Assignment:
You need help with Action Research Proposal: Research Methods.
1) Select the population and sample that is the focus of the action research project.
2) Describe the method of research to be applied and why it is most appropriate for the study. Describe the population, the sample, and how you intend to gather data to address the research problem.
3) Develop a research instrument that will be used to collect data from the sample population.
4) For help with questionnaires, view "PSC 495: Questionnaire Examples," located within the Additional Resources folder in Canyon Connect.
Music education in the elementary school strives to develop the musical sensitivity of each child. A balanced program includes various activities; singing, listening, playing instruments, moving, creating, and reading notation which focus on the essential concepts of music; rhythm, melody, harmony, and form. Classroom teachers are chiefly responsible for the music education of their students.
Problem
Music specialists can only be found in a small percentage of schools, and with current funding and budget problems, the music specialists jobs are in danger of being reduced. Many of the state guides; Illinois, Missouri, Oregon, Tennessee, and Washington recommend at least 20 minutes daily for basic music activities. Others; Utah recommend form 90 minutes per week for kindergarten and first grade to 120 minutes per week in the fifth and sixth grades. (Hartsell, 1963, p. 30) In order to prepare elementary school teachers for teaching music in their classrooms, music methods courses are offered in teacher training programs, and are required for teacher certification in many states.
Evidence From Review
In a study by Picerno (1970), only six percent of the classroom teachers in a total of 189 schools taught a balanced music program; as opposed to just singing or teaching theory. Classroom teachers are being prepared for and are expected to teach music in their classrooms, but the students are not receiving even a minimum amount of time in music in their weekly learning.
In addition to the amount of teacher training received, various other factors are probably influencing the individual teacher's decision of how often music will be included in the classroom. Where the teacher places music in a hierarchy of valued subjects probably affects how much time is spent on music. A teacher who values music may make an extra effort to teach music. Many teachers may be uncomfortable teaching music because they worry about their own lack of skills. Teachers might avoid teaching music in order not to have to sing or play instruments with their students.
Glasgow found that achieving skill in a few basic areas in music could help to erase longstanding fears and stimulate interest in teaching music. In addition to the personal problems of each teacher, there is outside forces that probably also influence the amount of time the individual elementary teacher spends teaching music.
Principals are known to have an effect on the programs in their buildings. The amount of support a principal gives to music education may influence each teacher. If a music specialist is in the building or even travels among buildings, some extra help may be available to the classroom teacher. With some assistance form a music specialist, classroom teachers may be more inclined to teach music. In a second study by Picerno, twelve percent of the classroom teachers polled indicated that they taught only a follow-up to the work done by the music specialist.
The presence of a music teacher in the building may have the unjustifiable effect of causing the classroom teacher to eliminate music from the program. Unless the music specialist meets with each class daily, the classroom teacher should be including music in her teaching. In some school systems a music supervisor or music consultant is available to assist the classroom teachers in teaching music. The amount of aid given by the music supervisor may affect the time spent on music in the classroom. Savage found that music supervisory services were effective in raising specific musical accomplishments among school children.
In service training for classroom teachers on how to teach music to their students is provided by some districts; this could also influence each teacher's program. Landon found that music supervisors ranked in service education activities third in importance among the activities they performed. It is speculated that the amount of time a classroom teacher spends teaching music may be related to various factors and their interactions.
Teacher preparation, the teacher's value hierarchy, teacher comfort, the influence of the principal, music specialist, music supervisor, in service programs and a prescribed curriculum may all affect the individual teacher's decision of how much time is spent teaching music in the classroom.
Literature Review
This research is significant because it evaluate how music education in the elementary school strives in developing the musical sensitivity of each child. The major issues to be studied are how music education has a positive impact on the child, and how music augments sensitivity of the child. The estimated results are that, music education in the elementary education successfully develop intelligence bearing in mind, music creates interest to children in school.
The relevant literatures that will be reviewed in this research are eight sources, which will be used as references. For instance, Clements (2010) argue that, music is paramount in children education because it creates interest as children get to learn different music. In this regard, when children learn different music, their social life improves. This is achieved by the fact that, children have a tendency to socialize more as they learn different music from one another.
As a result, this improves their social lives through music exposure. Other experts such as Field (2009) argue that, music education in elementary school is paramount for creating musical sensitivity thus, enabling the child to carry forward its ideals and ideas of career opportunities in music. Globally, career opportunities in music are so many that, many people tend to specialize with music.
Therefore, when music education is introduced in elementary school it strives to develop musical sensitivity, and thereafter enable the child to embrace the career opportunities in music. With no doubt; when children learn music at a tender age, they become better musicians or individuals with music's knowledge. As discussed previously, the value of music in a country cannot be sidelined. To support this, Keene (2009) argues that, music is fundamental in a country's economy since it generates income, therefore, should be cultivated and nourished in children.
This stands out that, music education is essential in elementary school because it lays a strong foundation that bump up music's interest in the child. A child exposed to music at a tender is more likely to become an expert in music than a child without music knowledge. Amazingly, most musicians affirm that, they started singing at a tender age (Nye, 1993). Nye continues to argue that, the well-known musicians such as R-Kelly, Michael Jackson, and 50 Cents just to name a few were exposed to music at a tender age, and as time progressed, they became experts in music. This supports this action research project in that, Nye (1993) music education in elementary school is paramount, for it augments music interest in children, thus, creating a platform for children to participate in music activities in the future.
Choksy (1991) argues that, the child's brain is developed by environmental factors. Therefore, music tends to develop the musical sensitivity of the child making the child connect with the world that value music. This research aligns with Byo (1999), Frances & Ned (1970), and Abril & Gault (2006) who in their journal articles affirm that music augment child's concentration in the classroom. With no doubt, this relates to my action research project that, music creates sensitivity to the child, boosting the child's concentration. Typically, Nye (1993) argues that, children who are given music lessons considerably do well in their studies compared to children who do not receive music lessons. Therefore, children ought to be exposed to music classes because it is an imperative part of the learning experience.
The Proposal
The research will look into the effects of the length of time devoted to music instruction and student learning in music.
Specifically, the research seeks to answer the following questions:
1. What is the profile of the music teachers and students in terms of characteristics identified with them as follows:
a. Students
1 Age
2 Sex
3 Grade in music?
b. Music Teachers
1 highest educational attainment;
2 academic preparation;
3 seminars and training attended related to music education;
4 eligibility;
5 rank;
6 position;
7 Salary, and
8 length of service?
2. What teaching method is employed by the music teachers in teaching music?
3. How many hours/minutes per week is devoted to music instruction?
4. What is the allocated budget for music education?
5. Is there a significant relationship between the profile of the teachers and the performance of the students in music?
6. Is there a significant relationship between the number of hours devoted to music instruction and the performance of the students in music?
7. Is there a significant relationship between the budget allocation and the quality of music instruction?
8. Based on the results of the research, what intervention programs may be implemented to improve music instruction?
Statement of Hypothesis
The proposed study postulates on the following hypotheses:
1. There is no significant relationship between the profile of the teachers and the performance of the students in music.
2. There is no significant relationship between the number of hours devoted to music instruction and the performance of the students in music.
3. There is no significant relationship between the budget allocation and the quality of music instruction.
Rationale
Specifically, this study will be useful to the following:
1. Music Teachers. As front liners in the diffusion of educational programs, they will be given insights on their role in molding the students specifically in music education.
2. Students. The study will help students be aware of the need for music education.
3. School Administrators and Policy Makers. Awareness on their part will guide them in planning future educational endeavors and decisions.
4. The study can help them assess what should be done to salvage music education in the classroom.
Scope and delimitation
(Note: In this item, specify a.) Where you will be conducting the study, 2.) Who will be your respondents (suggestion: teachers, students, administrators), 3.) How many respondents will you have (sample size).
Definition of Terms
(In this item, identify only words that are not familiar but included in your study)
Example:
- Music
- Music Education
- Balanced Music Program
References
Abril, C.R., & Gault, B.M. (2006). The State Of Music In The Elementary School. Journal Of Research in Music Education, 54 (1), 6-20 Byo, S.J. (1999). Classroom Teachers and music specialist' perceived ability to implement the national standard for music education. Journal of Research In Music Education, 47 (2), 111-123
Choksy, L. (1991). Teaching Music Effectively in the Elementary school. New York: McGraw Publisher
Clements, A.C. (2010). Alternative Approaches in Music Education: Case studies from the field. California: R&L Education Publisher
Field, S. (2009). Career Opportunities in the Music industries. New York: Routledge Publisher
Frances, M.A., & Ned, C. D. (1970). Development of a Technique for Identifying Elementary School Children's Musical Concepts. Journal of Research in Music Education, 18 (3), 214-222
Gall, Meredith, Borg, Walter & Gall, Joyce (2003). Educational Research: An Introduction (Chapter 2), Allyn and Bacon (Seventh Edition).
Keene, J.A. (2009). A History Of Music Education in The United States. New York: Glenbridge Publishing Ltd
Marshall, Catherine and Rossman, Gretchen (1989; 1995). Designing Qualitative Research (Chapter 2). Newbury Park, CA: Sage.
Merriam, Sharan (1988). Case Study Research in Education. San Francisco, CA: Jossey-Bass,
Nye, R.E. (1993). Music in the Elementary School. New York: Glenbridge Publishing Ltd
Attachment:- Develop the musical sensitivity.rar