Sheeler, Natalie
(2018)
MUSIC CLASSROOMS AND THE FORCES THAT SHAPE THEM:
INVESTIGATING CHINESE & U.S SECONDARY GENERAL MUSIC TEACHING.
Master's Thesis, University of Pittsburgh.
(Unpublished)
Abstract
In recent years, the exchange of education policy reforms in China and the United States have had an impact on music teaching methodologies in both places. Where the U.S. system was traditionally decentralized so that authority was placed in the hands of local governments, today the system is becoming more nationalized and standardized causing the music education system to decrease in its relative importance within traditional school subjects. Meanwhile, China has been moving toward
decentralization. As its economic needs have shifted from manufacturing to tech-related entrepreneurial positions, the role of the creative arts and music education has grown in prominence. Research shows that as a result, a new interest has grown in investigating more and new teaching methodologies so that the more oral, tradition based rote and drilling methods are being exchanged for more step by step, prescriptive, and often Western-based methods. In the United States, the opposite has occurred as a result of testing movements causing teachers to have less time to cover more material which is often not
related to their subject. As a result, rote style teaching and learning as well as drilling has become more
common.
This study sought to determine whether the implications of policy change on music teaching methodologies are coming to fruition. To accomplish this, responses from six secondary general music teachers - three from China who completed questionnaires and three from the U.S. who were interviewed - were collected. Four areas of discussion/description were covered including the teacher’s educational background, relationships to sources of authority, instructional methodologies, and global perspectives. Qualitative data analysis was carried out using Dedoose to reach conclusions that can serve future research studies and inform policy makers about the current state of secondary general music
education. The study concluded that music teaching methods are embedded in culture and personal
practice. As a result, changes in teaching pedagogy and style are gradual, frequently met with resistance,
or undergone unknowingly. While to some degree mandates from the federal government have an impact on how music teachers carry out their day-to-day lesson plans in both countries, the stronger influences which determines pedagogical decisions are situational and draw from the teacher’s personal educational experiences, their prior role models, and knowledge of their individual classroom. The study examines the limits and values of cross-cultural research and concludes that while sharing best practices internationally is a worthwhile endeavor, perhaps the most successful path to changing practice occurs with full cultural immersion and understanding as a result of international teaching and learning experiences.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
31 January 2018 |
| Date Type: |
Publication |
| Defense Date: |
27 November 2017 |
| Approval Date: |
31 January 2018 |
| Submission Date: |
31 January 2018 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
119 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
MA - Master of Arts |
| Thesis Type: |
Master's Thesis |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Secondary general music, Teacher-centered learning, Student-centered learning, Rote learning, Teaching methods, Differentiation |
| Date Deposited: |
31 Jan 2018 17:38 |
| Last Modified: |
31 Jan 2018 17:38 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/33753 |
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