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National Music Education Standards and Adherence to Bloom's Revised Taxonomy Vada M Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 1-1-2011 National Music Education Standards and Adherence to Bloom's Revised Taxonomy Vada M. Coleman Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Elementary and Middle and Secondary Education Administration Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, and the Music Pedagogy Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Vada Coleman has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Marilyn Simon, Committee Chairperson, Education Faculty Dr. Ashraf Esmail, Committee Member, Education Faculty Dr. Mary Howe, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2013 Abstract National Music Education Standards and Adherence to Bloom’s Revised Taxonomy by Vada M. Coleman MS, Walden University, 2003 BMus, Georgia State University, 1994 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University January 2013 Abstract Pressures from education reforms have contributed to the need for music educators to embrace new and diverse instructional strategies to enhance the learning environment. Music teachers need to understand the pedagogy of teaching and learning and how these affect their praxis. The purpose of this multiple case evaluative study was to investigate the instructional methods used in 10 middle school general music programs to assist students in obtaining the National Standards for Music Education. Bloom’s revised taxonomy was the theoretical framework used to evaluate the teaching praxis of the participating teachers. The research questions for the study addressed the effectiveness of the instructional strategies in the music classroom and how they align with the National Standards Music Education and Bloom’s Revised Taxonomy. Data were collected from an open ended survey, individual interviews, and unobtrusive documents from 10 general music teachers from suburban, rural, and urban school districts. A line-by-line analysis was followed by a coding matrix to categorize collected data into themes and patterns. The results indicated that standards-based metacognitive instructional strategies can assist music teachers in their classrooms and unite cognitive, affective, and kinesthetic experiences applicable beyond the music classroom. It is recommended that music teachers use alternative teaching techniques to promote and connect critical thinking skills through musical learning experiences. Implications for positive social change include training music educators to create learning environments that support and motivate students to learn and achieve academic success. National Music Education Standards and Adherence to Bloom’s Revised Taxonomy by Vada M. Coleman MS, Walden University, 2003 BMus, Georgia State University, 1994 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Teacher Leadership Walden University January 2013 UMI Number: 3552682 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI 3552682 Published by ProQuest LLC (2013). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 - 1346 Dedication I dedicate this paper in memory of my parents, Reverend G. C. and Christine Coleman, who left a legacy of being advocates of the arts. They were both wonderful singers and I am so thankful and blessed that I inherited their talent and love for music. From the first live concert that my mother took me, at 6-years-old, to see Marian Anderson, the seed was planted for my destiny as a musician. This paper is also dedicated to my wonderful cousin, mentor, and friend, Erma Cain, for your unconditional love and support. Without you, I could not have made it through all the ups and downs that I’ve experienced over the years. Acknowledgments I began this journey oblivious to the many steps necessary to achieve the doctoral status. There are many people to thank who carried, mentored, assisted, and protected me, sometimes from myself, during the difficult and the triumphant times. First of all, I give all honor and praise to my Lord and Savior, Jesus Christ, who has provided all my needs according to His riches in glory. To my sons, Christopher and Jonathan, thank you for your support and tolerance during the neglect of your mother when the pressures of study overwhelmed me and took time away from the both of you. I feel blessed and honored that all the professors at Walden University have been supportive, always available, and honest with me, which enabled me to recognize and correct my shortcomings. Dr. Marilyn Simon, it has been a privilege to be a Simon Scholar. Thank you for setting a great foundation for me to follow. You exemplify all the attributes that demonstrate and describe a scholarly expert in the area of academics. To Dr. Esmail, whose humble demeanor supported me through those early difficult methodology concerns I encountered, you have been a true blessing and a valuable professional expert to have as a mentor, committee member, and advisor. Table of Contents Section 1: Introduction to the Study ................................................................................... 1 Background of the Study .............................................................................................. 1 Problem Statement ........................................................................................................ 5 Purpose of the Study ..................................................................................................... 6 Significance and Nature of the Study ........................................................................... 7 Research Questions ....................................................................................................... 8 Conceptual Framework ................................................................................................. 8 Definitions of Terms ................................................................................................... 11 Assumptions, Scope, Limitations, and Delimitations of the Study ............................ 12 Assumptions .......................................................................................................... 12 Scope ..................................................................................................................... 12 Limitations ............................................................................................................ 12 Delimitations ......................................................................................................... 13 Summary ..................................................................................................................... 13 Section 2: Literature Review ............................................................................................ 15 Research Overview ..................................................................................................... 15 Documentation ............................................................................................................ 16 The Importance of Music Education ........................................................................... 16 Budget Cuts and Curriculum Reform ................................................................... 16 Advantages of Music Education ........................................................................... 19 Overview of Cognitive Development in Adolescence ................................................ 20 i Piaget’s Theoretical Perspective ................................................................................. 21 Opposing Views of Piaget’s Theory ..................................................................... 22 Piaget and Music Education.................................................................................. 23 Vygotsky’s Theoretical Perspective ........................................................................... 24 ZPD, Education, and Adolescence........................................................................ 25 Opposing Views of Vygotsky’s Theory ............................................................... 25 Vygotsky and Music Education ............................................................................ 26 Howard Gardner’s Theoretical Perspective ...............................................................
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