Date of Award

Spring 2021

Document Type

Open Access Dissertation

Department

School of Music

First Advisor

Wendy H. Valerio

Abstract

With the intent of understanding one music teacher’s uses of and experiences with Gordon’s (2012, 2013) music learning theory, the purpose of this case study was to interview one GIML PDLC-experienced EGMT about her study, interpretation, and implementation of Gordon’s (2012, 2013) music learning theory in her teaching practice. The guiding research questions were (a) Why and how has one GIML PDLC-experienced EGMT studied, interpreted, and implemented music learning theory in her music teaching practice? (b) Why and how has on GIML PDLC-experienced EGMT questioned and/or deviated from music learning theory in her music teaching practice?

I purposefully interviewed one elementary general music teacher, Heather, regarding her music education and music learning theory (Gordon, 2012, 2013) experiences. Heather teaches in the Dedham Public School District in Massachusetts and is a GIML faculty member. I video-recorded and transcribed three interviews with Heather. Additional data sources include (a) a Google Form questionnaire, (b) Heather’s “Copy of Overview by Grade Level K-5”, (c) Heather’s typed answers to my typed questions in a Google Doc, (d) researcher’s written reflections, (e) researcher’s voice memos, and (f) three class observations. I coded and analyzed the data to find patterns and themes.

Three themes emerged. Heather enjoys learning and interactively leading students through music development to music independence; Heather acquires personal music skills, music education skills, and knowledge to enhance pliable music interactions that lead her students to music development and music independence; Heather applies music skills, music education skills, and knowledge of her students to lead pliable music interactions that lead her students to music development and music independence. I provide thick, rich descriptions regarding each theme. I discuss implications for future research, EGMTs, and myself.

Rights

© 2021, Allison Elizabeth Johnson

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