The beginning string class : exemplary curricular content and processes in selected Indiana middle/junior high schools

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Authors
Townsend, Karen C.
Advisor
Vincent, Marilyn
Issue Date
1998
Keyword
Degree
Thesis (D.A.)
Department
School of Music
Other Identifiers
Abstract

The purpose of this study was to contribute research literature for readers interested in the exemplary curricular content and processes found in the beginning string classes of selected Indiana middle/junior high schools. Roots for this descriptive study were: (1) principles of Discipline-Based Music Education (DBME), (2) related literature written by expert music education theorists, (3) research data contributed by general education theorists, (4) data gathered from the business world supporting quality endeavors and (5) views of randomly- selected Indiana string education practitioners regarding their frequencies-of-use of the DBME components (in the Indiana 1994 Music Curriculum Guide) to guide students in attaining the eighteen proficiencies ( in the Indiana 1987 Music Curriculum Guide).The sample for the study consisted of sixty Indiana teachers of beginning middle/junior high school string classes (grades five through eight). Thirty-nine educators responded to the survey. The writer developed an original questionnaire to find which curriculum guide(s) the teachers had and how frequently they used the DBME components-criticism, history, aesthetics and production-to guide their students to attain the eighteen proficiencies listed in the 1987 Indiana curriculum guide.Circumstances proved favorable for the writer to formally visit and observe eight teachers working with classes at their schools. Qualitative observations controlled by three objective documents provided criteria to describe the processes apparent during the visits.This study indicated the following favored perspectives for teaching the eighteen proficiencies-in order: production, criticism, aesthetics and history. An in-service to describe the purpose and extensions of the plan might ease any apprehension of this new framework for teaching music as a core subject. The data suggested that fifty-four percent of the sample may be using the components of the DBME paradigm.Proficiency guidance was noted as lacking in attention regarding horizontal and vertical form, instrumental family sounds, basic interpretive skills, improvisation, composing and arranging, conducting, evaluation and developing an understanding of the role of music as an avocation and career. Perhaps, an approach stimulated by the framework of DBME will allow a stretch into these proficiencies and ignite new understandings.