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69
CHAPTER V
SUMMARY, CONCLUSIONS, DISCUSSION, AND RECOMMENDATIONS
Summary
Arguments have been made in the literature that some arts students and
teachers have become more content centered in learning and less centered on
developing some of the valuable life skills that would foster success in areas
related to a broad variety of human needs (Robinson, 2003; Haack, 1997). A
utilitarian philosophy of music education recognizes the value of non-musical
benefits that are achieved through musical activity (Elliott, 1995). Some
researchers specifically identify music education’s role in forwarding a social
agenda (Jorgenson, 2003; Woodford, 2005). McCarthy (1997), Elliott (1997),
Mark (2002), and Woodford (2005) advocate that music education professionals
should be addressing non-traditional concepts of utilitarian values in music
programs, such as mutual respect, humility, compassion, citizenship, critical
thinking, and social values. “The development of intellectual maturity and
identity based on personal integrity and moral character should be a primary goal
of all education, including music education, in democratic society” (Woodford,
2005, p.94). The attributes selected by the author to represent each of
Woodford’s three identified areas included: critical thinking as a component of
Object Description
| Title | Student and director perception of non-musical outcomes in suburban school band programs |
| Author | Betancourt, David |
| Author email | dbetancourt@cerritos.edu; dbetanco@usc.edu |
| Degree | Doctor of Musical Arts |
| Document type | Dissertation |
| Degree program | Music Education |
| School | Thornton School of Music |
| Date defended/completed | 2009-01-27 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-03-31 |
| Advisor (committee chair) | Woodward, Sheila |
| Advisor (committee member) |
Cutietta, Robert Helfter, Susan |
| Abstract | The purpose of this study was to investigate and compare student and director perception of non-musical outcomes in school band programs in a suburban setting. The study sample was recruited from high schools within the geographical recruitment area of the Cerritos College District in the County of Los Angeles. The design was a purposeful sampling descriptive study. The data collecting instrument was a Likert-type questionnaire that was tested with a Cronbach's alpha for internal reliability. Band director scores were analyzed to determine placement in a high or low category of perception of non-musical outcomes. Regardless of their scores, students were placed in the same categories as their respective directors. The scores of the students within each category (high or low) were then compared to the scores of students from the other category for significant difference utilizing a t-test. The fact that no statistical difference was observed between the student groups regarding the learning of responsibility and critical thinking through band experience indicates that student perceptions are not linked to the perceptions of their directors. However, the scores of student perception between the two groups related to the area of respect were significantly different. Results revealed that higher student scores linked to higher director scores and lower student scores linked to lower director scores. This indicates that student and director perceptions of learning respect through the band experience are linked. The theoretical significance of the findings is discussed. Results may provide a basis for further research on the inclusion and implementation of non-musical goals as valuable components of school band curricula. |
| Keyword | music; band students; non-musical outcomes; respect; responsibility; critical thinking; music education |
| Geographic subject (county) | Los Angeles county |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2042 |
| Contributing entity | University of Southern California |
| Rights | Betancourt, David |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Betancourt-2641 |
| Archival file | uscthesesreloadpub_Volume26/etd-Betancourt-2641.pdf |
Description
| Title | Page 77 |
| Contributing entity | University of Southern California |
| Full text | 69 CHAPTER V SUMMARY, CONCLUSIONS, DISCUSSION, AND RECOMMENDATIONS Summary Arguments have been made in the literature that some arts students and teachers have become more content centered in learning and less centered on developing some of the valuable life skills that would foster success in areas related to a broad variety of human needs (Robinson, 2003; Haack, 1997). A utilitarian philosophy of music education recognizes the value of non-musical benefits that are achieved through musical activity (Elliott, 1995). Some researchers specifically identify music education’s role in forwarding a social agenda (Jorgenson, 2003; Woodford, 2005). McCarthy (1997), Elliott (1997), Mark (2002), and Woodford (2005) advocate that music education professionals should be addressing non-traditional concepts of utilitarian values in music programs, such as mutual respect, humility, compassion, citizenship, critical thinking, and social values. “The development of intellectual maturity and identity based on personal integrity and moral character should be a primary goal of all education, including music education, in democratic society” (Woodford, 2005, p.94). The attributes selected by the author to represent each of Woodford’s three identified areas included: critical thinking as a component of |
