An examination of high school directors' use of cooperative learning approaches in a marching band setting.

摘要

The purpose of this study is to examine high school directors' use of cooperative learning approaches in a marching band setting. The rationale behind this research is to validate that cooperative learning can be used outside of a classroom setting. This study applies the learning theory of cooperative learning and the history of marching band. Using cooperative learning in a marching band setting develops a clearer picture of the interactional aspects of how marching band members work together. As a result psychology and marching band worked together in the dynamic of increasing learning, working as a team that controls the overall experience of marching band in a high school band setting.