Effects of teaching intensity on sixth-grade students' general music achievements and attitudes

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Maribeth Gail Yoder-White (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Patricia Sink

Abstract: Understanding, delineating, and clarifying teaching behaviors contributing to desired student musical outcomes is an important concern for researchers, teachers, and teacher educators. The purpose of this study was to investigate effects of teaching intensity behaviors on sixth-grade students' general music achievement, music attitudes, and recorder performance. Subjects' gender and music background also were examined as independent variables. Two intact classes of sixth-grade general music students served as subjects. One group of twelve males and ten females (n = 22) received an operationally defined high teaching intensity treatment; nine males and twelve females in the second group (n = 21) experienced a low teaching intensity treatment. Prior to treatment, subjects' general music achievement, music attitudes, and music background were assessed using the researcher-designed Music Achievement Test, Music Attitudes Profile, and Music Background Questionnaire. During the eleven-day treatment period, subjects received 45 minutes of general music instruction focusing on developing music reading and soprano recorder performance skills. To determine effects of instructional treatment, gender, and music background, the Music Achievement Test, Music Attitudes Profile, and Recorder Performance Test were administered following the treatment period.

Additional Information

Language: English
Date: 1992
Music $x Instruction and study $v Juvenile
Music and youth

Email this document to