Matching Items (71)
ContributorsSchmidt, Margaret (Director) / ASU Library. Music Library (Publisher)
Created2014-12-06
Description
The goal of this project is to create a lesson book to guide teachers and beginner students through the first six months of teaching and learning and to create a strong base of knowledge the student can draw upon throughout their time playing the harp. This lesson book is organized in three distinct sections: Level 1, Level 2, and Level 3. The sections were named to levels to more accurately describe the difficulty of the exercises and content. The lessons are designed to occur once a week so that each section may take two months to complete for a total of six months. The timing of the lessons are ultimately up to the teacher and student, however, as some may need more time while others can progress faster. The lessons are planned to last about 30 minutes, as longer would be difficult for the young student to sit still and pay attention, although the length of the lesson is also up to the teacher and the student. Attached to the lessons are links to the pieces so that the teacher and student may hear how the piece sounds before playing it.
ContributorsMcAllister, Jacquelyn (Author) / Stauffer, Sandra (Thesis director) / Glasser, Scott (Committee member) / Barrett, The Honors College (Contributor) / School of Music, Dance and Theatre (Contributor) / Edson College of Nursing and Health Innovation (Contributor)
Created2023-12
Description
This study examined directors’, master teachers’, graduate and undergraduate
String Project teachers’ perspectives of the skills and behaviors important for teaching strings. Participants were from the 40 String Projects listed on the National String Project Consortium website, including String Project directors (n = 16), master teachers (n = 7), graduate (n = 6) and undergraduate string teachers (n = 46) involved in String Projects across the United States. Participants ranged in age from 18 to 72 years old.
The survey for this study was based on Teachout’s 1997 survey pertaining to teachers’ skills and behaviors in three categories: teaching, personal, musical. A cover letter containing a link to the electronic survey was sent to directors and master teachers for the 40 String Projects, requesting their participation and the participation of their string teachers. Seventy-five participants from 19 String Projects completed the survey.
Means and standard deviations were calculated for each item for each of the four participant groups. Overall means for each category of skills and behaviors were calculated followed by a one-way Multivariate Analysis of Variance (MANOVA) to determine which of the three categories the teachers and directors believed most important. Three one-way MANOVAs were used to analyze participants’ perspectives for three broad categories of skills and behaviors (personal, teaching, and musical) across the four participant groups. No significant differences were found across all three MANOVA analyses. Additionally, descriptive statistics were used to determine the rankings of importance for the four participant groups on 40 survey items.
Results showed that participants in all four groups believed that personal skills and behaviors were more important than teaching and musical skills and behaviors.
Also conducted were Pearson Product-Moment Correlations, which analyses revealed a strong positive relationship between the ranked perceptions of musical and teaching skills and behaviors (r = .78, p = .00), between musical and personal skills and behaviors (r = .65, p = .00), and between personal and teaching skills and behaviors (r = .84, p = .00). Strong positive correlations were found between the three categories. Recommendations for research and practice were given.
String Project teachers’ perspectives of the skills and behaviors important for teaching strings. Participants were from the 40 String Projects listed on the National String Project Consortium website, including String Project directors (n = 16), master teachers (n = 7), graduate (n = 6) and undergraduate string teachers (n = 46) involved in String Projects across the United States. Participants ranged in age from 18 to 72 years old.
The survey for this study was based on Teachout’s 1997 survey pertaining to teachers’ skills and behaviors in three categories: teaching, personal, musical. A cover letter containing a link to the electronic survey was sent to directors and master teachers for the 40 String Projects, requesting their participation and the participation of their string teachers. Seventy-five participants from 19 String Projects completed the survey.
Means and standard deviations were calculated for each item for each of the four participant groups. Overall means for each category of skills and behaviors were calculated followed by a one-way Multivariate Analysis of Variance (MANOVA) to determine which of the three categories the teachers and directors believed most important. Three one-way MANOVAs were used to analyze participants’ perspectives for three broad categories of skills and behaviors (personal, teaching, and musical) across the four participant groups. No significant differences were found across all three MANOVA analyses. Additionally, descriptive statistics were used to determine the rankings of importance for the four participant groups on 40 survey items.
Results showed that participants in all four groups believed that personal skills and behaviors were more important than teaching and musical skills and behaviors.
Also conducted were Pearson Product-Moment Correlations, which analyses revealed a strong positive relationship between the ranked perceptions of musical and teaching skills and behaviors (r = .78, p = .00), between musical and personal skills and behaviors (r = .65, p = .00), and between personal and teaching skills and behaviors (r = .84, p = .00). Strong positive correlations were found between the three categories. Recommendations for research and practice were given.
