Children's Strategies for Solving Compositional Problems with Peers

1994 ◽  
Vol 42 (3) ◽  
pp. 232-252 ◽  
Author(s):  
Jacqueline H. Wiggins
Keyword(s):  
Qualitative Study ◽  
Small Group ◽  
Group Composition ◽  
Learning Processes ◽  
Fifth Grade ◽  
General Music ◽  
Classroom Experiences ◽  
Music Class ◽  
Composition Process ◽  
Children's Strategies

This article reports some of the findings of a qualitative study of musical learning processes. The data were drawn from analysis of videotapes and audiotapes that shadowed the classroom experiences of two target students in a fifth-grade general music class over a period of 5 months. A portion of the curriculum in the study class involved small-group composition projects. Findings reported here characterize the group composition process in terms of the nature of the strategies the children used as they worked together with peers to solve those compositional problems. Children who were successful in completing class assignments used strategies that seemed to follow a pattern of moving from whole (initial planning) to part (development of motivic ideas) and back to whole (reassembling and practicing). The children's decisions seemed to stem from a holistic viewpoint, reflecting a preconceived vision of the final product from the outset. In contrast, there were very few instances of random exploration.

Effect of Intensive Instruction on Elementary Students’ Memory for Culturally Unfamiliar Music

2012 ◽  
Vol 60 (4) ◽  
pp. 363-374 ◽  
Author(s):  
Steven J. Morrison ◽  
Steven M. Demorest ◽  
Patricia Shehan Campbell ◽  
Sarah J. Bartolome ◽  
J. Christopher Roberts
Keyword(s):  
Fifth Grade ◽  
General Music ◽  
Music Culture ◽  
Control Groups ◽  
Instructional Unit ◽  
Fifth Grade Students ◽  
Intensive Instruction ◽  
Adults And Children ◽  
And Control ◽  
Music Classrooms

Previous researchers have found that both adults and children demonstrate better memory for novel music from their own music culture than from an unfamiliar music culture. It was the purpose of this study to determine whether this “enculturation effect” could be mediated through an extended intensive instructional unit in another culture’s music. Fifth-grade students in four intact general music classrooms (two each at two elementary schools in a large U.S. city) took part in an 8-week curriculum exclusively concentrated on Turkish music. Two additional fifth-grade classes at the same schools served as controls and did not receive the Turkish curriculum. Prior to and following the 8-week unit, all classes completed a music memory test that included Western and Turkish music examples. Comparison of pretest and posttest scores revealed that all participants ( N = 110) were significantly more successful overall on the second test administration. Consistent with previous findings, participants were significantly less successful remembering items from the unfamiliar music culture, a result that was consistent across test administrations and between instruction and control groups. It appears that the effect of enculturation on music memory is well established early in life and resistant to modification even through extended instructional approaches.

scholarly journals WHAT DO THEY LIKE AND DISLIKE FROM GAME-BASED ENTREPRENEURSHIP LEARNING? A QUALITATIVE STUDY

2021 ◽  
Vol 40 (2) ◽  
pp. 495-507
Author(s):  
Muhamad Ahsan ◽  
Aun Falestien Faletehan
Keyword(s):  
Qualitative Study ◽  
Learning Model ◽  
Learning Processes ◽  
Learning Materials ◽  
Entrepreneurial Spirit ◽  
Simulation Learning ◽  
Game Simulation

One of the ways to raise an entrepreneurial spirit through learning processes is the use of game simulation. Learning materials delivered using game simulation are expected to improve knowledge, understandings, and insights related to entrepreneurship. This study aimed to examine individual’s understanding of game-based entrepreneurship learning based on the expressions of like and dislike. Data of this study were collected by means of an open-ended questionnaire through a survey conducted for nine years (2011-2019). As many as 441 students participated in the entrepreneurship game called “Start and Improve Your Business (SIYB)” at a university in Indonesia. The collected data were analyzed qualitatively using NVivo 12plus. The results showed that participants liked the game because it could increase their entrepreneurial passions, skills, insights, and mindsets. However, what participants did not like about the game was related to its’ characteristics, the personal issues that it came out with, and the teamwork in the game. This study contributes to the development of a game-based entrepreneurship learning model by identifying participants' interests and discussing the strengths and weaknesses of the game implementation.  

scholarly journals Valuing the Process and Product of Inquiry-Based Instruction and Learning

2018 ◽  
Vol 42 (1) ◽  
pp. 35-63
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Qualitative Study ◽  
Gifted Students ◽  
Fifth Grade ◽  
Considerable Time ◽  
Delicate Balance ◽  
Instruction And Learning ◽  
Based Instruction ◽  
Met Expectations ◽  
Academic Year

This year-long qualitative study explored third-, fourth-, and fifth-grade gifted students’ participation during inquiry explorations. We discovered that it took considerable time for students to balance the process and final product created. For instance, students focused on the process and planning of the outcome. However, when the outcome product was created, they may have only considered one element early in the academic year. There was a delicate balance between engaging in inquiry and developing a product that met expectations.

scholarly journals General Music Today Music Ideas Series: Viewpoints in Secondary General Music—Article Two: Power Trio: Three Ideas for Renewed Success With Classroom Ensembles

2019 ◽  
Vol 33 (1) ◽  
pp. 6-14
Author(s):  
Virginia Wayman Davis ◽  
Laura Singletary ◽  
Kimberly VanWeelden
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Practical Experience ◽  
Upper Elementary ◽  
Elementary Music ◽  
General Music ◽  
Music Classroom ◽  
Music Ensembles ◽  
Music Class ◽  
Instrumental Ensembles

In this second of three in the series, we explore methods for incorporating instrumental ensembles into your music classroom. Experiences such as performing on ukulele, bucket drums, and in modern popular music ensembles are excellent ways to provide meaningful, relevant music education to students of all ages. Using both research-based information and practical experience, we will discuss ideas for three common instrumental ensembles. The techniques and resources provided in this article are starting points, appropriate for various levels and configurations of music classes: upper elementary music classes, secondary general music classes, afterschool or extracurricular music groups, or for teachers seeking to start an alternative ensemble or rebrand an existing nonperformance music class.

Update: Using Videos in the High School General Music Class

1989 ◽  
Vol 2 (2) ◽  
pp. 17-18
Author(s):  
Robert Cutietta ◽  
William Hughes
Keyword(s):  
High School ◽  
General Music ◽  
Music Class

Is more time in general music class associated with stronger extra-musical outcomes in kindergarten?

2018 ◽  
Vol 45 ◽  
pp. 238-248 ◽  
Author(s):  
Jillian Hogan ◽  
Sara Cordes ◽  
Steven Holochwost ◽  
Ehri Ryu ◽  
Adele Diamond ◽  
...  
Keyword(s):  
General Music ◽  
Music Class
Sign in / Sign up

Export Citation Format

Share Document