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Shifts in Regular Music Programming: Engaging Grade 3 Boys in the Singing Process

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Shifts in Regular Music Programming: Engaging Grade 3 Boys in the Singing Process Shifts in Regular Music Programming: Engaging Grade 3 Boys in the Singing Process A Thesis Submitted in Partial Fulfillment for the Degree of Master of Music (Education) Brandon University November 23, 2019 Melissa Gail Remus Spraggs Advisor Dr. Sheila Scott i Abstract The purpose of this teacher action research study was to explore how regular music programming in rural South-Central Manitoba could be designed to foster engagement in singing in grade 3 boys. Participants included ten grade 3 boys in two mixed-gender classes of Grade 3 General Music and one mixed gender class of Grade 2/3 General Music. Data sources included two initial surveys, feedback loop sessions, researcher journaling, and peer interviews. Findings indicated the following effective interventions for engaging grade 3 boys in singing: including students in the repertoire selection process, incorporating student interests into the selection of musical repertoire, accompanying songs on the guitar, drums, and piano, and incorporating male role models into the teaching of singing. Other effective interventions included: selecting songs with a strong beat and rhythmic interest, incorporating movement, incorporating singing games, providing opportunities for student creativity, incorporating humour, incorporating current music, choosing songs with appealing texts, and providing opportunities for rhythmic speech. Selecting repertoire that was challenging, but not too challenging, was also found to be an effective intervention. Keywords: Grade 3, boys, singing, engagement, general music ii Acknowledgements First of all, I would like to thank God for carrying me through the research and writing process. It has been a long journey, but well worth the learning that has taken place. I am so thankful for all the people who prayed for me and for the successful completion of this project. I would also like to thank my family and friends for standing by me in the research and writing process. They have been a part of this journey right alongside me. Thank you to my parents, for lending a listening ear and for supporting me in the long hours of writing. To my beloved Clinton, thank you for your support, love, encouragement, and patience. I could not have done this without you. I would like to thank my thesis committee for all of their work and support with this project. To my advisor, Dr. Sheila Scott, thank you for believing in me and for challenging me to do my best writing. Your mentorship, support, and time have been invaluable. Dr. Sheelagh Chadwick, thank you for all of your expertise in the area of action research and for all of your valuable suggestions. Dr. Andrée Dagenais, thank you for all of your valuable suggestions and for your willingness to share resources with me. To my teacher reviewers and critical friend, thank you for the time you spent helping me with this project. Your feedback, advice, and ideas have been so valuable. To our guest artist, thank you for all the time you put into sharing composition and music creation with the students. Thank you to the administrators, teachers, school staff, students, parents, and community members who helped to make this project possible. And finally, thank you to those who believed in me and encouraged me to pursue a Master of Music Degree. iii Table of Contents Abstract ............................................................................................................................................ i Acknowledgments........................................................................................................................... ii Table of Contents ........................................................................................................................... iii List of Tables .................................................................................................................................. v List of Figures ................................................................................................................................ vi Chapter 1: Introduction ................................................................................................................... 1 Chapter 2: Literature Review ........................................................................................................ 13 Chapter 3: Methodology ............................................................................................................... 60 Chapter 4: Findings ..................................................................................................................... 100 Chapter 5: Summary, Discussion, Conclusions, and Recommendations ................................... 149 References ................................................................................................................................... 167 APPENDIX A- Letter to Superintendent .................................................................................... 190 APPENDIX B- Information Note Informing Parents of a Research Study ................................ 192 APPENDIX C- Consent/Assent Form for Grade 3 and 2/3 Students ......................................... 193 APPENDIX D- Music Listening Preferences and Interests Inventory (MLPII) ........................ 197 APPENDIX E- MLPII Teacher Reviewer Confidentiality Form ............................................... 201 APPENDIX F- MLPII Review Form for Teacher Reviewers .................................................... 203 APPENDIX G- Survey Reviewer Withdrawal Form ................................................................. 207 APPENDIX H- Music Activity Preference Inventory (MAPI) .................................................. 208 APPENDIX I- Favourite Music Activities Poll (FMAP) ........................................................... 211 APPENDIX J- Peer Interview Questions ................................................................................... 212 APPENDIX K- Student Participant Withdrawal Form .............................................................. 215 iv APPENDIX L- Critical Friend Letter and Confidentiality Agreement ...................................... 216 APPENDIX M- Timeline for Planned Interventions .................................................................. 218 APPENDIX N- Public Presentation Materials ........................................................................... 220 APPENDIX O- Principal’s Authorization for a School to Serve in a Research Study .............. 223 APPENDIX P- Superintendent’s Authorization for a School to Serve in a Research Study ..... 226 APPENDIX Q- Reviewer Feedback and Changes to Section 1 of the MLPII ........................... 229 APPENDIX R- Reviewer Feedback and Changes to Section 2 of the MLPII ........................... 234 APPENDIX S- Rationales for Song Selection in MLPII Section 2............................................ 238 APPENDIX T- Chosen Repertoire, Descriptions, and Justifications ........................................ 245 v List of Tables Table 1. Outline of Research Phases ............................................................................................. 98 Table 2. Findings for Section 1, Question 1 of the MLPII ......................................................... 102 Table 3. Findings for Section 1, Question 2 of the MLPII ......................................................... 103 Table 4. Findings for Section 1, Question 3 of the MLPII ......................................................... 104 Table 5. Findings for Section 1, Question 4 of the MLPII ......................................................... 105 Table 6. Findings for Section 1, Question 5 of the MLPII ......................................................... 105 Table 7. Findings for Section 1, Question 6 of the MLPII ......................................................... 106 Table 8. Findings for Section 1, Question 7 of the MLPII ......................................................... 106 Table 9. Findings for Section 1, Question 8 of the MLPII ......................................................... 107 Table 10. Findings for Section 2 of the MLPII .......................................................................... 108 Table 11. Favourite Music Classroom Activities of Grade 3 Boys ............................................ 109 Table 12. Least Favourite Music Classroom Activities of Grade 3 Boys .................................. 110 Table 13. List of Selected Repertoire and Interventions ............................................................. 120 Table 14. Responses to Peer Interview Question #1 ................................................................... 122 Table 15. Responses to Peer Interview Question #2 ................................................................... 123 Table 16. Responses to Peer Interview Question #3 ................................................................... 124 Table 17. Responses to Peer Interview Question #4 ................................................................... 125 Table 18. Responses to Peer Interview Question #5 ................................................................... 126 Table 19. Responses to Peer Interview Question #6 ................................................................... 127 Table 20. Responses to Peer Interview Question #7 ................................................................... 128 Table 21. Responses to Peer Interview Question #8 ..................................................................
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