dc.contributor.advisor | Gerber, Casey | |
dc.contributor.author | Taylor, Kathleen M. | |
dc.date.accessioned | 2018-12-17T15:14:56Z | |
dc.date.available | 2018-12-17T15:14:56Z | |
dc.date.issued | 2018-12-14 | |
dc.identifier.uri | https://hdl.handle.net/11244/316804 | |
dc.description.abstract | In this study, I examined how and why Kodály-trained music educators used pure and blended forms of Kodály-Approach instruction in their music class learning environments. I sent a nationwide music educator survey (N = 536, 14.89%) to the Organization of American Kodály Educators membership (OAKE). Responses to survey item 9 (n = 499) indicated that more than half of respondents blended Kodály-Approach instruction with other forms of instruction, but mostly used Kodály-Approach instruction in their United States music class learning environments (n = 332, 66.53%). I conducted 3 case studies to understand participants’ in-depth experiences when using Kodály-Approach instruction in their classrooms. Qualitative themes and sub-themes emerged related to how and why the educators used Kodály-Approach instruction in pure and blended forms. A synthesis of 3 overarching ideas formed from the above-mentioned qualitative themes and sub-themes. Analysis of repertoire selection and use also revealed themes and sub-themes. Content analysis of lesson plan data confirmed that lesson plan data corroborated with teacher-observation data and teacher interview data, and that lesson plan data corroborated with participants’ survey responses. Participant-perceived and researcher-perceived limitations to Kodály-Approach instruction were discovered through analysis of teacher observations, interviews, and open-ended questionnaire responses. Additional discussion points revealed how music educators in the United States are choosing to use specific forms of training and ways of teaching in relation to Kodály-Approach instruction. Suggestions for training centers of Kodály-Approach instruction and recommendations for future research were highlighted in the discussion section of this study. | en_US |
dc.language | en_US | en_US |
dc.subject | Kodály | en_US |
dc.subject | elementary school | en_US |
dc.subject | blended form | en_US |
dc.subject | music learning environment | en_US |
dc.title | Music Educators' Uses of the Kodály-Approach in U.S. Elementary School Music Learning Environments. | en_US |
dc.contributor.committeeMember | Baumgartner, Christopher | |
dc.contributor.committeeMember | Lee, Michael | |
dc.contributor.committeeMember | Saltzstein, Jennifer | |
dc.contributor.committeeMember | Irvin, Sherri L. | |
dc.contributor.committeeMember | DeBacker, Teresa | |
dc.date.manuscript | 2018-12-12 | |
dc.thesis.degree | Ph.D. | en_US |
ou.group | Weitzenhoffer Family College of Fine Arts::School of Music | en_US |
shareok.orcid | 0000-0003-2318-2858 | en_US |