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The relationship between fine arts teaching methods courses and the use of music in elementary school classrooms.

机译：美术教学方法课程与小学教室音乐使用之间的关系。

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摘要

The purpose of this study, was to investigate the relationship between Fine Arts Teaching Methods Courses and the use of music in elementary school classrooms. Accordingly, this study examined the effect of music methods courses on frequency and choice of musical activities in elementary school classrooms. One hundred forty-seven in-service elementary school teachers from randomly selected elementary schools from Idaho, Montana, Utah, and Wyoming were asked to complete a researcher-developed Web page questionnaire. The results obtained through the questionnaire revealed data about educational and musical backgrounds of the research participants, their experiences with Fine Arts Teaching Methods Courses and their use of music in their classrooms. Information regarding educational and musical backgrounds of the research participants was obtained in order to discover relationships between years of teaching experience, musical experiences during their educational years, length of music methods courses, and the frequency of musical activities in their elementary school classrooms. The results of this study indicate that music methods courses have only a marginal effect on preservice elementary school teachers' willingness to integrate music into their classrooms. Based on those findings, it seems that those elementary school teachers with musical backgrounds are the most likely to include music in their curricula. Further research is needed to establish how music methods courses could provide better training for preservice elementary school teachers who have limited musical backgrounds.
机译：这项研究的目的是调查美术教学方法课程与小学教室音乐使用之间的关系。因此，本研究考察了音乐方法课程对小学教室中音乐活动的频率和选择的影响。来自爱达荷州，蒙大拿州，犹他州和怀俄明州的随机选择的小学的147名在职小学教师被要求填写研究人员开发的网页问卷。通过问卷获得的结果揭示了有关研究参与者的教育和音乐背景，他们在美术教学方法课程中的经历以及他们在教室中使用音乐的数据。获得有关研究参与者的教育和音乐背景的信息，以便发现教学经验的年限，他们在教育期间的音乐经验，音乐方法课程的长度以及小学教室中音乐活动的频率之间的关系。这项研究的结果表明，音乐方法课程对职前小学教师将音乐整合到他们的课堂中的意愿仅起到很小的作用。根据这些发现，似乎那些具有音乐背景的小学教师最有可能在他们的课程中加入音乐。需要进一步的研究来确定音乐方法课程如何为音乐背景有限的职前小学教师提供更好的培训。

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  • 作者

    Kesler, Renate F.;

  • 作者单位

    The University of Utah.;

  • 授予单位 The University of Utah.;
  • 学科 Music.;Education Music.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 108 p.
  • 总页数 108
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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