ContributorsAlsayegh, Yousef A (Author) / Schmidt, Margaret (Thesis advisor) / Sullivan, Jill (Thesis advisor) / Stauffer, Sandy (Committee member) / Arizona State University (Publisher)
Created2019
Description
This document examines the many ways in which the arts can benefit rural areas. It aims to illuminate potential opportunities found in rural areas for all types of artists, and discusses important points on building arts programs, organizations, and events in these areas. Having a strong arts presence can positively impact the economy, education system, community and well-being in rural areas. The arts help to strengthen community identity, provide exposure to new artistic experiences while preserving local culture, create a more resilient economy, strengthen the education system, and provide a creative outlet for community members. Musicians visiting a rural community have access to a unique and fulfilling opportunity to create, advocate, share and learn. Creating short and long term arts programs and organizations within these communities is an important way of guaranteeing a more sustainable presence of the arts. This document outlines rural areas and their typical characteristics, discusses the impact the arts can have on the rural economy, education system, and well being of the community and its individuals, and explores the many opportunities and experiences available to visiting artists and musicians in rural areas. It also discusses key issues and approaches when creating arts programs, events, and organizations in rural areas. Interviews with rural residents, artists and musicians, and arts advocates, along with the author’s personal experiences and observations provide unique insight into arts advocacy in rural areas, and why it is important.
ContributorsOff, Sarah Nicole (Author) / Jiang, Danwen (Thesis advisor) / Schmidt, Margaret (Thesis advisor) / Rockmaker, Jody (Committee member) / Campbell, Andrew (Committee member) / Arizona State University (Publisher)
Created2017
Description
This study examined the forty-five year history of a rural band program in Coolidge, Arizona from 1935–1980. Research questions included investigation into the band’s place in the diverse populations with whom they interacted, the stakeholders, and support from the community. Circumstances of the creation of the town, the high school and band, the stakeholders involved in those processes, the ensembles (including learning and teaching), and outside influences such as national level music policies, ecological, and socio-political events were a necessary part of the study. High school yearbooks, student-written newspapers, and local newspapers were consulted for the bulk of the primary-source data. Other sources were also used to corroborate biographical information about band directors, administrators, and influencers outside of Coolidge High School. The most significant finding was that over the forty-five years investigated, the unwavering community support sustained a strong music program in the rural town, even though teacher turnover was high. Publicly demonstrating learning and teaching, the Coolidge High School Band program engaged the local community with numerous performances, drew positive attention from state-level community, and was recognized outside of Arizona at least once regionally. The local community demonstrated tremendous support for the band program over the years, including constant communication in the newspapers, attendance at performances, providing of scholarships, and approval of various bond elections to improve facilities that would be used by the band. More research is recommended on rural music programs and community engagement.
ContributorsAnderson, Roger E. (Author) / Sullivan, Jill (Thesis advisor) / Schmidt, Margaret (Committee member) / Stauffer, Sandra (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of this sequential explanatory mixed-methods study was to explore Chinese music teachers' concerns that arise from classroom practice in their first six years of teaching using the three-stage model of teacher concerns development proposed by Fuller and Bown (1975). Research questions focused on teachers' concerns, concerns patterns, the shift of concerns patterns, and influences associated with concerns shifts. This study started with quantitative data collection using a survey based on Campbell and Thompson's (2007) Teacher Concerns Checklist to collect data from Chinese beginning music teachers working in Zhejiang Province (N = 316). The qualitative data were generated from semi-structured individual interviews with 12 participants purposefully selected from survey participants. The quantitative and qualitative results revealed that Chinese beginning music teachers' self, task, and student impact concerns exist and progress simultaneously. Their self and task concerns decreased as their teaching experience increased. These beginning music teachers' student impact concerns remained relatively unchanged at a high level in their first six years of teaching. Qualitative data revealed a new potential category of concerns: work environment concerns, including supportive school policies and interpersonal relationships in the workplace. Qualitative data also suggested that teachers' self concerns and student impact concerns may consist of two levels. Self concerns included self-survival concerns and self-improvement concerns, and student impact concerns included awareness of student impact concerns and having ideas for dealing with these concerns. The results of this study showed that some of the teachers' concerns were context-specific. These kinds of concerns may have been influenced by factors other than years of teaching experience, such as teaching circumstances, cultural context, and the teacher evaluation system, which also seemed to influence teachers' particular concerns. Based on these findings, a new model of the progression of teacher concerns was proposed. The findings of this study provide information for teacher educators, mentors, and school administrators to develop professional development programs and school policies that may help beginning music teachers relieve their anxieties and prepare them to be successful in the early years of teaching.
