2017 Theses and dissertations
Permanent URI for this collectionhttps://hdl.handle.net/11274/13269
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Browsing 2017 Theses and dissertations by Author "Baker, Vicki D."
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Item An examination of high school choral directors' use of audiation in university interscholastic league sight-reading competition(5/4/2018) Jezek, Amy; Baker, Vicki D.; Woolery, Danielle; Thomas, PaulThe purpose of this study was to determine if the use of audiation in the sight-reading process resulted in more successful scores at University Interscholastic League Choral Sight-Reading Contest. Data were collected while observing 82 directors conduct 150 high school choirs in UIL sight-reading competition to determine if there were any trends among those who used audiation. Results indicated that among the 77% of the directors (N=82) that used audiation during their sight-reading study periods, 89% scored a superior composite sight-reading score with at least one of their choirs. A profile of the choirs most likely to use audiation was suburban, 29-40 singers, TBB voicing, conference 5A, and sub-non-varsity. One hundred percent of the choirs who audiated for 211 seconds or more received a Superior rating. The difference in sight-reading superior ratings between the choirs who did and did not use audiation was not significant.Item Integration of laptop orchestras in secondary public schools: A feasibility study(12/21/2017) Hamilton, Sarah E.; Baker, Vicki D.; Biggers, Carter; Thomas, Paul D.The purpose of this study was to investigate the feasibility of integrating a laptop orchestra into the curriculum of a secondary public school. Participants (N=33), directors (n=11) and members (n=22) of laptop orchestras at US colleges and universities, completed surveys addressing curricular and physical resources required to support the ensemble. Responses indicated that the student learning outcomes of university laptop orchestras were in alignment with current national and state standards for music education. Survey results also revealed that directors of laptop orchestras would need specialized training in music technology and computer science, along with an abundance of time to dedicate to rehearsal preparation. Reported physical resource needs varied, depending upon ensemble goals, with estimated equipment costs ranging from $100,00 to $750,000, but far less if students owned their own laptops. Many participants predicted that, with the continued growth of music technology, technology-based ensembles would become standard in secondary schools.Item Perceptions of early career choral music educators and mentors toward effective mentoring practices(1/5/2018) Jauregui, Marcus J.; Baker, Vicki D.; Woolery, Danielle; Youngblood, PamelaThe purpose of this study was to assess the mentoring practices, both formal (initiated by a third party) and informal (initiated by either side of the mentorship) of secondary choral educators within the state of Texas by quantifying the frequency of both music-related and non-music-related assistance and the perceived importance of these skills to mentees and their mentors. In the area of perceived importance, mentees and mentors—whether formal or informal—perceived the same number of non-music related skills (60%) as important. Moreover, mentees in informal mentorships received assistance in areas they believed were important to their teaching 60% of the time while mentees in formal mentorships found their perceived importance aligned with assistance given only 20% of the time. When it came to the perceived importance of music-related assistance, mentees in informal mentorships aligned with their mentors approximately 63% of the time while mentees in formal mentorships saw a 44% alignment. Furthermore, mentees in informal mentorships received assistance in music-related areas that were important to their teaching 44% of the time while formal mentors experienced a 15% alignment.Item Relationship between vocal exercises and self-efficacy among adolescent female singers(12/21/2017) Owen, Holly E.; Baker, Vicki D.; Thomas, Paul D.; Woolery, DanielleThe purpose of this study was to determine whether the implementation of a systematic approach to vocal exercises, combined with the use of movement as a vocal metaphor and instruction about vocal physiology, would affect the singing self-efficacy of adolescent female students. Study design included a pretest and posttest model, using a Singing Self-Efficacy Scale to address participants’ feelings about aspects of their voice and their abilities to complete specific tasks. Participants, ages 9-18 (N=52), showed a significant correlation between participation in the vocal exercises and a positive change in singing self-efficacy (p< .01). Older students showed a higher positive change (p< .02) in their self-efficacy difference in the posttest. No significance was found in the difference of treatment subgroups. Students assigned to the alto (lowest) voice part had significantly lower singing self-efficacy scores in the pretest and showed the greatest increase in high self-efficacy scores in the posttest.