Faculty of Education - Theses
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ItemMore than music : freely painting in glorious sound(University of Melbourne, 2009)The study consisted of the design and implementation of a course of musical instruction based on the teachings of Carl Orff (1895-1982), specifically through an approach based on improvisation. Twenty six participants volunteered to take part in a 25 contact hour course run over seven weeks. All had at least a rudimentary knowledge of improvisation and all but one (a music therapist) were actively teaching music in a classroom or studio setting prior to the course. The main aim of the course was to instil a sense of confidence in the participants in relation to musical improvisation, a determinate of self that has been lacking in many teachers, according to anecdotal evidence. It was not a jazz or piano based course and was 'More than Music', as it aimed to teach values and life skills as well as music skills. The course consisted of a series of activities that included practical music-making in small and large groups, discussion and reflection, and special guests that culminated in a recording studio experience. Data was collected through questionnaires, both pre-course and post-course, mid-course evaluations, reflective journals, interviews, video-tapes and photographs, and analysed for themes and content. Results of the investigation showed that most participants felt their confidence in improvising had increased and that, following the completion of the course of instruction, most were using the Orff approach in their teaching. A further outcome of the course was the production of a teaching manual and three CDs that have been used in further courses of instruction.
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ItemIt isn't always about playing the right notes-- : meeting the needs of gifted secondary school students with jazz improvisation( 2007)The aim of this research is to examine what particular aspects of gifted education and gifted learning are evident within a secondary school based jazz combo. The curriculum content focussed on jazz improvisation: this curriculum and the combo setting are examined and analysed through the lens of a gifted learning pedagogy. The experience of the Jazz Combo is examined through the experiences of two students who form the case studies from which all data was created. Both students were interviewed at the beginning and end of ten week period and their responses were analysed for evidence of gifted learning. This study suggests that a jazz improvisation curriculum is a valid and beneficial learning area for gifted music students. Particular gifted learning processes including creative thinking, producing creative outcomes, ability based grouping, and small group learning were all evident and of value in this project. This research reveals creativity and freedom as potential motivating factors for gifted students while highlighting the need for gifted students to be involved in specialised learning environments that target their needs.
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ItemAn investigation into the design and implementation of professional development programmes in technology for music teachers( 2009)The ,purpose of this study was to investigate the design and implementation of professional development programmes in technology for music teachers. The aim of the study was to identify characteristics of effective professional development and formulate a new paradigm for professional development. Music technology offers much to enhance music education for students, but many teachers are apprehensive about using it. The study examined research literature related to music education, information and communications technology and professional development. A school-based action research project provided practical data for the study. Reflection on this project and the literature found that effective professional development in music technology is school-based, authentic, collaborative and ongoing. Teachers will reap the benefits of such professional development when they participate in online communities of learning, engage in reflective practice, embrace lifelong learning and seek the guidance of mentors.
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ItemAn investigation into students' perceptions of the use of technology as a teaching tool in the music classroom( 2000)Music Technology is an increasingly important focus in the compulsory music classroom programs of secondary schools but limited research has been undertaken on how it impacts on student learning. This study focuses on students' experiences and perceptions of Music Technology within an independent, coeducational college. It has not been the intention of the study to compare the effectiveness of Music Technology against traditional classroom techniques but rather highlight possible teaching applications when integrated into an established music program. Hence, the study has attempted to develop an approach to the use of Music Technology in the classroom environment. A review of past and current research showed that there is a dearth of material that shows technology to be the 'ultimate' teaching tool that writers of many technology programs claim. Problems included a lack of longitudinal research and investigation undertaken with limited types of technology 'software'. General learning, theory were discussed as a means of developing ideas as to how learning technologies might be used in the classroom environment. Data for the investigation took the form of questionnaires, structured interviews, participant observation and recorded lessons. From this data five themes were recognised, based on how students felt the technology was impacting on their classroom experiences. In summary, these were: 1. With regard to effective learning in a Music Technology Laboratory, students preferred activities involving a degree of structure. 2. Students recognised the inability of the technology to actually teach them anything at all, however, they were aware that technology is a useful aid in the learning of music. 3. Students recognised the differences/ similarities between the Music Technology Laboratory and the traditional classroom environment and how this affected their learning. 4. Students did not recognise gender as being a factor in their ability or inability to be successful using Music Technology. 5. Students were generally positive about Music Technology. Music Technology can be a powerful tool when correctly used within the music classroom. This study tries to identify, from both student responses and the experiences of the researcher, ways that Music Technology can be used in order that effective learning can take place. Parallels are drawn from the learning theories of Vygotsky and Bruner and related to the experiences a student might have in a Music Technology Laboratory. A major focus for this study proposes the teacher as being a key element in the successful use of Music Technology and how this cannot be underestimated in the overall implementation of a successful program. The quality and relevance of the technical and professional support must also be of a high standard at all stages of Music Technology implementation.
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ItemIs musical achievement linked to learning styles ?: an investigation into a year 6 instrumental band program( 2009)This study examines the question of whether musical achievement is linked to learning styles. The research study focuses on issues of multiple learning style definitions, positive and negative aspects of testing for learning styles. Additionally the arguments for and against the identification and matching of learning styles is explored. Popularity, commercial appeal and avenues to achievement are major issues arising out of the literature. Conclusions: The research group is a Year 6 Band Program at a Prep to Year 12 school in the northwest suburbs of Melbourne. Participants included 56 students who play a range of band instruments for the first time. Academic results from students' musical performances were compiled and compared to the results of a learning styles questionnaire. The questionnaire used was Reid's Perceptual Learning Styles Preference Questionnaire (PLSPQ). Learning style questions covered 6 major styles- Kinesthetic, Individual, Group, Auditory, Visual, and Tactile. Results from the questionnaire were analysed in a quantitative manner. Five analyses were run derived from the questionnaire data pertaining to: the whole cohort, gender, instrument type, achievement level and the combination of all variables. Results showed that differences lie between gender and achievement level. Levels of achievement across the participants were exceptionally high therefore certain components of the research question could suggest further research into medium to low achieving students. Nonetheless, insight into learning styles of beginner instrumentalists is found and informing of educational practice is concluded. With this stated, ground has arguably been established for further research into this topic.
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ItemWhy play jazz?: an investigation into meaning of participation in a primary school music ensemble( 2000)This study investigates the meaning which students find through membership of a music ensemble. As teacher-researcher data was collected from interviews, rehearsals and performances. The work is based on observation of thirteen members of a primary school jazz ensemble. The case studies are presented in a narrative style focussing on individual students. The reports have been grouped according to similarities in their responses. The study identifies five main factors which give meaning to music making for individual members of the ensemble. It then draws some inferences for making music meaningful for students.