Although music listening is an essential component of a well-rounded music education, many large ensemble students fail to engage with listening activities in a meaningful or focused way. The purpose of this project was to investigate student listening habits and preferences in an attempt to increase engagement in secondary performance ensembles such as band and choir. Survey results and interviews revealed that over time, carefully planned listening activities can increase student openness towards hearing and studying unfamiliar music. Additionally, students’ musicality improved through various listening activities such as mindfulness, drawing, and writing. These findings suggest that when teachers engage ensemble students in active listening activities, they are able to make emotional and intellectual connections to the music, they become more engaged during the listening experience, they become more comfortable discussing music, and students’ individual musical growth and knowledge can transfer to future performances and learning opportunities.
|Commitee:||Anderson, Erik, Petrik, Rebecca, Rumney, Jon, Smith, Aili|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 58/05M(E), Masters Abstracts International|
|Subjects:||Music education, Secondary education|
|Keywords:||Appreciation, Ensembles, Listening|
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