A framework for the development and implementation of constructivist learning environments for beginning band classes
Shively, Joseph Landon
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https://hdl.handle.net/2142/20660
Description
Title
A framework for the development and implementation of constructivist learning environments for beginning band classes
Author(s)
Shively, Joseph Landon
Issue Date
1995
Doctoral Committee Chair(s)
Grashel, John W.
Department of Study
Music
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Music
Language
eng
Abstract
The purpose of this study was to develop a framework for the development and implementation of constructivist learning environments for beginning band classes. This study arose from the recognition teaching approaches in beginning band had not changed to reflect contemporary thinking about learning and teaching. Constructivism was identified as a potentially rich foundation upon which to develop an approach to learning in beginning band classes.
Through an examination of representative contemporary constructivist positions, the main question: How is knowledge constructed? and six ancillary questions were formed. The examination of these questions served as the foundation for the development of a set of general constructivist principles of learning. The general questions and findings then served to frame a discussion of the implications of constructivism for instrumental music learning. The focus of knowledge construction in instrumental music was found to be on authentic domain experiences that allow learners to actively interpret music phenomena. The roles of learners and teachers in constructivist classrooms were also examined, focusing on the shift of responsibility in the classroom from the teacher to learners.
The framework that was developed to guide the decision making processes of beginning band teachers was divided into three major sections: (1) background, (2) Development, and (3) Process. These sections reflected the teacher's analysis knowledge domains and bases, the development of learning environments based on the analysis, and the immersion of learners into the learning environments. The study includes guidelines for the implementation of the framework.
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