Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Block scheduling (Education)--United States; Music--Instruction and study--United States; Music teachers--United States--Case studies; Block scheduling (Education); Music--Instruction and study; Music teachers; United States; Academic theses; Case studies;
Abstract
Block scheduling is investigated in this study as a strategy of scheduling, specifically in the secondary vocal music program. There is a need to document the process of effective teaching in vocal music for extended teaching periods. Although there are certain agreed upon elements of successful music programs, much is unknown about teaching in the block format in vocal music. Nationally, music education programs are calling for an increased level of awareness in alternative scheduling, and therefore, teacher preparation programs have answered with various courses and integrated attempts to prepare preservice teachers as well as retrain experienced teachers to work effectively with increasingly diverse scheduling options. In this study, qualitative case study methodology was used to understand and interpret the experiences of one master teacher as she considered and enacted block scheduling. The study took place in a small rural midwestern district that has used the block system. The participant in the sample was a white, female, secondary vocal music teacher with thirty-two years of experience in teaching and five years' teaching in the block format. Data were collected over a three-month period to help examine issues in the classroom using interviews, collaborative conversations, and reflective journals. Analytic induction and constant comparison were used to analyze data. The three major themes that emerged were management, teaching methods, and time. Management included such issues as discipline, and resources including aides, budget, and equipment. Teaching methods such as choreography, diagnosis of choral problems, imitation, and sectionals were described. Time included flexibility, student teachers, and scheduling. Implications for teacher education may be found for initial teacher preparation programs, teacher educators, and those interested in curriculum and pedagogy. This case study offers insights into particular challenges vocal music teachers encounter in adopting their philosophy to fit a change in practice. Teachers could benefit from the ideas expressed by a master teacher on how best to use alternative scheduling to change current teaching practices and implement innovative program ideas.
Year of Submission
2003
Degree Name
Master of Music
Department
School of Music
First Advisor
Jennifer Mishra
Second Advisor
Julia Trahan
Third Advisor
Brad Barrett
Date Original
2003
Object Description
1 PDF file (156 leaves)
Copyright
©2003 Laura J. Holst
Language
en
File Format
application/pdf
Recommended Citation
Horst, Laura J., "Block Scheduling and Music Education: Building Time for Effective Education" (2003). Dissertations and Theses @ UNI. 2984.
https://scholarworks.uni.edu/etd/2984
Comments
If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.