An Implementation of the Cemrel Aesthetic Education Program by Elementary Classroom Teachers: A Qualitative Observation
Reese, Sam
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Permalink
https://hdl.handle.net/2142/67743
Description
Title
An Implementation of the Cemrel Aesthetic Education Program by Elementary Classroom Teachers: A Qualitative Observation
Author(s)
Reese, Sam
Issue Date
1981
Department of Study
Music
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Music
Language
eng
Abstract
The purpose of this study was to describe the implementation of selected instructional units in the CEMREL Aesthetic Education Program by three elementary classroom teachers in Urbana, Illinois with regard to context, process and product and to identify problems that occurred during the implementation. The context questions of the study were concerned with characteristics of the teachers, students, school district, community, and the CEMREL Aesthetic Education Program. The process questions focused on the amount of instructional time, scheduling of instructional time, amount of teacher planning time, teacher adherence to unit objectives, teacher utilization and completion of instructional procedures and materials, teacher relating of aesthetic education concepts to other instruction, types of learning experiences, patterns of peer and teacher-student interaction, level of student participation in unit activities, characteristics of the teachers' presentations, and problems during the process of implementation. The product questions addressed the extent to which students achieved the objectives of instruction, the attitude of students toward unit activities, the teachers' reactions to the units, and the teachers' attitudes toward future involvement in aesthetic education.
The procedures called for the implementation of the Aesthetic Education Program instructional units entitled Tone Color, Examining Point of View, and Creating Characterization by each of three third grade classroom teachers from November 1 to May 28 of the 1979-80 school year. The qualitative research strategy utilized was participant observation, based upon a model developed by Louis M. Smith of Washington University. The model called for the taking of comprehensive field notes during each classroom observation session and the use of a tape recorder to obtain a permanent record of verbal transactions. In addition to the field notes and tape recordings, two other kinds of data records were kept: summary observation and interpretation statements and documents. Other data collection procedures used included teacher interviews, student interviews, district administrator interviews, scruting of literature from the CEMREL Aesthetic Education Program and the City of Urbana, administration of evaluation instruments associated with the CEMREL instructional units, and administration of teacher and student questionnaires. The investigator observed approximately 225 classroom sessions.
The results of the context questions showed that the teachers had positive attitudes about the importance of the arts of elementary education both before and after the implementation, although they lacked substantial performance skills in the arts. The students were of mostly lower-middle class and middle class socio-economic status. In one classroom, they were functioning at an average level of academic achievement and in two classrooms were functioning a year above average. The results of the process questions showed that the teachers utilized sufficient amounts of instructional time and planning time, adhered to unit objectives, utilized the instructional procedures and materials in reasonably complete manners, and provided a variety of types of learning experiences. The students participated in the unit activities at generally high levels. Of the variety of problems which occurred, the most serious was the occasional lack of thoughtfulness by students as they are involved in the learning experiences. The results of the process questions showed that students achieved the objectives of instruction to a satisfactory level and demonstrated positive attitudes about the learning experiences. The teachers reacted favorably to their experiences in teaching these units.
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