mus.

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Mailula, Kgaogelo A. "Challenges of mainstreaming indigenous African music at intermediate phase (Grades 4-6) in South African primary schools: A Case Study of three schools in Gauteng Province, South Africa." Diss., 2018. http://hdl.handle.net/11602/1139.

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MAAS
Centre for African Studies
Since its inception, the study of music in South African schools has been fashioned on Western Classical models. The change in orientation from the Eurocentric to the Afrocentric approach required that indigenous African music be accorded space in the curriculum. This study explores challenges in mainstreaming indigenous African music in the curriculum of South African primary schools. It specifically focuses on the Intermediate Phase (grades 4-6). This study enlists a variety of appropriate qualitative methodologies, such as interviews carried out with a sample of educators and schools. It also analysed relevant DVDs of indigenous African music performances. It is envisaged that findings emanating from this study will be of value to music educators, music curriculum planners, education specialists, and other stakeholders. The dissemination methods will include publications of relevant teaching materials for classroom purposes, as well as generating research articles for scholarly discourse.
NRF

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TSENG, CHING-LING, and 曾欽鈴. "A Study on the Integration of Multimedia and Role-playing Drama Teaching into Music Curriculum in the Life Field of Primary School- Taking Orchestra "Carnival of Animals" in Grade Two as an Example." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/vzfmff.

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碩士
育達科技大學
資訊管理所
105
Life is influenced profoundly under the information technology practically in every aspect and so is the art of music. The content of the orchestra unit in music course is abstract to many students. Teachers make the use of multimedia teaching aids into teaching and let students involve learning with more diversity. The purpose of this study is to explore the effects of multimedia and role-playing on students' learning interest and learning achievement. A quasi-experimental research method was used to study the effects of multimedia and role-playing on the interest scale and music achievement scale of music course teaching.The research was conducted for four weeks on 58 2nd grade students from an elementary school in Miaoli County to investigate the effects of integrating multimedia into music teaching in an elementary school. In this study, the students were given those tests before and after teaching once a week. The data was collected and analyzed. It showed that there were significant differences between the experimental group and the control group of students, and the experimental group had better performance than the control group. However, the experimental groups’ learning interest and learning achievement is not relevant, so this study continues to discuss the music learning interest scale before and after the degree of measurement to do the correlation analysis. After using multimedia and role-playing into the teaching, the experimental groups’ interest is improved obviously. We also discuss the relevance of learning musical instrument and the music performance in the course. In this experiment, the students in the experimental group who had the experience of learning musical instruments showed that the analysis was relevant to music performance. The students in the control group who had the experience of learning musical instruments did not relate to music performance. Therefore, the "multimedia and role-playing into teaching" could be extended to students who had the experience of learning musical instruments.

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Dissertations / Theses on the topic 'Music appreciation – Study and teaching (Primary)'

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