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The Impact Of Arranging Music For The Large Ensemble On The Teacher: A Phenomenological Exploration, James Teodor Lindroth

USF Tampa Graduate Theses and Dissertations

Abstract

The purpose of this study was to examine the phenomenon of what arranging music in the large instrumental ensemble music setting came to mean to the teachers doing the arranging. Four secondary music teachers (N=4) were asked to create a musical arrangement for one of their school ensembles. Over a period of seven weeks, participants rehearsed their arrangement with their students. This study was guided by research on creative identity, the self, and various identity theories from the field of the social sciences. Data were collected by way of in depth semi-constructed interviews, field observations, and journals; and were …

Preservice Teachers' Perceptions Of Their Perspective Transformations: A Case Study, Victoria Caruana

USF Tampa Graduate Theses and Dissertations

Utilizing a case study approach, this study explored the perspectives of preservice teachers as they relate to working with students with disabilities in inclusive classroom settings. Preservice teachers' perceptions about the extent, if any, their learning experiences during teacher preparation contributed to their perspectives was examined through a sequential exploratory design that employed both quantitative and qualitative data. The findings of this case study of six (6) elementary and secondary preservice teachers indicated that the experiences they had during their final student teaching (internship) were the most meaningful triggers of their perspective transformations. The findings further indicated that four (4) …

Transitioning From Student To Teacher In The Master-Apprentice Model Of Piano Pedagogy: An Exploratory Study Of Challenges, Solutions, Resources, Reflections, And Suggestions For The Future, Melissa Maccarelli Slawsky

USF Tampa Graduate Theses and Dissertations

While many music educators learn how to teach through teacher training programs, the standard mode of transmission in which piano teachers learn to teach applied piano is through proficiency of the instrument under the guidance of a master teacher. This tacit development of pedagogical knowledge occurs through the master-apprentice model of pedagogy. The purposes of this study were (a) to explore how piano teachers learn how to teach from, and independent of, piano pedagogy coursework, overcome challenges, and continue to add to their pedagogy knowledge, and (b) to explore topics that would be most useful in a piano pedagogy course …