Author ORCID Identifier

https://orcid.org/0000-0002-2985-4080

Year of Publication

2021

Degree Name

Doctor of Philosophy (PhD)

Document Type

Doctoral Dissertation

College

Fine Arts

Department/School/Program

Music

First Advisor

Dr. David Sogin

Second Advisor

Dr. Martina Vasil

Abstract

The purpose of this mixed methods study was to examine the teacher perspectives on the influence of participation in Dalcroze training in the K–12 music classroom. A primary goal was to investigate how Dalcroze training influenced music teachers’ classroom instructional practices. An explanatory sequential mixed methods design was use for this study. Participants (N = 91) completed a cross-sectional survey, the Dalcroze Training Experience Questionnaire (DTEQ). Interview participants (N = 6) were selected using stratified sampling based on their years of Dalcroze experience and not demographic characteristics. Each participated in one semi-structured interview.

Quantitative data was analyzed using a two-way factorial analysis of variance (ANOVA). Quantitative results indicate that there was a statistically significant two-factor interaction effect between the amount of Dalcroze training and teaching experience and the amounts of time spent with movement in the classroom F(12, 71) = 2.32, df = 12, p = .004).

Qualitative data were analyzed using an empirical, transcendental phenomenological approach; the phenomenon for this study is the experience of participating in Dalcroze training. Using Moustaka’s (1994) four-step phenomenological data analysis, the researcher: (1) underwent epoche, (2) engaged in the process of phenomenological reduction, (3) completed an imaginative variation, and (4) engaged in intuitive integration. An essential, invariant structure, or central underlying meaning of the experience was discovered to highlight the common experiences of the participants.

Four themes emerged: understanding Dalcroze; the benefits of Dalcroze, Dalcroze training, and the impact on the music classroom. Participation in Dalcroze training influences participants and their music classrooms in various capacities. The culminating essence of Dalcroze training includes experiential learning opportunities, enhanced teaching skills, enhanced musicianship, and differential learning opportunities. Additionally, participants of Dalcroze training reflected influential changes to their own teaching practices and their own musicianship. Subsequently, participants perceived an increase in student participation and the understanding of musical concepts being taught.

This study promotes positive social change by investigating an experiential way of learning that could improve teacher effectiveness in the K–12 music classroom and, ultimately, lead to improved student learning.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2021.204

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