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The Dilemma of Aural Skills Within Year Eleven Music

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The Dilemma of Aural Skills Within Year Eleven Music THE DILEMMA OF AURAL SKILLS WITHIN YEAR ELEVEN MUSIC PROGRAMMES IN THE NEW ZEALAND CURRICULUM Thesis submitted in partial FulFilment of the requirements for the Degree of Master in Teaching and Learning In the University oF Canterbury By Robert J. Aburn University of Canterbury 2015 Table of Contents Table of Contents ................................................................................................................. ii List of Figures ....................................................................................................................... v List of Tables ......................................................................................................................... v Acknowledgements ............................................................................................................. vi List of Terms and Abbreviations ......................................................................................... viii Abstract ................................................................................................................................. i Chapter 1 Introduction ........................................................................................................ 1 1:1 Introduction: ................................................................................................................................................................... 1 1:2 Research Question ....................................................................................................................................................... 2 1:3 Contextualising the Value of Aural and Listening Skills .............................................................................. 2 1:4 Aural and Listening Skills within the NZ Curriculum ................................................................................... 4 1:5 NCEA – Its Implications for Teaching and Learning ...................................................................................... 7 1:5 Perceived themes and dilemmas ........................................................................................................................... 9 1:6 Rationale and Relevance of the Research ....................................................................................................... 10 1:7 Structure of the Thesis ............................................................................................................................................ 11 Chapter 2 Literature Review ............................................................................................. 13 2:1 Introduction: ................................................................................................................................................................ 13 2:2 Listening Defined ....................................................................................................................................................... 13 2:3 Aural Work Defined .................................................................................................................................................. 17 2:4 Justification for Aural Work within Praxis .................................................................................................... 19 2:5 The Teaching of Aural and Listening Skills .................................................................................................... 21 2:6 The Oral Tradition within the Aural Paradigm ............................................................................................ 24 2:7 The Dichotomy of ‘Informal’ and ‘Formal’ Discourse ................................................................................ 25 2:9 Summary ....................................................................................................................................................................... 28 Chapter 3 Research Methodology ..................................................................................... 29 3:1 Introduction ................................................................................................................................................................. 29 3:2 Qualitative Research with a Phenomenological Perspective ................................................................ 29 3:3 Practitioner Research .............................................................................................................................................. 30 3:4 Case Study Methodology ........................................................................................................................................ 31 3:5 Purposeful Sampling – The Selection of the Participants. ..................................................................... 32 3:6 Consent of Participants ........................................................................................................................................... 34 3:7 Pilot Study – Trialing the Research Tool ....................................................................................................... 34 3:8 Data Collection - Semi-Structured interviews .............................................................................................. 35 ii 3:9 Data Collection - Video Stimulated Recall (VSR) ........................................................................................ 36 3:10 Data Analysis ............................................................................................................................................................ 38 3:11 Ethical Considerations .......................................................................................................................................... 40 3:12 Intent of the Research ........................................................................................................................................... 42 Chapter 4 The Teachers’ Voice: ......................................................................................... 43 Understandings of aural and listening skills in Music Education .......................................... 43 4:1 Introduction ................................................................................................................................................................. 43 4:2 Case Study One: Traditional, Formal approach ........................................................................................... 44 4:3 Case Study Two: Integrated Performance Skills Based Approach ...................................................... 56 4:4 Case Study Three: An integrated holistic approach ................................................................................... 69 4:5 Case Study Four: Contemporary, Student-Centered Approach ............................................................. 79 4:6 Summary of the Four Case Study Approaches .............................................................................................. 88 Chapter 5 The Students’ Voice .......................................................................................... 90 5:1 Introduction: ................................................................................................................................................................ 90 5:2 The Student Group: ................................................................................................................................................... 90 5:3 Student Reasons for Taking Music as a School Subject. ............................................................................ 93 5:4 Students’ Perceptions of a Positive Learning Environment ................................................................... 96 5:5 What Students Understand of Aural and Listening Skills ........................................................................ 98 5:6 Value Students Place on Aural and Listening Skills ................................................................................. 104 5:7 Specific Pedagogical Approaches Teachers use to Assist Learning ................................................... 104 5:8 Correlation between Aural Skills and Keyboard Skills ......................................................................... 108 5:9 Student’s Perceived Barriers to their Learning ........................................................................................ 109 5:10 Summary: .................................................................................................................................................................. 114 Chapter 6 Discussion ....................................................................................................... 116 6:1 Introduction and Return to the Focus of the Research ........................................................................... 116 6.2 Addressing the Research Question. ................................................................................................................ 117 6:3 Inclusiveness of Aural and Listening Skills within Year 11 .................................................................. 118 6:4 The Interconnectivity of music skills – The Praxial Approach. ........................................................... 122 6:5 The Potency of NCEA - Implications for Curriculum Development and Assessment ................ 122 6:6 Reflecting on the Research and the Research Process ...........................................................................
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