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AutorAbril, Carlos R.
TitelLearning Outcomes of Two Approaches to Multicultural Music Education
QuelleIn: International Journal of Music Education, 24 (2006) 1, S.30-42 (13 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0255-7614
DOI10.1177/0255761406063103
SchlagwörterMusic Education; Grade 5; Teaching Methods; Outcomes of Education; Multicultural Education; Sociocultural Patterns; Writing (Composition); Cues; Measures (Individuals); Skill Development; Student Attitudes
AbstractThe purpose of this study was to examine the effect of multicultural music instruction on classroom learning outcomes. Fifth-grade children (10-11 years of age; N = 170) from four schools were randomly assigned to one of two instructional treatments: music concept and sociocultural context. The former approach used formal elements of music as a framework for learning; the latter contextualized music as a sociocultural phenomenon. At the conclusion of the 7-week unit, students responded to two writing prompts designed to measure newly acquired knowledge, understanding, and skill. These responses were analyzed to: (1) determine the nature of described learning; (2) compare responses between groups; and (3) test for differences between groups. Instructional approach was found to have a significant effect on children's descriptions of acquired knowledge, yet did not affect their perceptions of music skill acquisition. Interactive dialogues surrounding sociocultural or musical concepts resulted in a greater number of students articulating their knowledge about these respective topics. (Contains 1 table.) (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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