Factors Contributing to Arizona Elementary General Music Teachers' Attitudes and Practices Regarding Multicultural Music Education
AuthorPetersen Jr., Gerald Anthony
multicultural music education
music teacher education
Arizona music teachers
AdvisorEbie, Brian D.
Committee ChairEbie, Brian D.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractGerald Anthony Petersen Jr., Ph.D.The University of Arizona, 2005Director: Brian D. Ebie The purpose of this study was to provide specific data regarding the level of multiculturalism of Arizona elementary general music teachers and their utilization of multicultural music education in curriculum and activities. Data gathered was used to investigate the relationship between a teacher's life experience, personal attitudes, personal behavior, and professional behavior with their developing and employing multicultural music education. Subjects included Arizona elementary general music teachers (N=280) during the 2004-05 school year. The Personal Multicultural Assessment and the Music Specialist's Multicultural Music Education Survey were sent to the teachers along with a demographic report sheet. Data analysis included descriptive statistics, correlational analysis (Pearson-Product Moment Correlation), analysis of variance (ANOVA), and a multiple regression. The results of the survey indicated that Arizona elementary general music teachers are functioning at varying levels of multiculturalism. The teachers' Personal Multicultural Assessment mean scores ranked at the third level of the Multicultural Personae in the areas of Personal Behavior, Professional Behavior, and on the Composite score. The areas of Life Experience and Personal Attitude ranked at the second level of the Multicultural Personae. Statistically significant relationships were found between the population of the teachers' hometown and the Life Experience subscale score and the Composite score. The undergraduate institution from which the teacher graduated was positively related to the Personal Behavior subscale score and the Composite score. Though the majority of Arizona elementary general music teachers felt inadequately prepared for teaching multicultural music education or have ethnic instruments, they reported utilizing the majority of regional-specific world music. Life experience was a significant factor in determining music teachers' utilization of multicultural music education. This study demonstrated that Arizona elementary general music teachers' personal attitudes, personal behavior, and professional behavior regarding multiculturalism may not have effected their utilization of multicultural music education.
Degree GrantorUniversity of Arizona
Showing items related by title, author, creator and subject.
That Old Time Religion: The Influence of West and Central African Religious Culture on the Music of the Azusa Street RevivalBrobeck, John T.; Wickham, Anna; Schauer, Elizabeth R.; Mugmon, Matthew (The University of Arizona., 2014)The Azusa Street Revival was a movement started in 1906 by a small group of black individuals at a prayer meeting in Los Angeles, California. The revival is largely considered the beginning of the Pentecostal movement. This paper investigates the relationship between the worship practices of the Azusa Street Revival and the musical and religious traditions of the West and Central African peoples who were the ancestors of some of the most prominent and influential participants in the movement. These practices, which include spirit possession, physical movement and rhythm, musical collaboration, and indeterminate times of worship, seemingly made their way from Africa into the daily lives of African American slaves, where they were adopted by participants at the American camp meetings of the early nineteenth century. From there, these West and Central African musical traditions became instituted in the holiness movement, the precursor to the Azusa Street Revival.
Instrumental Music Teachers’ Training, Comfort, and Self-competence in Teaching Choral Music in Public SchoolsHamann, Donald L.; Williams, Matthew L.; Kim, Ji-Eun; Corso, Dawn T. (The University of Arizona., 2018)This study was designed to explore differences between instrumental music teachers’ self-perceived comfort and competence ratings, using a 7-point Likert scale, on 15 choral teaching skills presented through a researcher-developed survey. Participants, identified through the National Association for Music Education membership list, were contacted via email. Responses (N = 106) were analyzed using descriptive and non-parametric statistics. Significant differences were found among participants’ ratings of the 15 choral teaching skills between those who (1) took a choral methods course and those who did not; (2) were teaching choir and those who were not teaching choir; and (3) had taught choir 1-4 years versus those who had taught choir 5 years or more. Additionally, correlations were computed and mean scores of instrumental music teachers’ self-perceived comfort and competence ratings of the 15 choral music skills were ranked. It appeared that when participants felt comfortable, they also felt competent and vice versa. Participants felt the most comfortable and competent in their musicianship and aural skills. Choral repertoire and vocal pedagogy knowledge were their least comfortable and competent areas when teaching choral music. The findings suggest that choral methods courses, taken as undergraduates, did affect differences in both comfort and competence ratings of instrumental music teachers as did choral teaching experience. It is recommended that pre-service instrumental music teachers take choral methods classes and that those courses focus on experiential teaching practices to better prepare instrumental music students for the possibility of teaching choral music. The instrumental teachers who were teaching choir were more comfortable than those who were not teaching choir and those who had five or more years of experience were more comfortable and competent teaching choir. It appeared that participants who had more years of experience teaching choir were more comfortable and competent in choral teaching situations than those with fewer years of experience. Based on this study’s findings, adequate professional development opportunities are recommended to alleviate in-service instrumental music teachers concerns when providing instruction in music areas outside of their area of expertise.