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UBC Theses and Dissertations
An investigation into nongraded education programs to develop a nongraded music education curriculum and assessment model Le Dressay, Joanne M.
Abstract
The purpose of this evaluative study is to redefine music education as a result of the Year 2000 document in British Columbia. This investigation seeks to provide a positive and effective partnership between music educators and their curricular objectives contemporary in elementary educational environments. The present approach to music education is, in comparison to contemporary practices in elementary education archaic. This qualitative study seeks to determine if music education would be successful in a nongraded structure. Implications for music educators teaching in a nongraded environment include: grouping strategies, curriculum development integrating nongradedness, evaluation methods and techniques. This thesis develops a Nongraded Music Education Curriculum and Assessment Model. The results of this thesis will help music educators balance the need for practical day-to-day understanding of pedagogical teaching methodology with the need to aspire to ascertain new ideals, conceptualizations and philosophies concerning their role of music educator.
Item Metadata
| Title |
An investigation into nongraded education programs to develop a nongraded music education curriculum and assessment model
|
| Creator | |
| Publisher |
University of British Columbia
|
| Date Issued |
1992
|
| Description |
The purpose of this evaluative study is to redefine music
education as a result of the Year 2000 document in British
Columbia. This investigation seeks to provide a positive and
effective partnership between music educators and their
curricular objectives contemporary in elementary educational
environments.
The present approach to music education is, in
comparison to contemporary practices in elementary education
archaic. This qualitative study seeks to determine if music
education would be successful in a nongraded structure.
Implications for music educators teaching in a nongraded
environment include: grouping strategies, curriculum
development integrating nongradedness, evaluation methods
and techniques. This thesis develops a Nongraded Music
Education Curriculum and Assessment Model.
The results of this thesis will help music educators balance
the need for practical day-to-day understanding of pedagogical
teaching methodology with the need to aspire to ascertain new
ideals, conceptualizations and philosophies concerning their
role of music educator.
|
| Extent |
7052927 bytes
|
| Genre | |
| Type | |
| File Format |
application/pdf
|
| Language |
eng
|
| Date Available |
2008-12-17
|
| Provider |
Vancouver : University of British Columbia Library
|
| Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
|
| DOI |
10.14288/1.0054582
|
| URI | |
| Degree | |
| Program | |
| Affiliation | |
| Degree Grantor |
University of British Columbia
|
| Graduation Date |
1992-11
|
| Campus | |
| Scholarly Level |
Graduate
|
| Aggregated Source Repository |
DSpace
|
Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.