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Music Teachers' Attitudes, Classroom

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Music Teachers' Attitudes, Classroom INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Infonnation Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 MUSIC TEACHERS’ ATTITUDES, CLASSROOM ENVIRONMENTS, AND MUSIC ACTIVITIES IN MULTICULTURAL MUSIC EDUCATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Sharon M. Young, M.M.Ed. ***** The Ohio State University 1996 Dissertation Committee: Professor Patricia J. Flowers Professor Jere L. Forsythe Approved by Professor Jan McCrary CAdvisor Professor Vesta Daniel School of Music UMI Number; 9639384 Copyright 1996 by Young, Sharon Marlene All rights reserved. UMI Microform 9639384 Copyright 1996, by UMI Company. Aii rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Copyright by Sharon M. Young 1996 ABSTRACT Multicultural education has been defined as a movement that values diversity and educational equity for ethnically diverse, exceptional, and low socioeconomic status students. Its main purpose is to develop the ability to recognize and prize diversity and to encourage positive and productive interactions among people of all cultures. Music is a very powerful approach to multicultural education, for it is through the arts that people of the world share and transmit their cultures. Music teachers are accountable for providing music education for all students, regardless of race, ethnicity, or culture. Music teachers must therefore have an understanding of multicultural education and what teaching from a multicultural perspective entails. The instruction and study of music from a multicultural perspective involves performing, listening to, and experiencing the music of many different racial, ethnic, religious, and cultural groups. The attitudes and perceptions of music teachers concerning multicultural education are significant because these attitudes are manifested in the music teachers’ teaching strategies, the lesson activities planned by the teacher, and the music classroom environment. This study examined music teachers’ attitudes toward multicultural education and investigated the impact of those attitudes upon the music classroom environment, music activities, and teaching strategies. Thirty elementary and middle school teachers in two suburban and one urban school district in Ohio were surveyed to sample their attitudes, philosophies, and level of comfort with diversity and multicultural education. Ten of the 30 surveyed teachers were also interviewed to gain more in-depth information concerning attitudes toward multicultural education. Most teachers, regardless of the district, believed that multicultural education is important to the education of the elementary school child and that multicultural education is essential for all children, regardless of ethnicity. Teachers also considered music to be a manner of cultural expression for all cultures and that the ethnicity of the child should not be a prerequisite for an introduction to the abundant diversity of the world’s music. Teachers did not believe that multicultural education was about minority people, neither did they believe that Afrocentric education and multicultural education were synonymous. Although all teachers appeared to believe that multicultural education was good and beneficial to all children, there was inconsistency in the definition of multicultural education, the most important goals of multicultural education, and uncertainty in how multicultural music education should be approached. in DEDICATION To the World’s Children IV ACKNOWLEDGMENTS I wish to thank my advisor, Dr. Patricia Flowers, for her encouragement, support, and intellectual guidance in this endeavor and for her expert assistance in editing the manuscript. I am also grateful to my doctoral committee: Dr. Jere L. Forsythe, Dr. Jan McCrary, and Dr. Vesta Daniel for their inspiration, motivation, and enthusiasm throughout this project. VITA May 19,1962................................................ Bom - Pine Bluff Arkansas 1984............................................................... B.S., Music Education University of Arkansas at Pine Bluff Pine Bluff, Arkansas 1986 ............................................................... M.Ed., Music Education University of Arkansas Fayetteville, Arkansas 1986 - 1993 .................................................... Elementary Music Specialist Pulaski County Special School District Little Rock, Arkansas 1993 - Present ............................................... Graduate Tcaching Associate Ohio State University FIELD OF STUDY Major Field: Music VI TABLE OF CONTENTS Page Abstract.................................................................................................................... ii Dedication ................................................................................................................. iv Acknowledgments........................................................................................................ v V ita........................................................................................................................... vi List of Tables ............................................................................................................... x CHAPTER 1. INTRODUCTION ........................................................................................... 1 Overview ........................................................................................................... 1 Need for the Study............................................................................................ 5 Purpose of the Study ......................................................................................... 6 2. REVIEW OF LITERATURE........................ 8 Overview ........................................................................................................... 8 History of Multicultural Education ................................................................... 8 Definitions and Goals of Multicultural Education ............................................ 10 Myths and Approaches to Multicultural Education .......................................... 13 Attitudes and Research ...................................................................................... 18 History of Multicultural Music Education ........................................................ 23 vn 3. METHODOLOGY........................................................................................... 26 Introduction ....................................................................................................... 26 Description of Population ................................................................................. 27 General Definitions ........................................................................................... 28 Student Demographics ............................................................................... 28 Staff Demographics ................................................................................... 28 Demographic Data ............................................................................................ 29 Description of Subjects ..................................................................................... 32 District A.................................................................................................... 33 District B .................................................................................................... 34 District C .................................................................................................... 35 Student Subjects ................................................................................................ 35 Variables............................................................................................................ 36 Operational Definitions ..................................................................................... 37 Assumptions .....................................................................................................
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