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- All Subjects: Music
- Genre: Music--Instruction and study--Korea.
- Genre: Music--Social aspects--Brazil--Salvador.
- Resource Type: Text
Description
The purpose of this study was to examine the effects of an after-school music program on music underachievers' musical achievement, social development and self-esteem. A true-experimental pretest-posttest design was used and included 14 hours of treatment time. The subjects (N = 66), fifth-grade students were randomly selected from the lowest quartile of scores on Colwell's Music Achievement Test (MAT), which was administered to all fifth-grade students (N = 494) in three Korean elementary schools. The treatment group (n =33) experienced a movement-based after-school music program (MAMP); the control group (n = 33) did not receive the after-school music program. Measurements included sections of Colwell's Music Achievement Test (MAT), Kim's Social Development Scale (SDS), and Hare's Self-Esteem Scale (HSS). The researcher and music teachers of each school administered all measurements. Fourteen treatment lessons occurred over fourteen weeks. One-way analyses of covariance tests were used to test for post-test differences between groups. A significant difference was found in music achievement total scores of the MAT with the treatment group scoring higher scores than the control group. There were no significant differences for interval and meter discrimination tests of MAT. There were no significant differences between treatment and control groups in the post-test scores of the Social Development Scale (SDS) and the Self-Esteem Scale (HSS). However, for both tests, mean scores increased for the treatment group and decreased for the control group. Results from this study suggest that a movement-based after-school music program promotes music underachievers' musical growth and may also support music underachievers' social development and self-esteem.
ContributorsYun, Gwan Ki (Author) / Stauffer, Sandra L (Thesis advisor) / Bush, Jeffrey B (Committee member) / Schmidt, Margaret T (Committee member) / Sullivan, Jill M (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
Description
Geography, and the social sciences more broadly, have long operated within what is arguably a paradigm of the visual. Expanding the reach of geographical consideration into the realm of the aural, though in no way leaving behind the visual, opens the discipline to new areas of human and cultural geography invisible in ocular-centric approaches. At its broadest level, my argument in this dissertation is that music can no longer be simply an object of geographical research. Re-conceptualized and re-theorized in a geographical context to take into account its very real, active, and more-than-representational presence in social life, music provides actual routes to geographic knowledge of the world. I start by constructing a theoretical framework and methodological approach for studying music beyond representation. Based on these theoretical and methodological arguments, I present four narratives that unfold at the intersections of race and music in the northeast Brazilian city of Salvador. From the favelas of Rio de Janeiro to the troubled neighborhood of the Pelourinho, from the manic tempos of samba to the laid back grooves of samba-reggae, and in the year-round competition between the oppressive forces of ordinary time and the fleeting possibility of carnival, music emerges as a creative societal force with affects and effects far beyond the realm of representation. Together, these narratives exemplify the importance of expanding geographical considerations beyond a strictly visual framework. These narratives contribute to the musicalization of the discipline of geography.
ContributorsFinn, John C (Author) / McHugh, Kevin (Thesis advisor) / Lukinbeal, Christopher (Committee member) / Bolin, Bob (Committee member) / Price, Patricia (Committee member) / Arizona State University (Publisher)
Created2011