Arts and Humanities Commons^™

Middle School Administrator And Instrumental Music Teacher Perceptions Of The Danielson Framework For Teaching Observation Tool, Kimberly Hunt Hirschmann

Doctoral Dissertations and Projects

Despite continuous efforts to develop teacher observation and evaluation frameworks, one-size-fits-all evaluation tools may not be adequate for an instrumental music classroom. Since implementing the Every Student Succeeds Act (ESSA) in 2015, teacher evaluation has shifted from a high-stakes accountability model to models focused on feedback and professional growth. One popular model is the Danielson Framework for Teaching (FFT), which is utilized across all disciplines, including music. The current study proposes to fill a gap in the literature regarding the utility of the FFT to contribute to teachers' professional growth. This transcendental phenomenological study examines the perceptions of middle school …

Implementing Composition/Theory Model Cornerstone Assessments In The Family Christian Academy Band Program, Matthew Alan Woolsey

Masters Theses

The purpose of this applied research study was to determine how Composition/Theory Model Cornerstone Assessments (MCAs) could be adapted for a church music arranging curriculum that utilized popular music pedagogy and Nashville Numbers for notating brass, woodwind, percussion, and/or bass guitar orchestral sweetening. Orchestral sweetening referred to the addition of riffs (short repeated musical figures or melodies), pads (sustained harmonies), and punctations (rhythmic and harmonic emphases of lyrics or chord changes) to an existing rhythm and vocal arrangement. While Composition/Theory MCAs had been pilot-tested for composition tasks, the MCAs had yet to be applied to an arranging context, particularly one …

Comprehensive Musicianship Through Performance: A Review Of Related Literature With Cmp Based Unit And Lesson Plans For Middle School Band, Timothy M. Pietrofere

Doctoral Dissertations and Projects

The concept of comprehensive musicianship has been discussed since the mid-sixties referring to the interdisciplinary study of music. Many directors focus solely on teaching performing skills such as rhythm and musical notation, limiting the student’s exposure to a well-rounded musical teaching experience. Comprehensive musicianship has shown an increase in student’s musical knowledge in history and enhanced musical theory skills, aural skills, performance skills and improvisation. Although there is significant research on high school bands and their implementation of comprehensive musicianship, there is limited research pertaining to the Comprehensive Musicianship through Performance (CMP) and the middle school band. This qualitative study …

Challenging The Norm: A Hybrid Philosophy Based On Praxial And Aesthetic Philosophies For Elementary Music Classrooms, John Shane Padgett

Doctoral Dissertations and Projects

Despite significant studies on the effectiveness of the primary music education philosophies, aesthetic and praxial, there is little research on the pragmatic application of a hybrid philosophy comprising elements of both philosophies. While both aesthetic and praxial philosophies demonstrate effective methods for fostering development and interest in music education, the exclusive application of one philosophy is not sufficient to develop the overall musician and foster future participation in music education. This study addressed the gap between the music education philosophies and offered effective exercises for elementary music education. A convergent mixed-methods study with a focus on ear training and composition …

Promoting Self-Regulated Learning And Intrinsic Motivation In The Middle School Choral Classroom Through E-Portfolio Assessment: A Qualitative Instrumental Case Study, Melissa Legge Mauck

Doctoral Dissertations and Projects

The purpose of this qualitative instrumental case study was to examine the perceptions and experiences of middle school students who exhibit self-regulated learning and intrinsic motivation as they utilize e-Portfolio assessment in chorus. The theoretical framework for this study was Deci and Ryan’s self-determination theory, which defines intrinsic and extrinsic sources of motivation with three psychological needs being met: competence, relatedness, and autonomy. Students who were engaged in various levels of a middle school choral program were selected as participants using purposeful sampling. Data were collected through field notes generated during individual interviews, observations, and focus group discussions with selected …

Use Of The Music Syllabus From The National Standards Curriculum Nsc, At The Lower Secondary Level, In Kingston And St. Andrew, Jamaica, Ornisea Williams Hird

