Thesis submission ID 865 | created
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Michelle Anne Creed, An investigation of students' expectations of and attitudes to music at leaving certificate level
Volumes, pp.: 1 (123pp.)
Supervisor(s): Gwen Moore
Repository (hard copy): Mary Immaculate College Library
General specialism: Music Education
Key terms, places: Limerick
Abstract:
Music education curricula at second level were subjected to significant transformation in the 1990s. This was perceived by many as a radical philosophical shift from an aesthetic teacher-led curriculum to a praxial student-centered one. This shift in focus was welcomed by teachers but was debated at length by academics who perceived the change as populist and unchallenging.
This study investigates students' expectations of and attitudes to music at Leaving Certificate level. It considers the extent to which students' musical backgrounds and musical tastes influence students' expectations and attitudes to music. The study also considers the teachers' perspectives on the Leaving Certificate syllabus and on students' learning.
Three Limerick-based second level schools were purposively sampled for the study. Theses comprised one all-boys city-based school, one all girls city-based school, and one mixed rural school. Students at senior cycle studying music at Leaving Certificate were surveyed for this study. Semi-structured interviews were conducted with the music teacher in each of the three schools. Several aspects were explored including students' musical backgrounds, instrumental and school music exam grades, reasons for choosing the subject, musical influences and favourite artists, and opinions on the current syllabus.
Findings revealed that while the students' opinions and attitudes were shaped by their own individual ideas on the subject and their love of performing, their expectations and attitudes were in many cases affected by their musical backgrounds and musical tastes. Their preferences for certain elements of the syllabus reflected the predominance of popular culture in students' lives.
Michelle Anne Creed, An investigation of students' expectations of and attitudes to music at leaving certificate level
MA, Mary Immaculate College, University of Limerick, 2013
Volumes, pp.: 1 (123pp.)
Supervisor(s): Gwen Moore
Repository (hard copy): Mary Immaculate College Library
General specialism: Music Education
Key terms, places: Limerick
Abstract:
Music education curricula at second level were subjected to significant transformation in the 1990s. This was perceived by many as a radical philosophical shift from an aesthetic teacher-led curriculum to a praxial student-centered one. This shift in focus was welcomed by teachers but was debated at length by academics who perceived the change as populist and unchallenging.
This study investigates students' expectations of and attitudes to music at Leaving Certificate level. It considers the extent to which students' musical backgrounds and musical tastes influence students' expectations and attitudes to music. The study also considers the teachers' perspectives on the Leaving Certificate syllabus and on students' learning.
Three Limerick-based second level schools were purposively sampled for the study. Theses comprised one all-boys city-based school, one all girls city-based school, and one mixed rural school. Students at senior cycle studying music at Leaving Certificate were surveyed for this study. Semi-structured interviews were conducted with the music teacher in each of the three schools. Several aspects were explored including students' musical backgrounds, instrumental and school music exam grades, reasons for choosing the subject, musical influences and favourite artists, and opinions on the current syllabus.
Findings revealed that while the students' opinions and attitudes were shaped by their own individual ideas on the subject and their love of performing, their expectations and attitudes were in many cases affected by their musical backgrounds and musical tastes. Their preferences for certain elements of the syllabus reflected the predominance of popular culture in students' lives.
Thesis submission ID 865