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- Creators: School of Music
Description
The study compares the pretest and posttest results of three groups of second-grade students studying a phonics rule to determine the effect of using music as an instructional aid. For two groups in the study, the teachers used melodies to instruct students, while the third group was held to direct instruction with no music to use for assistance. The study groups were three second-grade classes at Ishikawa Elementary School, where I was serving as a student teacher. Parental consent was received for each of the students participating in the study. The duration of the study was one week. The first test group was given a familiar melody with new lyrics to reflect the content of the phonics rule "I before E except after C." The second test group was given a melody composed specifically to accompany the phonics rule and to reflect the appropriate phonics content. On the first day of the study, students were given a pretest; these scores were recorded and then compared to the posttest scores from the end of the week. The data that were collected compared groups as a whole through composite scores from pretest to posttest to determine most effective methodology. The groups that were instructed using music demonstrated greater growth and had higher posttest scores.
ContributorsFrazee, Madison Marie (Author) / Schildkret, David (Thesis director) / Stauffer, Sandy (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-12
Description
This thesis explores my experience in teaching a high school music class through composition. I detail pedagogical approaches that helped to shape my lesson planning including constructivism, informal learning, and project based learning. The music education theory is put into action in a real high school setting and I explain what happened: what worked, what didn't, and what can we learn from this?
ContributorsWhelihan, Brian Peter (Author) / Tobias, Evan (Thesis director) / Schildkret, David (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor)
Created2014-05
Description
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This thesis presents a new study “Fostering Student Autonomy in the Collegiate Woodwind Studio” which gathered pedagogical techniques that collegiate woodwind professors use to foster student autonomy in their woodwind studios. This study defines “student autonomy” as an end-goal of education, in which students are “self-monitoring, strategizing, and taking responsibility for and ownership of the learning process.” A survey of questions concerning student autonomy was emailed to each of the appointed woodwind studio professors at ASU. Their responses are presented and analyzed in this thesis. The author hypothesized that the professors would show some understanding of various methods that can achieve student autonomy, but the study results showed that the professors had much knowledge and specific examples on how to achieve student autonomy in their studios. All of the participants cited examples of using indirect teaching, peer-learning, student-selected repertoire with teacher guidance, student goal-setting, and practical autonomy in their woodwind studios to facilitate student autonomy. About half of the participants cited examples of using student-to-teacher rapport, technology-mediated feedback, and diversified autonomy in their studios to facilitate student autonomy. Student-selected repertoire was by far the most popular method through which to foster student autonomy. This study found that further research is needed to prove if there is indeed a positive correlation between students who compose music for their woodwind lessons and their level of autonomous learning.
ContributorsBurton, Charlotte Elizabeth (Author) / Spring, Robert (Thesis director) / Gardner, Joshua (Thesis director) / N/A, N/A (Committee member) / School of Music (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
This entire project looks at color guard from the perspective of a music educator and is meant to be a resource for other music educators, specifically, color guard instructors. Within the thesis project “A Guide to Coaching Color Guard” there are four sub-components.
The first is a historical research paper titled “The History and Evolution of Color Guard within Marching Band”. This paper defines what color guard is, identifies its origins, and outlines the major events that contributed to its development over time, leading up to what the sport and art of color guard has evolved into today.
The second component is a paper titled “Coaching Color Guard: My Experiences with Planning, Teaching, and Building a High School Color Guard Program”, which is a summarization of how a season of coaching color guard can be organized and examples of various learning opportunities a color guard coach could take advantage of during a season. Many education-specific teaching strategies are explained, such as the use of modeling, I do - we do - you do, whole-part-whole, scaffolding, sequencing from simple to complex, direct instruction vs. small groups, teaching to various learning styles (visual, auditory, kinesthetic), instructor/peer/group feedback, assessment, and opportunities for student contribution and creativity.
The third component is paper titled “Color Guard Coaching Resources”, which is made up of ten different documents that are examples or resources for color guard instructors. These resources are referenced in the second component of this project and include samples of flyers, audition scoring sheets, a student handbook, participation sheet, and written choreography as well as providing a list of other outside resources as well as a list of the video tutorials.
These video tutorials are the final component of this project. There are 44 tutorial videos broken up into five categories. Each video is a step-by-step teaching video demonstrating and articulating how to spin a color guard flag. The first category consists of 10 introductory videos, which discuss terms and concepts that are overarching in all of the tutorial videos. Then, there are 23 tutorials within the category titled ‘Basic Moves’. The next category of ‘Intermediate Moves’ consists of 5 teaching videos for moves that are more difficult to execute than the basic moves. The fourth category has 5 video tutorials for ‘Tosses’. The last category is called ‘Move Sequences’ and only has 1 video. This tutorial shows how some moves have similar rotation patterns and can easily be strung together to create a choreography sequence.
The first is a historical research paper titled “The History and Evolution of Color Guard within Marching Band”. This paper defines what color guard is, identifies its origins, and outlines the major events that contributed to its development over time, leading up to what the sport and art of color guard has evolved into today.
