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An investigation of the teaching practices of music teaching artists participating in four selected elementary school arts integration projects.

机译:音乐教学艺术家参与四个选定的小学艺术融合项目的教学实践的调查。

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摘要

This mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists' formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders' attitudes about arts integration and music education impacted their arts integration practices. The explanatory two-phase design of this study began with the collection and analysis of quantitative data and was followed by the collection and analysis of qualitative data, thus connecting the results from the former to those from the latter. The quantitative data provided information for purposefully selecting the interview participants who provided the qualitative data collection in phase two.;The data gathered in this study indicate that the music teaching artists shared similar beliefs about arts integration but that they believed their school leaders' goals and objectives differed from their own. The data also provided evidence for concluding that the music teaching artists believe that the most successful arts integration projects are those that are collaborative partnerships between an arts specialist or classroom teacher and a teaching artist. A unexpected finding in this study was the teaching and exploration of sound in arts integration projects team taught between a sound teaching artist,--some without musical backgrounds or formal training--a music teaching artist, and a classroom teacher.;The statistical analysis in this study regarding the degree to which formal education, arts integration professional development and training, music teaching artists' attitudes about arts integration, and the beliefs held by music teaching artists regarding school leaders' and their arts organization's administrators' attitudes about arts integration were predictors of the arts integration practices as self-reported by music teaching artists produced results that were non-significant.;The content analysis of curriculum documents and student products submitted by the study participants revealed information to support the findings from the interview and survey data.
机译:这项混合方法研究调查了参与美国四个选定的小学艺术融合项目的音乐教学艺术家的艺术融合实践。这项研究还探讨了音乐教学艺术家的正规教育,艺术融合培训和职业发展的可能性,以及他们自己的态度以及不同利益相关者对艺术融合和音乐教育的态度是否会影响他们的艺术融合实践。本研究的解释性两阶段设计始于对定量数据的收集和分析,然后是对定性数据的收集和分析,从而将前者的结果与后者的结果联系起来。定量数据为有意选择第二阶段提供定性数据收集的访谈参与者提供了信息。;本研究收集的数据表明,音乐教学艺术家对艺术融合抱有相似的信念,但他们相信学校领导者的目标和目标。目标与自己不同。数据还提供了结论,可以证明音乐教学艺术家认为最成功的艺术整合项目是那些艺术专家或课堂教师与教学艺术家之间的合作伙伴关系。这项研究的意外发现是在艺术整合项目团队中进行声音的教学和探索,该团队由声音教学艺术家(有些没有音乐背景或没有经过正规培训),音乐教学艺术家和课堂老师之间的教学组成;统计分析在这项研究中,有关正规教育,艺术整合专业发展和培训的程度,音乐教学艺术家对艺术整合的态度以及音乐教学艺术家对学校领导者及其艺术组织的管理者对艺术融合的态度的信念是音乐教学艺术家自我报告的艺术整合实践的预测指标产生的结果并不重要。研究参与者提交的课程文档和学生产品的内容分析揭示了信息,以支持访谈和调查数据的发现。

著录项

  • 作者

    Vazquez, Olga M.;

  • 作者单位

    Florida Atlantic University.;

  • 授予单位 Florida Atlantic University.;
  • 学科 Music education.;Elementary education.;Curriculum development.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 286 p.
  • 总页数 286
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:53:52

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