Literaturnachweis - Detailanzeige
Autor/in | Abril, Carlos R. |
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Titel | Learning Outcomes of Two Approaches to Multicultural Music Education |
Quelle | In: International Journal of Music Education, 24 (2006) 1, S.30-42 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0255-7614 |
DOI | 10.1177/0255761406063103 |
Schlagwörter | Music Education; Grade 5; Teaching Methods; Outcomes of Education; Multicultural Education; Sociocultural Patterns; Writing (Composition); Cues; Measures (Individuals); Skill Development; Student Attitudes |
Abstract | The 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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |