Faculty perceptions of music In general studies courses in South Carolina two-year colleges
Sprankle, Jason B.
MetadataShow full item record
Prior research has raised questions about different kinds of Music in General Studies (MGS) courses offered at two-year colleges, but few have addressed faculty perceptions related to student learning outcomes (SLO) and institutional missions. In principle, there is a demand on educational institutions to be accountable for SLOs, but two-year colleges present special accountability problems, because they serve multiple missions within each institution. MGS faculty perspectives can provide baseline data needed to demonstrate the ways in which MGS courses contribute to meeting the needs of students, the community, and the institutional missions. This study serves a broader goal of familiarizing readers with faculty perspectives on music education in two-year colleges. More specifically, it contributes to understanding how student learning outcomes of MGS courses are incorporated in light of blended missions as well as the challenges created by serving blended missions within a single music course. The following questions guide the research and focus on South Carolina, two-year college music faculty perspectives on MGS courses: (1) How do instructors of MGS courses describe the primary learning goals of students enrolled in MGS courses? (2) What student learning outcomes do instructors of MGS courses identify for measurement in their MGS courses? (3) How do the instructors' perceptions shape MGS content, textbook selection, and SLOs? (4) How are student learning outcomes measured in MGS courses? (5) How do instructors of MGS courses perceive the purpose of MGS within the institutional mission of their respective colleges? Following within case and cross case analysis of interview data, findings indicated that participants tended to emphasize "identifying the elements of music using correct terminology" as the most important SLO in MGS courses. All participants considered "performing music" the least important SLO. The majority reported their institutional missions as "blended" (transfer and vocational) and perceived MGS courses to be aligned with institutional missions.
Showing items related by title, author, creator and subject.
A correlative study of musical aptitude and music appreciation as measured by the Seashore measures of musical talents and the Fisher measurements of musical appreciation Kane, Allan S (Boston University, 1950)To determine the degree of correlation between musical aptitude and music appreciation as measured by the Seashore Measures of Musical Talents and the Fisher Measurements of Musical Appreciation. The Pearson Product-Moment ...
Music study in high school in its relationship to the entrance requirements of music colleges and of liberal arts colleges offering concentration in music Taplin, Franklin P (Boston University, 1950)The problem of the thesis was the apparent lack of agreement between high school courses in music and the entrance requirements in music of music colleges and liberal arts colleges offering concentration in music. Thus the ...
An evaluation of teachers' assigned grades in music and of the influence of out-of-school music study in terms of results of the Kwalwasser-Ruch Test of Musical Accomplishment Carter, Elizabeth Virginia (Boston University, 1947)