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- Genre: Art--Study and teaching (Higher)--United States.
- Genre: Art--Study and teaching--Study and teaching (Higher)
- Genre: Music--Instruction and study--Korea.
- Creators: Arizona State University
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
This qualitative research study was about art teachers’ perceptions and practices of cultural diversity and its implications for the U.S. The purpose of the study was to provide a rationale for the need for learning institutions to recognize the changing demographics and to respond to the potential educational implications of the new demographics as they prepare their art teachers to educate diverse student populations. The study involved six art teachers who teach in schools with students from diverse cultural backgrounds. To collect data, interviews with participants were transcribed and analyzed. Analysis of teacher interviews showed the importance of helping art teachers to obtain the skills, attitudes, dispositions and knowledge to work effectively with students from diverse cultural backgrounds. The richness of the descriptions obtained from the interviews provides insight into multicultural art education in schools. The results of this study might help art educators and policy makers understand the need for more awareness of multicultural education and its impact on teachers, parents, administrators and students. This study concludes with suggestions on art education, including the need to develop curriculum that are inclusive to multicultural students, especially Islamic from cultures. Art education programs in universities should produce teachers who are prepared for the cultural diversity in their classrooms. It is essential that teachers accept and implement changes in their communities, in their schools, and in their teaching in order to better serve students of culturally diverse backgrounds.
ContributorsMasrya, Mawadah (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Erickson, Mary (Committee member) / Arizona State University (Publisher)
Created2016
Description
We live in a world of rapidly changing technologies that bathe us in visual images and information, not only challenging us to find connections and make sense of what we are learning, but also allowing us to learn and to collaborate in new ways. Art educators are using one of these new technologies, virtual worlds, to create educational environments and curricula. This study looks at how post-secondary art educators are using Second Life in their undergraduate and graduate level curricula and what perceived benefits, challenges, and unique learning experiences they feel this new educational venue offers. This study uses qualitative and participant observation methodologies, including qualitative interviews, observations, and collection of generated works, to look at the practices of six art educators teaching university level undergraduate and graduate courses. Data are compared internally between the participants and externally by correlating to current research. Art education in Second Life includes many curricula activities and strategies often seen in face-to-face classes, including writing reflections, essays, and papers, creating presentations and Power Points, conducting research, and creating art. Challenges include expense, student frustration and anxiety issues, and the transience of Second Life sites. Among the unique learning experiences are increased opportunities for field trips, student collaboration, access to guest speakers, and the ability to set up experiences not practical or possible in the real world. The experiences of these six art educators can be used as a guide for art educators just beginning exploration of virtual world education and encouragement when looking for new ways to teach that may increase our students' understanding and knowledge and their access and connections to others.
ContributorsSchlegel, Deborah (Author) / Stokrocki, Mary (Thesis advisor) / Erickson, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2014