The Effect of Differentiated Musical Parts on the On-task Behavior, Classroom Performance Time, and Attitude of Students in an Inclusive Urban Middle School Band Class PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effect of Differentiated Musical Parts on the On-task Behavior, Classroom Performance Time, and Attitude of Students in an Inclusive Urban Middle School Band Class PDF full book. Access full book title The Effect of Differentiated Musical Parts on the On-task Behavior, Classroom Performance Time, and Attitude of Students in an Inclusive Urban Middle School Band Class by David Alan Perry. Download full books in PDF and EPUB format.
Author: David Alan Perry Publisher: ISBN: Category : Languages : en Pages : 194
Book Description
Abstract: The purpose of the study was to determine the effect of differentiated music on classroom behaviors and attitudes of middle school band members. Special, differentiated music, was written to find out if the level of class participation (students on task) would increase with its use. The differentiated music consisted of three parts from which each player could choose; a simple two note harmony, melody, and an advanced counterpoint. Sixth, seventh, and eighth grade band classes were included in the study. A series of eight class sessions, fifteen minutes in length from each grade, were videotaped over a period of four weeks on successive Tuesdays and Thursdays. Baseline and treatment sessions were established with the baseline consisting of the use of typical band method material, and the treatment including the use of differentiated music. Each grade level ran a different length of baseline and treatment time periods. Data were collected to measure the percent of students on task for baseline and treatment for each grade level. Other areas evaluated included the amount of class time spent playing, teaching, and dealing with discipline and interruptions. Teacher comments were measured, as was survey information from the students regarding their enjoyment levels and self assessment. The use of the differentiated music did not show an increase in the number of students participating as had been expected. Rather the discipline of the students became the prominent issue. Correlations showed that as negative behaviors increased, attitude toward the class and personal achievement decreased. Future research in this area should be done in a setting and through instruction where student attention and relatively good discipline is maintained. If the classroom discipline problem area could be reduced or eliminated, comparison of differentiated music versus other types of materials might yield different results.
Author: David Alan Perry Publisher: ISBN: Category : Languages : en Pages : 194
Book Description
Abstract: The purpose of the study was to determine the effect of differentiated music on classroom behaviors and attitudes of middle school band members. Special, differentiated music, was written to find out if the level of class participation (students on task) would increase with its use. The differentiated music consisted of three parts from which each player could choose; a simple two note harmony, melody, and an advanced counterpoint. Sixth, seventh, and eighth grade band classes were included in the study. A series of eight class sessions, fifteen minutes in length from each grade, were videotaped over a period of four weeks on successive Tuesdays and Thursdays. Baseline and treatment sessions were established with the baseline consisting of the use of typical band method material, and the treatment including the use of differentiated music. Each grade level ran a different length of baseline and treatment time periods. Data were collected to measure the percent of students on task for baseline and treatment for each grade level. Other areas evaluated included the amount of class time spent playing, teaching, and dealing with discipline and interruptions. Teacher comments were measured, as was survey information from the students regarding their enjoyment levels and self assessment. The use of the differentiated music did not show an increase in the number of students participating as had been expected. Rather the discipline of the students became the prominent issue. Correlations showed that as negative behaviors increased, attitude toward the class and personal achievement decreased. Future research in this area should be done in a setting and through instruction where student attention and relatively good discipline is maintained. If the classroom discipline problem area could be reduced or eliminated, comparison of differentiated music versus other types of materials might yield different results.
Author: Linda A. Castile Publisher: ISBN: Category : Children with disabilities Languages : en Pages : 92
Book Description
Middle School math students performed their typical daily math classwork with and auditory environment of either teacher chosen music, student chosen music played through individual headphones, or silence. One day each week during a six week summer session was dedicated to each of the three listening options. On the additional two days, students were free to work with headphones or in the normal classroom noise level, according to school and classroom rules. The students were attending a segregated school for students with learning differences. Their on task behavior was observed and recorded three times during each class period. Teacher selected music consisted of a mix of classical music and world music genres. Students were found to be more focused on their work when music was being played as compared to a silent environment. Key words: music, focus, special education, attention, distraction.
Author: Crystel N. Naja Publisher: ISBN: Category : Music, Influence of Languages : en Pages : 246
Book Description
The purpose of this study is to evaluate the effectiveness of using background music on the concentration and on-task behavior of students with special needs during independent class assignments. A multiple case study approach is used to gather the data for 8 participants having different cases yet all diagnosed having problems with their concentration and attention span. Four instruments are used to collect data from different resources which are student's files and documents, parent questionnaire, student observation checklist, and student interview. Baseline data is collected for 3 consecutive weeks without music followed by an intervention period of another 3 consecutive weeks where music is played in the background. During the time students are working independently, the researcher filled the behavior charts for every student examining the amount of off-task behavior per minute and the behavior manifested when the student stops working. Results demonstrate that the introduction of music in the background has different effects on the off-task behavior of students. Six out of the eight students have a decrease in their off-task behavior during the administration of music, and two students have a negligible to minor increase in their off-task behavior during the administration of music. In general, the intervention shows that the use of music has positive implications for assignment completion rate.
