Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/98597
Type of publication: Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Education (S007)
Author(s): Hedden, Debra;Rauduvaitė, Asta
Title: Literature selection practices of teachers-conductors in teaching children to sing
Is part of: Problems in music pedagogy. Daugavpils : Daugavpils university, Vol. 15 (1) (2016)
Extent: p. 33-47
Date: 2016
Keywords: Music education;Music literature;Singing
Abstract: The literature that teacher-conductors choose in teaching junior school learners to sing is often seen as one of the most important components of the singers' and teachers' success. Yet there are scant studies devoted to the subject. This study was conducted in the capital city of Lithuania with purposive selection of five (N=5) well-known and productive teacher-conductors of children's choirs, three of whom taught in the public schools and two who were in the singing schools. Participants were identified by the resident researcher and were interviewed by the other researcher, each for roughly an hour, during a two-week span, all occurring at the Lithuanian University of Educational Sciences. A qualitative case study approach was used for this investigation with all interviews video- and audio-recorded. Data were transcribed, coded, and then checked by an external auditor who verified accuracy. All data were then analysed using a constant-comparison method to identify themes, patterns, and categories. Six themes emerged that identified the major components of literature selection and preparation for selecting repertoire: a) technical and musical elements, b) specific purposes for music selection use, c) interdisciplinary approaches in teaching, d) aesthetics as they related to the experiences for the singers and audiences, e) taste and preferences of the teacher-conductors, and f) the paths of learning to choose literature for the teacher-conductors. Implications of the findings related both to knowing children's voices in terms of their abilities and motivation to sing, and relying on the influences of the standards of other music teachers, community expectations, and cultural tradition
Internet: https://hdl.handle.net/20.500.12259/98597
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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