Dissertation/Thesis Abstract

Critical Thinking in the Choral Ensemble: Teachers' Attitudes about Effectiveness and Likelihood of Classroom Use
by Lavin-Messina, Meg, Ed.D., Hofstra University, 2019, 136; 27738928
Abstract (Summary)

Research indicates chorus students do very little critical thinking (CT) during rehearsal despite trends supporting higher-order thinking in school. In this survey study, chorus teachers (n = 129) reported their opinions about the efficacy of high- and low-CT teaching in the areas of concert preparation and knowledge transfer, and indicated their likelihood to employ such teaching. Nine dimensions were explored (intonation, articulation, dynamics, text, vocal technique, diction, rhythm, expression, and phrasing) using correlations and analyses of variance (ANOVAs). When the data were aggregated across dimensions, ANOVA results indicated a general preference for high-CT teaching for transfer and a likelihood to use low-CT instruction. In the area of concert preparation, participants found high-CT instruction most effective for teaching intonation, technique, and phrasing. Low-CT teaching was preferred for articulation and diction. For knowledge transfer, high-CT instruction was preferred across eight dimensions. Participants reported likelihood to use low-CT instruction for articulation, dynamics, diction and expression and high-CT instruction for technique. Results support previous findings about the prevalence of low-CT instruction in chorus, but also suggest chorus teachers believe in the efficacy of high-CT instruction in certain contexts, such as for knowledge transfer or for content-specific goals such as vocal technique or intonation. Support of high-CT instruction for knowledge transfer coupled with a likelihood to use low-CT instruction may be an indication that teachers value performance preparation above knowledge transfer. Findings from this study could inform the way CT methods are taught at the pre-service level and developed with working educators.

Indexing (document details)
Advisor: Torff, Bruce A
Commitee: Bell, Cindy, Fryling, David, Fryling, Doreen, Silvagni, Marc
School: Hofstra University
Department: Music Education (K-12)
School Location: United States -- New York
Source: DAI-A 81/8(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Music education, Instructional Design
Keywords: Choir, Chorus, Critical thinking, Critical thought, Higher-order thinking, Instructional methods
Publication Number: 27738928
ISBN: 9781392466179
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