Intentional Music Listening: Development of a Resource-Oriented Music Therapy Technique to Promote Well-Being
AuthorWagner, Heather Jean
AdvisorBrooks, Darlene M.
Committee memberConfredo, Deborah A.
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/4004
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AbstractThis study examined a music therapy technique designed according to a resource-oriented approach and involved the use of music listening with adults, called "Intentional Music Listening". This protocol consisted of four music listening techniques. An exploratory sequential design was used, with a quantitative data phase followed by a qualitative data phase. The quantitative phase employed a modified crossover design, with an experimental group and waitlist control group. Participants attended groups at which they were coached in the music listening techniques for at-home practice. Quantitative data was gathered using the Positive and Negative Affect Scale (PANAS) (Watson, Clark & Tellegen, 1988), and through completion of diary cards after each at-home listening protocol. The qualitative data phase consisted of semi-structured interviews following participation in the music listening protocol. Both the statistical data and the qualitative data give support for the Intentional Music Listening protocol as having a positive impact on the participants' perceived state of well-being, and as a viable set of techniques for use in wellness-based music therapy practice.
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Pre-Service and In-Service Music Teachers' Perceptions of Readiness to Teach East Asian Vocal MusicDilworth, Rollo A.; Confredo, Deborah A.; Buonviri, Nathan O.; Lindorff, Joyce, 1950-; Burkhardt, T. W. (Theodore W.), 1940- (Temple University. Libraries, 2015)The purpose of this study was to investigate and compare pre-service and in-service music teachers' perceptions of readiness to teach East Asian vocal music. Through a survey design, the study focused on pre-service and in-service music teachers' preparation, satisfaction, and self-confidence to explore the extent to which the two groups of music teachers feel ready to teach East Asian vocal music. A web-based survey was developed to explore pre-service music teachers' perceptions of readiness to teach East Asian vocal music. It was sent to 149 pre-service music teachers who were undergraduate music education majors at eight northeastern NASM accredited universities. A similar web-based survey was developed to explore in-service music teachers' perceptions of readiness to teach East Asian vocal music. It was sent to 132 in-service music teachers who were K-12 public school certified music teachers in Mid-Atlantic states. The two surveys were designed for pre-service and in-service music teachers to rate their multicultural/world music training regarding East Asian vocal music in order to reflect their preparation, satisfaction, and self-confidence in teaching East Asian vocal music. Data regarding participants' demographic information (e.g., gender, age, ethnicity, educational background, second language learning), collegiate course work, music education faculty, and musical experiences were also collected to investigate what factors influenced pre-service and in-service music teachers' preparation, satisfaction, and self-confidence in relation to their perceptions of readiness for teaching East Asian vocal music. Descriptive statistics (e.g., frequency distribution, central tendency, and dispersion) were used to analyze demographic data, responses to questions in Preparation component, Satisfaction component, and Self-Confidence component, and responses for the questions reflected participants' beliefs about teaching world music and East Asian vocal music. Inferential statistics (Cronbach's Alpha Coefficient, Pearson Correlation, and Independent-Sample T-Test) were used to analyze factors that influenced participants' perceptions of readiness to teach East Asian vocal music, and to compare the differences in perceptions of readiness to teach East Asian vocal music between pre-service music teachers and in-service music teachers. Data revealed that both pre-service and in-service music teacher participants felt they received inadequate preparation for teaching East Asian vocal music from their college training and professional development experiences, they felt dissatisfied with their college programs and training experiences in relation to teaching East Asian vocal music, and they did not feel confident to teach East Asian vocal music. The results of the t-tests suggested that no significant differences existed in the perceptions of readiness to teach East Asian vocal music between pre-service and in-service music teachers.
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