Author: Neal Yancey Smith Publisher: ISBN: Category : Bands (Music) Languages : en Pages : 121
Book Description
This study sought to examine the effect of playing songs by ear on the musical performance of middle school instrumental music students in order to clarify the efficacy of non-traditional methods of instrumental music instruction. Subjects were students in grades six through eight (N=114) in three schools. Classes were designated as control and experimental groups and two experienced instrumental music teachers delivered instruction to classes in both groups. Portions of the Music Aptitude Profile (MAP) and the pretest version of the Instrumental Performance Test (IPT), designed by the researcher, were administered to students prior to the study. The IPT included subtests for music reading, aural response, and ear-tune performance. During a twelve-week treatment period students in both groups learned a repertoire of common folk songs. Students in experimental group learned songs by singing and echoing them following a teacher model and then were introduced to the musical notation. Students in the control group were given the musical notation for the songs from the outset and were asked to perform and sing the songs after studying the notation. A posttest version of the IPT was administered after the treatment period. Three expert judges evaluated student performances in the areas of pitch, rhythm, and expression using a criteria-specific rating scale. A series two-way ANCOVAs using group and aptitude as independent variables and corresponding pretest scores as covariates were conducted on each subtest of the IPT. Though trends in the data could be identified none proved to be statistically significant. Based on the results of the study it was not possible to conclude that the experimental treatment had an effect on the performance of middle school band students. However, it could also be noted that learning to perform songs by ear did not significantly hinder students' ability to perform music using notation. As a result of the study, several conclusions about the nature and design of future research could be made.
Author: Sandra L. Christenson Publisher: Springer Science & Business Media ISBN: 1461420172 Category : Psychology Languages : en Pages : 839
Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author: Kerri Anne Quinlan-Zhou Publisher: ISBN: Category : Eighth grade (Education) Languages : en Pages : 193
Book Description
During the past decade urban American schools saw a decline in music programs due to value-based decisions favoring investment in subjects with high stakes testing. At the same time advances in neuroscience research point to a link between playing a musical instrument and increased literacy skills. The purpose of this case study was to understand how playing a musical instrument for five consecutive years relates to measures of literacy achievement for urban middle school students. Furthermore, how the perceptions and beliefs of educators about this relationship affect their value-based decisions was explored. The findings indicate that in seven out of eight independent t-tests of eighth grade scores from the 2014 English Language Arts MCAS exam, a statistically significant difference was found suggesting that instrumental students outscore their non-instrumental peers. Focus groups of administrators, music educators and English Language Arts educators were conducted separately and findings yielded nine major themes relating to educators' perceptions, beliefs and values. They indicate that educators have a belief system that is built on personal experiences and research. Across all three focus groups the belief was expressed that students who study a musical instrument have higher achievement on measures of literacy. This belief paired with the parallel belief that band builds skills for success, guided educators to advocate for decisions that allocate resources to increase opportunity for instrumental instruction in the studied district. Recommendations for practice include increasing opportunity for sequential instrumental instruction in urban public schools and convening small discussion groups of educators, parents or other to discuss perceptions, beliefs and values..
Author: Jessica Marie Bush Publisher: ISBN: Category : Music Languages : en Pages : 95
Book Description
The purpose of this study was to investigate whether student behavior was more on-task when students were participating and engaged in active music making such as singing, dancing, moving, and playing instruments than in passive music activities such as listening, while teacher-lead instruction, and transitions between tasks. There were 142 students participating from nine fifth-grade general music classrooms at three public schools in Ohio and Michigan. There was a total of twenty-one combined music lessons of regularly scheduled music classes recorded. After each lesson, the students filled out a five-question survey about their music class experience. Each lesson was analyzed with a fixed interval on-task/off-task grid using a target male subject against rotating peers, and a target female student against the same rotating peers. The results show that when these students were actively engaged during music class by participating in music activities such as movement, dance, or playing instruments, the student behavior was more on-task. Students that did passive activities like sitting in class for longer periods of time listening to music or instruction without being active, demonstrated more off-task behavior. For example, students that were seated at their desks receiving instruction had challenges staying on-task. Students that had the opportunity to play instruments, move around the room, or dance were more on task throughout the instruction. Physical movement was an asset to on-task behavior. The students were more involved as a class when completing an activity such as bingo, dancing, or playing instruments. Of the various music activities, there was almost 100% participation for those that required movement (dance, movement, playing instruments).
Author: Richard Deasy Publisher: ISBN: Category : Education Languages : en Pages : 180
Book Description
Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)
Author: David Alan Perry
Author: David Alan Perry
Author: Linda A. Castile
Author: Crystel N. Naja
Author: Neal Yancey Smith
Author: Marilyn A. Gunn
Author: Michael Eric Thakur
Author: Sandra L. Christenson
Author: Kerri Anne Quinlan-Zhou
Author: Jessica Marie Bush
Author: Richard Deasy