ERIC Number: ED402214
Record Type: RIE
Publication Date: 1994-May
Improving Motivation of Sixth Grade Music Students through Curriculum Interventions and Teaching Practices.
This report describes a program for improving the motivation of sixth grade students in the music class and for increasing their understanding of the relevancy of music in their total curriculum. The students are part of a low to middle class suburban community located in northeastern Illinois. The problem was noted originally by the music teacher who found that, as students progressed to the intermediate grades, they began to question the importance of music and what value it had in their future lives. The teacher also noted that students showed a lack of effort and achievement in the classroom music activities. Teacher observation was confirmed by the administration of a student attitude survey. Analysis of the probable cause data revealed that students did not feel that music was an important subject and lacked confidence in their musical skills and abilities. Students did not understand the relationship of music to other areas of the curriculum and the importance of music in their lives. Probable cause data from the literature indicated that individuals today are more passive in their music participation than in the past. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of three intervention plans: implementation of an integrated unit of study; an emphasis on activities using the various intelligences as noted by Howard Gardner; and plans to raise the self-esteem of the students through changes in teacher behavior. The solution strategy implemented resulted in positive outcomes. Students showed increased effort and achievement in the music class, gained a better understanding of the relevancy of music in the curriculum, and showed increased self-esteem. (JO)
Publication Type: Dissertations/Theses - Masters Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Masters Research Project, Saint Xavier University Illinois.