Masters Theses

The Jamaican music education landscape has had a positive shift in the demand for music teachers who are educated to become classroom music teachers. Despite the growing need for trained music teachers to be placed in many high schools in Jamaica and the implementation of two curricula, there has been minimal study that assess how music teachers use the music syllabus from the National Standards Curriculum (NSC) in teaching and learning. The study joins a set of vibrant discussions on the development of music education in Jamaica and examines the use of the NSC at the lower secondary level (grades …

Effects Of Nonmusical Factors On Virginia High School Band Concert Performance Assessment Results, Larry Michael Seipp

Doctoral Dissertations and Projects

Nonmusical factors affect the Virginia Band and Orchestra Directors Association (VBODA) concert performances and subsequent assessment results; namely, school size, ethnicity, and socioeconomic status. A comparison of ratings given by individual trained evaluators demonstrates interrater reliability. A comparison of final ratings given at different assessment locations and times reflects the reliability of ratings. However, administrators and evaluators must consider nonmusical factors to report instrumental music performance results accurately. Predictor variables included SES, school size, and minority percentage. Outcome variables included overall band rating and band performance literature difficulty. Using an MLR design, the researcher compared data from the 2019 VBODA …

Teach Your Choir To Read Music, Bryan Cody Rante

Masters Theses

Teaching chorus presents many challenges to directors and one of the main challenges that directors face is teaching their students how to read music. Many students rely on rote teaching or aural repetition to learn music, and this can prevent students from becoming proficient musicians. Bryan Rante researched different ways to assess the choral group and simultaneously teach them how to read music proficiently. The curriculum used for this research was Andy Beck’s Sing at First Sight: Foundations in Choral Singing Level 1 & 2 to help students learn how to sight-sing and become confident in reading music. The curriculum …

How Students Information Literacy Skills Change Over Time: A Longitudinal Study, Veronica Wells

University Libraries Librarian and Staff Presentations

How do students’ information literacy skills change over the course of their undergraduate education? We assume or at least hope they will improve. But do they? And if so, by how much? At the University of the Pacific, we are using the SAILS (Standardized Assessment of Information Literacy Skills) Test to assess undergraduate students’ information literacy skills and to see how they have changed over time. The SAILS Test is a multiple-choice test that has been used by more than 200 universities across the world. According to their website, the SAILS Test can “determine how well your students can navigate …

The Big Picture: A Practical Model For The Meaningful Development, Implementation, Tracking, And Utilization Of Assessment In Your College Music Program, Kyle Gullings

Music Faculty Publications and Presentations

This paper discusses the development, implementation, tracking, and utilization of assessment practices by UT Tyler's Music Department.

The Framework For 21st Century Learning: A First-Rate Foundation For Music Education Assessment And Teacher Evaluation, Ashley Danielle Gilbert

Glenn Korff School of Music: Faculty Publications

Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet controversial policy, has emerged. Implemented at the state level, these standards focus heavily on the areas of English language arts and mathematics, subjects not traditionally incorporated to a great extent in music classrooms. In order for music to maintain a role as an essential subject in the school …

Muop 356/856: Intermediate/Advanced Opera Techniques—A Peer Review Of Teaching Project Benchmark Portfolio, Jamie M. Reimer

UNL Faculty Course Portfolios

I began the investigation of this course and subsequent course portfolio with the following objectives in mind:

1. To solidify and articulate the skills I intend students enrolled in this course to achieve by the end of the semester;
2. To think creatively about the presentation of course material to most effectively engage and empower students' success; and
3. To assess the effectiveness of the course activities in achieving course goals stated in the syllabus.

I am also excited to explore the options available for different methods of content delivery in this course, particularly the application of recorded performance for assessment. In the …

A Study Of K-12 Music Educators' Attitudes Toward Technology-Assisted Assessment Tools, Lance D. Nielsen

Glenn Korff School of Music: Dissertations, Theses, and Student Creative Work, and Performance

The purpose of this study was to examine K-12 music educators’ attitudes regarding the use of technology in the assessment of music learning. There is a considerable range of musical behaviors with different levels of complexity that can be assessed (Boyle & Radocy, 1987). A variety of software and web-based assessment tools are available for music educators. However, it is unclear how many teachers are taking advantage of incorporating these technological assessment tools into their instructional practice. This study provided current data about the demographics of teachers using technology to assess musical growth and the variables that might motivate a …