Honors College Thesis
 

The Effect of Instructional Technique on Perceived Musicality

Public Deposited

Downloadable Content

Download PDF
https://ir.library.oregonstate.edu/concern/honors_college_theses/np193c05j

Descriptions

Attribute NameValues
Creator
Abstract
  • Previous research has shown significant improvements in standard measurements of student learning in traditional classroom settings when constructivist instruction techniques are skillfully applied as opposed to its traditional counterpart, direct instruction. The purpose of this study is to apply the concept of constructivism in musical instruction. The working hypothesis is that there is a significance in a performance, or outcome, by using a constructivist approach in a more interactive student-teacher relationship, such as music. Using a group of skilled musicians, two pieces were taught with each instructional technique and subsequently recorded. Participants (n=30) listened to each piece and then rated them on a Likert-type scale using a list of predetermined criteria that have been shown to be the main aspects of “musicality.” Results indicated a statistically significant preference (p=.0019) by listeners for the piece taught with the constructivist approach over the direct instruction piece. Key Words: Constructivism, Direct instruction, Teacher efficacy, Music rehearsals
License
Resource Type
Date Available
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Non-Academic Affiliation
Rights Statement
Publisher
Peer Reviewed
Language
Replaces

Relationships

Parents:

This work has no parents.

In Collection:

Items

Thumbnail Title Date Uploaded Visibility Actions
file details WalchliAshleyM2016.pdf 2017-07-29 Public Download