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Cooperative Learning in Music ...31 University of Kentucky UKnowledge Theses and Dissertations--Music Music 2015 AN INVESTIGATION OF THE EFFECTIVENESS OF COOPERATIVE LEARNING AS A REHEARSAL TECHNIQUE FOR IMPROVING HIGH SCHOOL BAND PERFORMANCE Karen R. Compton University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Compton, Karen R., "AN INVESTIGATION OF THE EFFECTIVENESS OF COOPERATIVE LEARNING AS A REHEARSAL TECHNIQUE FOR IMPROVING HIGH SCHOOL BAND PERFORMANCE" (2015). Theses and Dissertations--Music. 38. https://uknowledge.uky.edu/music_etds/38 This Doctoral Dissertation is brought to you for free and open access by the Music at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Music by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. I retain all other ownership rights to the copyright of my work. I also retain the right to use in future works (such as articles or books) all or part of my work. I understand that I am free to register the copyright to my work. REVIEW, APPROVAL AND ACCEPTANCE The document mentioned above has been reviewed and accepted by the student’s advisor, on behalf of the advisory committee, and by the Director of Graduate Studies (DGS), on behalf of the program; we verify that this is the final, approved version of the student’s thesis including all changes required by the advisory committee. The undersigned agree to abide by the statements above. Karen R. Compton, Student Dr. David Sogin, Major Professor Dr. David Sogin, Director of Graduate Studies AN INVESTIGATION OF THE EFFECTIVENESS OF COOPERATIVE LEARNING AS A REHEARSAL TECHNIQUE FOR IMPROVING HIGH SCHOOL BAND PERFORMANCE DISSERTATION A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Fine Arts at the University of Kentucky By Karen Renae Compton Elizabethtown, Kentucky Director: Dr. David W. Sogin, Professor of Music Education Lexington, Kentucky 2015 Copyright © Karen Renae Compton 2015 ABSTRACT OF DISSERTATION AN INVESTIGATION OF THE EFFECTIVENESS OF COOPERATIVE LEARNING AS A REHEARSAL TECHNIQUE FOR IMPROVING HIGH SCHOOL BAND PERFORMANCE The purpose of the present study was to investigate the effectiveness of cooperative learning as a rehearsal technique on high school full-band performance compared to traditional rehearsal methods. Two intact high school bands from the same Kentucky Music Educators Association District participated in the study. One band served as the treatment group using cooperative learning rehearsal techniques and the other group served as the control group using traditional rehearsal methods in a quasi- experimental non-equivalent control group design. The study spanned six weeks in which both schools prepared the same performance piece, Variants by Jack Bullock. The groups were pre-tested using a recording of their recent Kentucky Music Educators Association (KMEA) concert festival performance to ensure no statistically significant difference existed in performance ability. The bands rehearsed the study piece for 15-20 minutes two times per week for a total of 12 rehearsals. The bands were also asked to play a researcher- composed warm-up prior to each rehearsal of the performance piece. At the end of the study, the groups recorded final performances of the piece and the warm-up. The full-band performances were measured using the Performance Evaluation Form. Recordings of all tests were sent to four independent judges for evaluation. Statistically significant differences were found between the two groups on both post-test recordings, with the treatment group scoring higher than the control group. Additionally, the within-group comparisons resulted in statistically significant differences for both groups. The treatment group scored higher on the study piece than the pre-test while the control group scored lower on the study piece than their pre-test. Descriptive and qualitative data were gathered on student self-assessment of performance and the implementation of cooperative learning into high school band. Results indicate that students in the cooperative learning treatment group varied greatly in ability to self-assess and that those abilities progressed over time. Students also engaged in the learning activities in a variety of ways. Factors that must be taken into consideration when implementing cooperative learning in a high school ensemble include the structure of the cooperative activities, the role of the band director, and the usage of time. Keywords: Cooperative Learning, Band, Performance, Self-Assessment, Rehearsal. Karen Renae Compton Student’s Signature January 19, 2015 Date AN INVESTIGATION OF THE EFFECTIVENESS OF COOPERATIVE LEARNING AS A REHEARSAL TECHNIQUE FOR IMPROVING HIGH SCHOOL BAND PERFORMANCE By Karen Renae Compton Dr. David Sogin Director of Dissertation Dr. David Sogin Director of Graduate Studies January 19, 2015 Date Acknowledgements The present culmination of my doctoral journey would not be possible without the support and advice of many individuals in my life. Their unwavering confidence in me has kept me afloat during many challenging times over the course of this endeavor. I owe them my sincerest gratitude and hope that I can one day repay them in thought and action. Dr. David Sogin, my committee chair, has been an amazing mentor throughout the dissertation process. It has been a very long journey and he has stood by me the entire time. His expertise in research is astounding and he has pushed me to produce a quality product beyond what I imagined possible. He has shown me that, though this feels like an ending, it is truly just the beginning – my “Opus 1.” Thank you from the bottom of my heart! My committee members have all influenced my thinking and philosophy on music and teaching. I can regularly see their mark through my own teaching. Dr. Cecilia Wang has greatly influenced my belief in measurement and its usefulness in music education. It has truly changed the way I approach all of my classes and I am now a proponent of meaningful measurement in the classroom. Dr. Ron Pen helped me to learn more about myself and my roots. I have integrated the music of Appalachia and its concepts into my classes. Dr. Karen Bottge’s knowledge and understanding of education in K-12 schools is apparent in all of her classes. As an educator, this approach resonated with me greatly and changed the way I approach teaching musical skills to my students. Through example, Dr. Gary Anglin has changed the way I view online classes and has set iii the standard to which I will hold all other online classes. To each of these individuals I will be forever grateful. Please know that your legacy continues through the tremendous influence you have on your students. One of the unexpected developments of this journey has been the development of close friendships with several colleagues. They have been there for me with moral support and assistance with my study. I offer my sincerest gratitude to Dr. Gregory Springer, Dr. John Egger, and Dr. Nicola Mason. I hope we continue to work together in the future! Other individuals from different facets of my life have also been instrumental in helping me through this process. I offer a heartfelt thanks to Ms. Debbie Hibberd, Dr. Scott Salathe, Mrs. Susan Hayes, Dr. Donald Sorah, Mr. Daniel Naas, Ms. Angela Nieves, and Mr. Alvin Holbrook. Last, but certainly not least, I extend my deepest thanks to my family – my mom, sister, and nephews. Without their love, support, and certainty in my abilities, I would have never made it this far. I am thankful every day to have them in my life. I love you all! iv Table of Contents Acknowledgements ............................................................................................................ iii List of Tables .................................................................................................................... vii List of Figures .................................................................................................................. viii Chapter One: Introduction .................................................................................................. 1 Background ............................................................................................................. 1 Statement of Problem .............................................................................................. 2 Definition of Terms................................................................................................. 3 Limitations
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