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THE DEVELOPMENT of a SET of BEHAVIORAL OBJECTIVES for the TEACHING of MUSIC to PRIMARY GRADE CHILDREN Approved

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THE DEVELOPMENT of a SET of BEHAVIORAL OBJECTIVES for the TEACHING of MUSIC to PRIMARY GRADE CHILDREN Approved Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1975 The evelopmeD nt of a Set of Behavioral Objectives for the Teaching of Music to Primary Grade Children. Elbert Earl Morton Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Morton, Elbert Earl, "The eD velopment of a Set of Behavioral Objectives for the Teaching of Music to Primary Grade Children." (1975). LSU Historical Dissertations and Theses. 2801. https://digitalcommons.lsu.edu/gradschool_disstheses/2801 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in-equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. Xerox University Microfilms v 300 North Zeeb Road Ann Arbor, Michigan 48106 75-22,217 MORTON, Elbert Earl, 1928- THE DEVELOIMENT OF A SET OF BEHAVIORAL OBJECTIVES FOR THE TEACHING OF MUSIC TO PRIMARY GRADE CHILDREN. The Louisiana State University and Agricultural and Mechanical College, Ed.D., 1975 Education, music Xerox University Microfilms,Ann Arbor, Michigan 48106 0 1975 ELBERT EARL MORTON ALL RIGHTS RESERVED THE DEVELOPMENT OF A SET OF BEHAVIORAL OBJECTIVES FOR THE TEACHING OF MUSIC TO PRIMARY GRADE CHILDREN A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Education in The Department of Education by Elbert Earl Morton B.M.E. University of Denver, 1953 M.A. Teachers College, Columbia University, 1961 May, 1975 ACKNOWLEDGEMENTS The writer wishes to express appreciation and gratitude for the guidance and helpful criticism which was given by Dr. Charlie W. Roberts and Dr. Robert F. Shambaugh, under whose direction the study was made. He wishes, also, to acknowledge with gratitude the helpful suggestions of Dr. B. F. Beeson, Dr. William R. Eglin, Dr. Ollie B. Fuglaar, Dr. G. C. Gibson, and Dr. Richard A. Musemeche who served as members of his committee. Appreciation is expressed to the members of the panel of authorities who invested their time and effort to evaluate and rank the behavioral objectives. The writer is indebted to Mrs. Linda Alwood for the cheerful cooperation during the typing of this dissertation. The writer wishes to express his sincere gratitude to his wife, Adeline, their children Drexel and Monica, and his mother, who offered constant support and inspiration throughout the course of his work. ii TABLE OF CONTENTS Ease ACKNOWLEDGEMENTS..................................... ii LIST OF T A B L E S ....................................... vi ABSTRACT .............................................. vii Chapter I. INTRODUCTION ................................. 1 Statement of the Pr o b l e m ................... 4 Delimitations of this Study ................ 4 Definition of Terms ......................... 4 Sources of Data ...... ................ 6 Importance of this S t u d y ................... 6 Design of this S t u d y ....................... 8 Evaluation by Authorities ................... 9 II. REVIEW OF RELATED LITERATURE ................ 11 III. DISCUSSION OF THE DATA OF PANEL AUTHORITIES . 17 Introduction ............................... 17 Panel Authorities........................... 18 S u m m a r y ..................................... 19 IV. BEHAVIORAL OBJECTIVES FOR SINGING, MOVING AND LISTENING, PLAYING, CREATING, AND READING . 29 S i n g i n g ...................................... 29 Kindergarten ............................. 30 Grade I ................................... 31 iii Chapter Page Grade I I ................................. 33 S u m m a r y ................................. 35 Moving and Listening........................ 38 Kindergarten ............................. 38 Grade I ................................. AO Grade I I ................................. A3 S u m m a r y ................. .............. A5 Playing Kindergarten ............................. A9 Grade I ................................. 51 Grade I I ................................. 5A Summary ................. 56 Creating .................................. 59 Kindergarten ........................... 59 Grade I ................................. 61 Grade I I ................................. 63 S u m m a r y ................................. 65 R e a d i n g .................................... 68 Kindergarten ............................. 68 Grade I ................................. 70 Grade I I ................................. 72 S u m m a r y ................................. 7 A V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . 78 REFERENCES CITED AND SELECTED BIBLIOGRAPHY ......... 81 iv APPENDICES Page A. Correspondence.................................... 88 B. Instructions and Information for Evaluation . 89 C. List of Recognized Authorities in Music Education...................................... 91 VITA .................................................. 92 v LIST OF TABLES 1. Opinion of the Panel .................................. 21 2. Results of the Evaluation by the Authorities for S i n g i n g .......................................... 36 3. Results of the Evaluation of the Authorities for Moving and Listening.............................. 47 4. Results of the Evaluation of the Authorities for Playing .......................................... 57 5. Results of the Evaluation by the Authorities for Creating.......................................... 66 6. Results of the Evaluation by the Authorities for Reading .......................................... 75 vi ABSTRACT The purposes of this study were to develop a set of behavioral objectives to be used in the teaching of music to primary grade children, to have these objectives evaluated by a panel of music educators considered as authorities in the field of elementary education, and to tabulate their conclusions as (1) worthwhile, (2) of some worth, (3) of no worth. The study was limited to the primary grades (kindergarten, first and second grades), also to be considered as first, second and third levels of musical instruction. The musical activities were limited to singing, moving and listening, playing, creating, and reading. The intrinsic values were limited to mood, tone, melody, rhythm, form, and harmony. The behavioral objectives listed were limited to one overall objective to be achieved upon completion of the third level of instruction and one for each of the intrinsic values listed under the activities for each of the before-mentioned grades for a total of five overall objectives and 128 specific objectives for the combined three years. The behavioral objectives were sent to the panel of music educators with the result that each objective was of worth. Several panel members suggested some areas where they could be simplified for the grade level expectation. These are so noted on the table of panel reaction listed in the dissertation. vii The following conclusions were reached: Behavioral objectives can be written for the teaching of music to primary grade children. Behavioral objectives allow for individual growth and can be measured by both the child and the teacher as to the achievement desired. Some behavioral objectives can be used for group growth as well as individual growth and can also be measured by the child and the teacher. The intrinsic values of music can be written in behavioral objective
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