Date

11-17-2022

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Monica Taylor

Keywords

aesthetic philosophy, praxial philosophy, hybrid philosophy, interval, ear-training, assessment

Disciplines

Education | Music

Abstract

Despite significant studies on the effectiveness of the primary music education philosophies, aesthetic and praxial, there is little research on the pragmatic application of a hybrid philosophy comprising elements of both philosophies. While both aesthetic and praxial philosophies demonstrate effective methods for fostering development and interest in music education, the exclusive application of one philosophy is not sufficient to develop the overall musician and foster future participation in music education. This study addressed the gap between the music education philosophies and offered effective exercises for elementary music education. A convergent mixed-methods study with a focus on ear training and composition was conducted to determine the effectiveness of a hybrid philosophy. The six-week study was conducted in the third- and fifth-grade music classrooms of four elementary schools in Lowndes and Tift counties in South Georgia. Music educators administered pre- and post-assessments and pre-defined aesthetic, praxial, and hybrid exercises to record specific data points on student achievement. At the end of the study, participating music educators completed a questionnaire to provide qualitative evidence of student engagement and interest in each philosophy. Through this study, the effectiveness of a hybrid philosophy in fostering student achievement and development, along with engagement and musical interest, became clear. This study served as a probe for music educators to examine their current philosophies and teaching practices to further reach and influence students in music education. It also serves as a platform for possible reform in music education philosophical teaching, especially in elementary music education.

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