ContributorsLe, Xinyue (Author) / Schmidt, Margaret (Thesis advisor) / Stauffer, Sandra (Thesis advisor) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2021
Description
Performing arts programs in Arizona high schools have been facing significant budget cuts in recent years. It has been established that high school students who are involved in extracurricular programs perform better in school than their uninvolved peers, thus allowing them to succeed at a higher rate in four-year universities (Fredricks, 2012). This study aims to determine how involvement in Arizona high school performing arts programs can impact a student’s academic success at a four-year institution. Data will be collected through a survey with questions related to current college students’ involvement in performing arts in high school as well as their academic success at their respective 4-year institutions. It is expected that there will be a correlation found in the data between high achieving students and the skills that being involved in performing arts programs in high school provide. With this correlation in mind, the research will provide necessary tools for principals and superintendents to argue that performing arts programs add incredible value to students’ lives during and beyond their high school years.
ContributorsOwens, Alyssa (Author) / Kappes, Janelle (Thesis director) / Stauffer, Sandra (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Department of Management and Entrepreneurship (Contributor)
Created2022-05
Description
The purpose of this research was to examine the lived experiences of music teachers during the advent and fallout of the COVID-19 pandemic. I interviewed eight music teachers who taught music in Arizona during 2020 and 2021, then coded their responses to find common themes and understandings among participants. The coded themes were communication, preparation, mode complexities, and what endures. The essence of teaching music during the advent and fallout of COVID-19 was that teaching during the pandemic was like a magnifying glass on the issues and stresses music teachers experienced before COVID-19 forced emergency lockdowns and transitions in instructional modes for these educators. I recommend that pre-service music teachers engage with their communities, that local administrators better support the needs of their teachers during their first years of teaching, and that music teaching training institutions consider initiating mentoring programs for their newly in-service music teachers to help them through their first years of teaching.
ContributorsCowan, Corbin (Author) / Stauffer, Sandra (Thesis director) / Hoover, Theresa (Committee member) / Barrett, The Honors College (Contributor) / School of Music, Dance and Theatre (Contributor)
Created2023-12
Description
Concert band classes have been part of the schooling landscape in Canada and the United States since the early 1900’s. Nevertheless, the context in which concert band classes have been offered recently has undergone a dramatic change. Typically, concert band classes have been offered as an elective course in schools, but more recently, concert band classes in some school settings have been required, especially at the beginning level. Because of the required band class context, it can no longer be assumed students in such band classes have the same music making goals exhibited by earlier generations of students. Persistence, resilience, engagement and musical self-efficacy have been affected when choice was no longer afforded. This study was conducted to examine how goal setting strategies influenced student persistence, resilience, engagement, and musical self-efficacy within a required beginning concert band class. Framed by Bandura’s Self-Efficacy Theory, Bronfenbrenner’s Ecological Systems Theory, and Tinto’s research on persistence, a goal setting intervention was devised and offered to students taking a required grade 6 beginning band classes at an independent school in Ontario. Using a concurrent mixed method framework, quantitative and qualitative data were collected. Results from the quantitative data indicated no changes in the outcome measures. By comparison, qualitative data indicated persistence, resilience, engagement, and musical self-efficacy were influenced when using the goal setting tools. From students’ perspectives, musical self-efficacy and personal self-efficacy were realized through grade attainment, music notation fluency, rhythmic accuracy goals established on students’ weekly goal charts, and goal setting mind maps. Persistence and resilience were influenced as students overcame physical challenges through scaffolding their practice efforts by creating individualized practice regimens. Engagement was influenced through the goal setting intervention as students set goals such as performing for others—be it peers, family, or their teachers. In terms of future research and practice, cycles of action research would include expanding the goal setting intervention to include creating differentiated music making experiences alongside the traditional concert band genre, based upon principles drawn from a community music making contexts—specifically those involving collaborative music making like those experienced in Samba band ensembles. Recommendations for such experiences were shared.
ContributorsMantie, Angela (Author) / Buss, Ray (Thesis advisor) / Schmidt, Margaret (Committee member) / Brewer, Wesley (Committee member) / Arizona State University (Publisher)
Created2019