Qualitative Analysis of Literacy Strategies in the Instrumental Music Responsive Classroom: A Personal Exploration

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Date
2008-08Author
Kreisa, Abigail
Publisher
University of Wisconsin-Stevens Point, College of Professional Studies
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Show full item recordAbstract
An examination of content area reading strategies reveals a notable deficit
in research in the practical application of these strategies to the instrumental
music classroom. This study incorporates literacy strategies that have been
used successfully in most other content areas within the music classroom.
All of these strategies included a graphic organizer or other graphic
representation.
Students used these strategies as a tool to give deeper consideration to
their lesson books and sheet music as well as representing independent
practice activities in a more meaningful (but still concrete) way. Students
also completed a metacognitive assessment in which they assessed what
strategies or elements of a strategy helped or hindered their understanding
or performance.
Analysis of this data was done by assessing the depth of students'
responses in the graphic organizers as well as the metacognitive
assessments. The impact of these strategies on students' learning and the
implications and future applications of such strategies is also explored.
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http://digital.library.wisc.edu/1793/81241Type
Thesis