The second component is a paper titled “Coaching Color Guard: My Experiences with Planning, Teaching, and Building a High School Color Guard Program”, which is a summarization of how a season of coaching color guard can be organized and examples of various learning opportunities a color guard coach could take advantage of during a season. Many education-specific teaching strategies are explained, such as the use of modeling, I do - we do - you do, whole-part-whole, scaffolding, sequencing from simple to complex, direct instruction vs. small groups, teaching to various learning styles (visual, auditory, kinesthetic), instructor/peer/group feedback, assessment, and opportunities for student contribution and creativity.
The third component is paper titled “Color Guard Coaching Resources”, which is made up of ten different documents that are examples or resources for color guard instructors. These resources are referenced in the second component of this project and include samples of flyers, audition scoring sheets, a student handbook, participation sheet, and written choreography as well as providing a list of other outside resources as well as a list of the video tutorials.
These video tutorials are the final component of this project. There are 44 tutorial videos broken up into five categories. Each video is a step-by-step teaching video demonstrating and articulating how to spin a color guard flag. The first category consists of 10 introductory videos, which discuss terms and concepts that are overarching in all of the tutorial videos. Then, there are 23 tutorials within the category titled ‘Basic Moves’. The next category of ‘Intermediate Moves’ consists of 5 teaching videos for moves that are more difficult to execute than the basic moves. The fourth category has 5 video tutorials for ‘Tosses’. The last category is called ‘Move Sequences’ and only has 1 video. This tutorial shows how some moves have similar rotation patterns and can easily be strung together to create a choreography sequence.
ContributorsKnutson, Dakota Rae (Author) / Stauffer, Sandra (Thesis director) / Sullivan, Jill (Committee member) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The specific focus of the curriculum guide is to encourage inquiry and exploration of sustainability with middle school students. Children need to be explicitly taught how to analyze findings, how to work together, and teachers need to begin to lay the foundation of finding ideal solutions that best serve all people. The sooner that we introduce our students to these concepts in conjunction with science concepts the better prepared they will be to face the upcoming challenges and the better developed their scientific literacy.
ContributorsSibley, Amanda Marie (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Kurz, Terri (Committee member) / Barrett, The Honors College (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-05
Description
This project and research intended to address how to successfully run and teach a high school level Theatre I course. The research portion of the project focused on activities to use in the classroom, how to run a drama club and put on productions, and how to create a positive classroom environment where students feel comfortable creating art. The creation portion of the project focused on the things a teacher will need in the classroom: an introduction letter, vision statement, syllabus, and unit plans. The final product includes three unit plans: Introduction to Theatre I, Introduction to Acting, and Theatre and Social Change. The use of the materials in this thesis can help first-time Theatre teachers to become better prepared to run their classroom.
ContributorsKircher, Alyssa Elaine (Author) / Sterling, Pamela (Thesis director) / Whissen, Elaine (Committee member) / Saldana, Johnny (Committee member) / Barrett, The Honors College (Contributor) / School of Film, Dance and Theatre (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-05
Description
Continue to Teach is a project motivated by the alarming rates of teacher attrition in Arizona and across the United States. The product is in the form of a website that gives current and future teachers resources in attempts to support them. The goal of providing these virtual resources is to positively influence teachers to stay in the profession. Each of the subsections of the website were thoughtfully selected based on extensive consideration of the research literature of the factors driving teachers' decisions to remain or leave the profession. I was personally motivated to complete this project because I am studying and practicing to become a teacher. Completing this research and project has compelled me to learn a great amount about the challenges surrounding this profession, and has assisted me in determining what I can do to stay personally motivated while helping others continue to teach as well.
ContributorsMoore, Rachael Edda (Author) / Panneton, Teresa (Thesis director) / Carman-Smith, Aaron (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
DescriptionDisability Resource and Counseling centers were interviewed across universities and high schools regarding how they accommodate twice exceptional students in giftedness and emotional behavioral disorders. This study highlights the services available to 2e students and provides effective accommodations and support solutions.
ContributorsGraham, Abigail Rose (Author) / Cocchiarella, Martha (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The principles of transformational play challenge the assumption that learning and "real life" are inherently separate spheres, and instead, intimately connect the two spheres by integrating the often separate treatment of person, content, and context. By positioning person, content, and context in a way that traditional learning environments cannot, transformational play puts students in the role of active protagonists in their own learning and positions them to use their growing knowledge to make authentic choices that can affect problems they face in reality and thereby transform: the circumstances of their lives, the way they understand knowledge as a functional asset, and the way they see themselves as agents with the ability to act and create change. This can be especially empowering to students who have thus far been facing a feeling of hopelessness or powerlessness in their lives. Teachers can apply the concepts behind transformational play throughout the learning process to improve the consequentiality of students' learning experiences.
ContributorsCurtis, Camryn (Author) / Barab, Sasha (Thesis director) / Arici, Anna (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12