Exploring Approaches to Teaching Music History at University

Hdl Handle:
http://hdl.handle.net/10142/609174
Title:
Exploring Approaches to Teaching Music History at University
Authors:
Polydorou, Nikoletta
Abstract:
Music history is a core requirement for most undergraduate music degrees. The purpose of this study is to investigate the status of music history teaching in music degrees in Higher Education (HE) in four different countries (Cyprus, the Czech Republic, Greece and England). It also aims to evaluate a new music history teaching model that was developed for a university in Cyprus. The new model consists of approaches focused on a student-centred learning method that introduces the use of primary sources and cooperative learning. Three studies were conducted: a qualitative study (Study 1), a mixed methods study (Study 2) and a qualitative evaluation study (Study 3). In Study 1, music history teachers (N=6) were recruited from universities in Cyprus. Study 1 employed Interpretative Phenomenological Analysis (IPA) using the data from semi-structured interviews. In Study 2, music history teachers (N=11) were recruited from the Czech Republic, Greece and England to participate in a qualitative study, and their thinking was compared to a further sample of undergraduate music students (N=86) who were recruited from the Czech Republic, Greece and England. Study 3 designed and tested an intervention in Cyprus evaluating a new approach to teaching music history. The study was evaluated through a pre-test and a post-test questionnaire. Engeström’s culturalhistorical activity theory was used to analyse the findings of all three studies. Results revealed that the most frequent teaching approaches used in music history courses are lectures, the use of audio and audiovisual materials and discussion. While teachers from the Czech Republic, Greece and Cyprus use a teacher-centred learning approach, most teachers from England apply student-centred learning approaches to music history courses. Students from the participating countries generally perceive music history as having relatively little value and they are not satisfied with the existing teaching approaches. A number of them further question traditional approaches to teaching music history. Upon completion of the qualitative evaluation study in Cyprus, students gained a more positive opinion of music history and approved of the new teaching approaches that were used.
Advisors:
Ockelford, Adam; Hargreaves, David
Publisher:
Roehampton University
Issue Date:
2015
URI:
http://hdl.handle.net/10142/609174
Type:
Thesis or dissertation
Language:
en
Appears in Collections:
PhD Theses

Full metadata record

DC FieldValue Language
dc.contributor.advisorOckelford, Adamen
dc.contributor.advisorHargreaves, Daviden
dc.contributor.authorPolydorou, Nikolettaen
dc.date.accessioned2016-05-12T11:38:34Zen
dc.date.available2016-05-12T11:38:34Zen
dc.date.issued2015en
dc.identifier.urihttp://hdl.handle.net/10142/609174en
dc.description.abstractMusic history is a core requirement for most undergraduate music degrees. The purpose of this study is to investigate the status of music history teaching in music degrees in Higher Education (HE) in four different countries (Cyprus, the Czech Republic, Greece and England). It also aims to evaluate a new music history teaching model that was developed for a university in Cyprus. The new model consists of approaches focused on a student-centred learning method that introduces the use of primary sources and cooperative learning. Three studies were conducted: a qualitative study (Study 1), a mixed methods study (Study 2) and a qualitative evaluation study (Study 3). In Study 1, music history teachers (N=6) were recruited from universities in Cyprus. Study 1 employed Interpretative Phenomenological Analysis (IPA) using the data from semi-structured interviews. In Study 2, music history teachers (N=11) were recruited from the Czech Republic, Greece and England to participate in a qualitative study, and their thinking was compared to a further sample of undergraduate music students (N=86) who were recruited from the Czech Republic, Greece and England. Study 3 designed and tested an intervention in Cyprus evaluating a new approach to teaching music history. The study was evaluated through a pre-test and a post-test questionnaire. Engeström’s culturalhistorical activity theory was used to analyse the findings of all three studies. Results revealed that the most frequent teaching approaches used in music history courses are lectures, the use of audio and audiovisual materials and discussion. While teachers from the Czech Republic, Greece and Cyprus use a teacher-centred learning approach, most teachers from England apply student-centred learning approaches to music history courses. Students from the participating countries generally perceive music history as having relatively little value and they are not satisfied with the existing teaching approaches. A number of them further question traditional approaches to teaching music history. Upon completion of the qualitative evaluation study in Cyprus, students gained a more positive opinion of music history and approved of the new teaching approaches that were used.en
dc.description.provenanceSubmitted by Anne Pietsch (a.pietsch@roehampton.ac.uk) on 2016-05-12T11:38:19Z No. of bitstreams: 1 Polydorou Nikoletta.pdf: 4407187 bytes, checksum: 6e59f6d71db311278de44fd8fd6953de (MD5)en
dc.description.provenanceApproved for entry into archive by Anne Pietsch (a.pietsch@roehampton.ac.uk) on 2016-05-12T11:38:34Z (GMT) No. of bitstreams: 1 Polydorou Nikoletta.pdf: 4407187 bytes, checksum: 6e59f6d71db311278de44fd8fd6953de (MD5)en
dc.description.provenanceMade available in DSpace on 2016-05-12T11:38:34Z (GMT). No. of bitstreams: 1 Polydorou Nikoletta.pdf: 4407187 bytes, checksum: 6e59f6d71db311278de44fd8fd6953de (MD5) Previous issue date: 2015en
dc.language.isoenen
dc.publisherRoehampton Universityen
dc.titleExploring Approaches to Teaching Music History at Universityen
dc.typeThesis or dissertationen
dc.publisher.departmentDepartment of Educationen
dc.type.qualificationnamePhDen
dc.type.qualificationlevelDoctoralen
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