The Meaning of the Music Education Experience to Middle School General Music Students

Persistent Link:
http://hdl.handle.net/10150/195119
Title:
The Meaning of the Music Education Experience to Middle School General Music Students
Author:
Wayman, Virginia Elaine
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to investigate the meaning of music education to middle school students in general music classrooms.Specifically, this study addresses the following questions:1. What meaning do middle school general music students derive from their musical education?2. Do underlying dimensions exist in this meaning? If these dimensions do exist, what are they and what relationships exist among them?To answer these questions, a two-part study was proposed. In part one, a survey instrument was created by gathering middle school students' responses to an open-ended question. The 178 participants generated 670 responses. These responses were analyzed and then reduced to 147 relatively distinct statements of meaning. Responses were analyzed qualitatively by grouping the items with others that appeared similar. In the second part of the study, student responses were used to construct a survey, called the Music Meaning Survey (MMS). The survey was first piloted in Tucson, Arizona with a sample of students (N = 96), in order to test the clarity and usability of the MMS. The results of the pilot survey were factor analyzed using principal components analysis and a varimax rotation. The factor analysis confirmed the existence of five factor categories: Psychological, Future Music Goals, Academic-Musical, Performing/Music Making and Integrative (social).A total of 50 statements of meaning were used for the final version of the Music Meaning Survey. The MMS was then administered during the spring of 2005. According to the MMS, subjects did ascribe particular meaning to music education. In particular, it was found that the meaning students derived from their music education experience could be assimilated into four categories: Vocational (career-oriented outcomes for learning about music), Academic (academic aspects of music class such as reading music, learning about composers, and musical styles), Belongingness (social interactions between individual students and groups of students), and Agency (related to students' self-esteem, motivation, and emotional development). The primary conclusion that can be drawn from this study is that for middle school students, music class can be a meaningful and multi-faceted experience.
Type:
text; Electronic Dissertation
Keywords:
Middle School; Music; Attitude; Student Perspectives; Education
Degree Name:
DME
Degree Level:
doctoral
Degree Program:
Music; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Hamann, Donald
Committee Chair:
Hamann, Donald

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleThe Meaning of the Music Education Experience to Middle School General Music Studentsen_US
dc.creatorWayman, Virginia Elaineen_US
dc.contributor.authorWayman, Virginia Elaineen_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to investigate the meaning of music education to middle school students in general music classrooms.Specifically, this study addresses the following questions:1. What meaning do middle school general music students derive from their musical education?2. Do underlying dimensions exist in this meaning? If these dimensions do exist, what are they and what relationships exist among them?To answer these questions, a two-part study was proposed. In part one, a survey instrument was created by gathering middle school students' responses to an open-ended question. The 178 participants generated 670 responses. These responses were analyzed and then reduced to 147 relatively distinct statements of meaning. Responses were analyzed qualitatively by grouping the items with others that appeared similar. In the second part of the study, student responses were used to construct a survey, called the Music Meaning Survey (MMS). The survey was first piloted in Tucson, Arizona with a sample of students (N = 96), in order to test the clarity and usability of the MMS. The results of the pilot survey were factor analyzed using principal components analysis and a varimax rotation. The factor analysis confirmed the existence of five factor categories: Psychological, Future Music Goals, Academic-Musical, Performing/Music Making and Integrative (social).A total of 50 statements of meaning were used for the final version of the Music Meaning Survey. The MMS was then administered during the spring of 2005. According to the MMS, subjects did ascribe particular meaning to music education. In particular, it was found that the meaning students derived from their music education experience could be assimilated into four categories: Vocational (career-oriented outcomes for learning about music), Academic (academic aspects of music class such as reading music, learning about composers, and musical styles), Belongingness (social interactions between individual students and groups of students), and Agency (related to students' self-esteem, motivation, and emotional development). The primary conclusion that can be drawn from this study is that for middle school students, music class can be a meaningful and multi-faceted experience.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectMiddle Schoolen_US
dc.subjectMusicen_US
dc.subjectAttitudeen_US
dc.subjectStudent Perspectivesen_US
dc.subjectEducationen_US
thesis.degree.nameDMEen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineMusicen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorHamann, Donalden_US
dc.contributor.chairHamann, Donalden_US
dc.contributor.committeememberEbie, Brianen_US
dc.contributor.committeememberCooper, Shellyen_US
dc.contributor.committeememberMcCaslin, Mary M.en_US
dc.contributor.committeememberGood, Thomas L.en_US
dc.identifier.proquest1277en_US
dc.identifier.oclc137354768en_US
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