The Characteristics of Teacher-Directed Modeling Evidenced in the Practices of Three Experienced High School Choral Directors. Metadata

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Title

  • Main Title The Characteristics of Teacher-Directed Modeling Evidenced in the Practices of Three Experienced High School Choral Directors.

Creator

  • Author: Grimland, Fredna H.
    Creator Type: Personal

Contributor

  • Chair: Froehlich, Hildegard
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Henry, Warren H.
    Contributor Type: Personal
  • Committee Member: Rohwer, Debbie
    Contributor Type: Personal
  • Committee Member: Wilhelm, Ronald W.
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas

Date

  • Creation: 2001-12
  • Digitized: 2007-07-10

Language

  • English

Description

  • Content Description: The purpose of this study was to analyze the characteristics of teacher directed modeling evidenced in the practices of three experienced high school choral directors. Research questions were: 1. What modeling activities were exhibited in each teacher's rehearsals? 2. When viewing a 45-minute composite tape of each teacher's instructional activities representative of all rehearsals, what instructional behaviors did each choral director recognize and identify as modeling? 3. What instructional episodes on the composite tape not identified by the teachers contained elements of modeling? 4. What other episodes from the remainder of each choral director's rehearsal practice contributed to an understanding of modeling? Videotapes of three high school choral directors were recorded over the course of one semester. Excerpts from rehearsals were combined to form a 45-minute composite tape of each choral director. A text transcription was made of the composite tape. Participant directors viewed their tape and identified instructional episodes that they recognized as examples of modeling. Identifications were analyzed, and descriptive categories of modeling behaviors were established. Modeling was found to be a teacher generated or delegated act of demonstration. Demonstrations were musical or non-musical and belonging to either of three distinct categories: audible, visible, or process modeling. Subdivisions of each category were found further describing modeling in the high school choral rehearsal. In addition, types of modeling were noted in increasing cognitive complexity required on the part of students beginning with simple imitation and concluding with models as tools for musical problem solving. Research is recommended on a larger sample of participants, including junior high/middle school directors to confirm categories and levels and to develop an observation tool based on results for describing, assessing, and modifying instructional techniques of practicing and pre-service music educators.

Subject

  • Library of Congress Subject Headings: Choral conducting -- Instruction and study.
  • Library of Congress Subject Headings: Music rehearsals.
  • Keyword: Modeling
  • Keyword: choral
  • Keyword: directors

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights License: copyright
  • Rights Holder: Grimland, Fredna H.
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • OCLC: 52042000
  • Archival Resource Key: ark:/67531/metadc3053

Degree

  • Degree Name: Doctor of Philosophy
  • Degree Level: Doctoral
  • Degree Discipline: Music Education
  • Academic Department: College of Music
  • Degree Grantor: University of North Texas

Note