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ERIC Number: ED556282
Record Type: Non-Journal
Publication Date: 2012
Pages: 314
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-7463-4
Thinking-in-Music-with-Music: Students' Musical Understanding and Learning in Two Interactive Online Music General Education Courses
White, Phyllis Aleta
ProQuest LLC, Ph.D. Dissertation, Oakland University
Music uniquely provides for human beings what cannot be provided in any other way. Affording opportunity for undergraduate general education students to express musical identity and experience musical otherness through musical decision making in an e-learning environment propelled the creation of the two courses that became the context for this study. The first course, MUS 339: What's on your playlist? Aesthetic Experiences in Music, invites students to create a negotiated listening curriculum by demonstrating musical understanding through legally edited audio clips from their own library. The second course, MUS 225: Song and Songwriting, invites students to demonstrate musical understanding through originally created songs and fragments. In the context of these courses, I used the phrase "thinking-in-music-with-music" to describe the act of musical decision-making as demonstrated in the creation and editing of musical clips and songs within these online courses. Functioning as a teacher/researcher in these settings from 2009-2011, I gathered 386,224 records of virtual data. Using a qualitative methodology, I analyzed these data for emergent themes. Layered dialogic analysis invited representation inclusive of arts-based and narrative elements. My interpretation of the data revealed that students were indeed able to move toward musical understanding through "thinking-in-music-with-music" in an e-learning environment. Data analysis further illuminated some ways that students expressed meaning and value through their experiences in these courses, including a recognition that learning about relationships in music can serve as a vehicle toward enhanced understanding of ourselves and others. In this study, aesthetic education underwent its own curricular transformation through the wedding of aesthetic agency, learner agency, and the opportunities made possible for musical thinking and decision making demonstrated and shared in the flexible contexts of virtual classrooms. Through this wedding, music was seen in student experience as a transformational agent in otherness, self, agency, and healing. "Thinking-in-music-with-music" became a transformative technology functioning as an emancipatory dialogic window into student worlds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A