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University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 A Xerox Education Company 72-29,892 JONES, Thomas Marshall, 1934- THE DEVELOPMENT AND EVALUATION OF A BLACK MUSIC SYLLABUS FOR ELEMENTARY MUSIC EDUCATION. The University of OklahoT. D.M.E., 1972 Music University Microfilms, A J^ROXCompany, Ann Arbor, Michigan © 1972 Thomas Marshall Jones ALL RIGHTS RESERVED THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE DEVELOPMENT AND EVALUATION OF A BLACK MUSIC SYLLABUS FOR ELEMENTARY MUSIC EDUCATION A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of DOCTOR OF MUSIC EDUCATION BY T. MARSHALL JONES Norman, Oklahoma 1972 THE DEVELOPMENT AND EVALUATION OF A BLACK MUSIC SYLLABUS FOR ELEMENTARY MUSIC EDUCATION a p p r o : j i S i f c - M^F' PLEASE NOTE: Some pages may have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company ACKNOWLEDGEMENT S The writer wishes to express a very special thanks to Dr. Robert Glidden, who guided this project from its inception to its completion. For his continuous enthusiasm and interest, untiring patience and especially his scholarly suggestions with the writing of the manuscript and with the statistical problems, the writer is most grateful. A special thanks is also expressed to Dr. Harry Fierbaugh for his time and advice in the develop ment of the teaching units, as well as suggestions and critical reading of the manuscript. The writer also wishes to thank Dr. Gene Braught, Dr. Ernest Trumble. Dr. Irvin Wagner and Dr. George Henderson for their encouragement, suggestions and critical reading of the manuscript. The writer owes a particular debt of gratitude to fellow graduate assistant instructors, Martha Giles, William Wood and Robert McFarland, who presented the materials to the music education classes involved in the study. Their spirit of cooperation made the implementation and evaluation of the materials possible. To my parents, Mr. and Mrs. Prince T. Jones, for their continuous encouragement, prayers and moral support, a special word of appreciation is extended. Finally, my love and deep appreciation are expressed to my wife, Brenda, and our three sons. Tommy, Jeffrey and Arnie, for an unending amount of patience, encouragement, understanding and moral support, which sustained me through this period of academic pursuit. T.M.J. TABLE OF CONTENTS Page LIST OF TABL E S ........................................ V LIST OF F I G U R E S ...................................... vii Chapter I INTRODUCTION ................................. 1 Statement of the Problem .................. 5 Justification for the Study ................ 7 Related Studies ............................ 12 Procedure for Implementation .............. 13 II DEVELOPMENT OF M A T E R I A L S .................... 15 Objectives of the S t u d y .................... 15 Course Content ............................ 19 Teaching Approach and Materials ............ 30 III EVALUATION OF MATERIALS....................... 33 Evaluation Procedure ...................... 33 Description of Experimental and Control G r o u p .................................... 35 Data-Gathering Instruments ................ 41 IV PRESENTATION AND INTERPRETATION OF DATA .... 50 Correlation of Variables .................. 70 Summary............ 74 V SUMMARY AND CONCLUSIONS....................... 76 Summary.................................... 76 E v a l u a t i o n ................................ 78 Conclusions................................ 80 Recommendations for Further Study .......... 82 111 IV TABLE OF CONTENTS— Continued Page APPENDIX A, BLACK MUSIC SYLLABUS ...................... 84 APPENDIX B, DATA-GATHERING INSTRUMENTS ................. 172 APPENDIX C, INDIVIDUAL D A T A ............................ 188 BIBLIOGRAPHY ............................................ 193 LIST OF TABLES Table Page 1 Means and Standard Deviations of Accumulative Grade Point Average and WUED 1732 Grade for Students in MUED 1742 ........................ 38 2 Music Education 1732 Grades .................. 39 3 Analysis of Variance— Significance of Differ ences among Six Sections of MUED 1742 in Grade Point Average.......................... 40 4 t Test for the Significance of Difference Between GPA Means of the Experimental and Control Groups .............................. 41 5a Means and Standard Deviation of Black Music Achievement Scores: Experimental Group .... 51 5b Means and Standard Deviations of Black Music Achievement Scores: Control Group .......... 51 6 Results of t Test for Significance of Differ ence Between Experimental and Control Groups in Black Music Achievement Scores ............ 52 7 Black Music Listening Subtest Means and Stan dard Deviations, and Results of Analysis of Variance, for Level of Familiarity with Coun try-Western P e r f o r m e r s ...................... 54 8 Pretreatment Attitude Measurement ............. 55 9 Posttreatment Attitude Measurement ........... 56 10 Results of t Test for Significance of Differ ence in Independent Sample Means as Applied to Post- Minus Pretreatment Attitude Gain S c o r e s ...................................... 57 11a Means and Standard Deviations of Attitude Toward Black Music in the Curriculum— Experimental Group .......................... 59 V VI LIST OF TABLES— Continued Table Page 11b Means and Standard Deviations of General Attitude Toward Music in the Curriculum— Experimental Group .............................. 59 11c Means and Standard Deviations of Attitude Toward American Indian Music in the Curri culum— Experimental Group ...................... 60 12 Analysis of Variance Results for Experimental Sections in Post- Minus Pretreatment Attitude Toward Black Music in the Curriculum.............61 13 Black Music Pretreatment Attitude Means and Standard Deviations, and Results of Analysis of Variance, for Levels of Familiarity with Blues Performers................................. 63 14 Black Music Pretreatment Attitude Means and Standard Deviations, and Results of Analysis of Variance, for Levels of Familiarity with Soul Music Performers .......................... 64 15 Pre General Attitude Toward Music/ ANOVA R e s u l t s ......................................... 66 16 Post- Minus Pretreatment General Attitude Toward Music . ... ........................... 68 17 Item Analysis— Black Music Final Examination . 187 LIST OF FIGURES Figure Page 1 Total Achievement Mean, Pretreatment Black Music Attitude, and Pre General Attitude Toward Music .................................... 68 2 Total Black Music Achievement Mean, Change in Black Music Attitude ........................ 70 V l l THE DEVELOPMENT AND EVALUATION OF A BLACK MUSIC SYLLABUS FOR ELEMENTARY MUSIC EDUCATION CHAPTER I INTRODUCTION Many music educators would readily admit that there is a lack of information regarding the accounts of Black music and its contributions to the American society. The following statements are extracted from a paper presented by Dominique- Rene de Lerma at the 1970 winter meeting of the Music Library Association in Toronto, the Music Educators National Confer ence in Chicago, and a symposium on Black music held in Geneva, New York, at the Hobart and William Smith colleges; Let us admit without hesitation that less is generally known and taught about music composed by Blacks than any other aspect of non-Oriental music. The information is lacking among public school teachers, college professors, chamber music coaches, musicologists, recitalists, and conductors, and there has been little help from publishers or librarians. Ethnic scholars can provide some assistance,