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- Genre: Art--Study and teaching--Technological innovations.
- Genre: Music--Performance.
- Creators: Arizona State University
Description
The purpose of this study was to investigate the attitudes of high band directors in the United States toward solo and ensemble activities. Independent variables such as teaching experience, level of education, MENC region in which directors taught, personal solo and ensemble activity experience, teaching assignment, and director-centered external factors (supplemental contracts, teaching evaluations, program awards) were used to investigate potential differences in attitudinal responses. Subjects were high school band directors (N = 557) chosen through a stratified random sample by state. Participation in the study included completing an online researcher-designed questionnaire that gathered demographic information as well as information regarding directors' attitudes towards benefits from student participation in solo and ensemble activities, the importance of such activities to directors, and attitudes towards student participation in local, regional, and state solo and ensemble festivals and contests. One-way analyses of variance and two-way multivariate analyses of variance were conducted to investigate potential differences in responses according to various independent variables. Significant differences were found in responses to statements of the importance of solo and ensemble to directors and of solo and ensemble festivals and contests according to region, solo and ensemble experience, and director-centered external factors. No significant differences were found for statements of director's attitudes toward benefits of student participation in solo and ensemble activities according to any independent variables. Results indicate that directors understand and believe strongly in the benefits of solo and ensemble activities to students, but factors such as time, job demands, band program expectations, and festival and contest adjudication, format, and timing may hinder directors' inclusion of solo and ensemble activities as an integral part of their program. Further research is suggested to investigate directors' attitudes within individual states as well as ways to integrate solo and ensemble activities into daily band rehearsals.
ContributorsMeyers, Brian D (Author) / Sullivan, Jill (Thesis advisor) / Busg, Jeffrey (Committee member) / Schmidt, Margaret (Committee member) / Stauffer, Sandra (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
Description
The present study explored the use of augmented reality (AR) technology to support cognitive modeling in an art-based learning environment. The AR application used in this study made visible the thought processes and observational techniques of art experts for the learning benefit of novices through digital annotations, overlays, and side-by-side comparisons that when viewed on mobile device appear directly on works of art.
Using a 2 x 3 factorial design, this study compared learner outcomes and motivation across technologies (audio-only, video, AR) and groupings (individuals, dyads) with 182 undergraduate and graduate students who were self-identified art novices. Learner outcomes were measured by post-activity spoken responses to a painting reproduction with the pre-activity response as a moderating variable. Motivation was measured by the sum score of a reduced version of the Instructional Materials Motivational Survey (IMMS), accounting for attention, relevance, confidence, and satisfaction, with total time spent in learning activity as the moderating variable. Information on participant demographics, technology usage, and art experience was also collected.
Participants were randomly assigned to one of six conditions that differed by technology and grouping before completing a learning activity where they viewed four high-resolution, printed-to-scale painting reproductions in a gallery-like setting while listening to audio-recorded conversations of two experts discussing the actual paintings. All participants listened to expert conversations but the video and AR conditions received visual supports via mobile device.
Though no main effects were found for technology or groupings, findings did include statistically significant higher learner outcomes in the elements of design subscale (characteristics most represented by the visual supports of the AR application) than the audio-only conditions. When participants saw digital representations of line, shape, and color directly on the paintings, they were more likely to identify those same features in the post-activity painting. Seeing what the experts see, in a situated environment, resulted in evidence that participants began to view paintings in a manner similar to the experts. This is evidence of the value of the temporal and spatial contiguity afforded by AR in cognitive modeling learning environments.
Using a 2 x 3 factorial design, this study compared learner outcomes and motivation across technologies (audio-only, video, AR) and groupings (individuals, dyads) with 182 undergraduate and graduate students who were self-identified art novices. Learner outcomes were measured by post-activity spoken responses to a painting reproduction with the pre-activity response as a moderating variable. Motivation was measured by the sum score of a reduced version of the Instructional Materials Motivational Survey (IMMS), accounting for attention, relevance, confidence, and satisfaction, with total time spent in learning activity as the moderating variable. Information on participant demographics, technology usage, and art experience was also collected.
Participants were randomly assigned to one of six conditions that differed by technology and grouping before completing a learning activity where they viewed four high-resolution, printed-to-scale painting reproductions in a gallery-like setting while listening to audio-recorded conversations of two experts discussing the actual paintings. All participants listened to expert conversations but the video and AR conditions received visual supports via mobile device.
Though no main effects were found for technology or groupings, findings did include statistically significant higher learner outcomes in the elements of design subscale (characteristics most represented by the visual supports of the AR application) than the audio-only conditions. When participants saw digital representations of line, shape, and color directly on the paintings, they were more likely to identify those same features in the post-activity painting. Seeing what the experts see, in a situated environment, resulted in evidence that participants began to view paintings in a manner similar to the experts. This is evidence of the value of the temporal and spatial contiguity afforded by AR in cognitive modeling learning environments.
ContributorsShapera, Daniel Michael (Author) / Atkinson, Robert K (Thesis advisor) / Nelson, Brian C (Committee member) / Erickson, Mary (Committee member) / Arizona State University (Publisher)
Created2016