Sequential Patterns of Instruction in Music

Abstract

The purpose of this study was to examine extant research in effective teaching and to determine the extent to which results were being applied in music teaching. Rehearsals ( N = 79) were analyzed to determine time spent in and correct sequencing of presentation of task, student responses, and reinforcement. Results demonstrated that (a) time spent in presenting musical information and appropriate reinforcement was about one-fourth of total rehearsal time, (b) an almost equal amount of time was spent giving directions as compared to musical information, (c) almost half the rehearsal time was devoted to performance, and (d) experienced teachers were highly disapproving of student responses, whereas preparatory teachers were highly approving.

An Examination of Critical Thinking Skills in High School Choral Rehearsals

“…This is consistent with results from studies that reported heightened performance time means with advanced ensembles (Cox, 1986;Davis, 1998;Witt, 1986;Yarbrough & Madsen, 1998;Yarbrough & Price, 1989). Perhaps teachers are free to conduct extended rehearsal segments when students independently are making performance decisions, self-assessing and correcting, or simply succeeding more often, due to a more advanced skill set.…”

A Comparison of Attributions for Success and Failure in Instrumental Music among Sixth-, Eighth-, and Tenth-Grade Students

“…Those students with low self-esteem, poor self-concept, or ability-related attributions may be those who choose, after a year or two of instruction, not to continue participation in music. Teacher use of approval and positive reinforcement such as feedback in response to student performance is well documented as effective in eliciting appropriate and desirable student behaviors and attitudes (Duke, 1986;Dweck, 1986;Greenberg, 1970;Madsen & Alley, 1979;Murray, 1972;Yarbrough & Price, 1989). Using approving teacher.…”

Teaching strategies and gender in higher education instrumental studios

“…For example, Carpenter (1988) reports that questions constitute only 3% of teacher verbal instruction and Yarbrough and Price (1989) found less than 2% of questions in teacher verbalisations. However, research shows that effective use of questioning can have a positive impact on student achievement (Single, 1991).…”