國立虎尾科技大學 |

Compassionate Music Teaching With Adults Learning Recreationally in Lessons : = A Narrative Inquiry.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Compassionate Music Teaching With Adults Learning Recreationally in Lessons :/
其他題名:	A Narrative Inquiry.
作者:	Leahy, Kaitlyn Sarah.
面頁冊數:	1 online resource (201 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
標題:	Music theory. -
電子資源:	click for full text (PQDT)
ISBN:	9798381217889

Compassionate Music Teaching With Adults Learning Recreationally in Lessons : = A Narrative Inquiry.
Leahy, Kaitlyn Sarah.

Compassionate Music Teaching With Adults Learning Recreationally in Lessons :A Narrative Inquiry. - 1 online resource (201 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (D.M.A.)--Boston University, 2024.

Includes bibliographical references

Using the Compassionate Music Teaching (CMT) framework as a lens, in this study I explored the ways that teachers of adults learning recreationally in music lessons may align their teaching approaches to learners' adult-specific needs. Adult education scholars have accentuated the need for facilitators of adult learning to consider adult learners' life experiences, circumstances, and identities (Merriam & Baumgartner, 2020). Researchers studying adults learning music have similarly identified the ways in which adults appreciate opportunities to ask questions, share in discussions, and be a part of the decision-making processes related to their music learning (Creech et al., 2020; Creech et al., 2014; Rohwer, 2012).In alignment with adult education and music education scholarship, the CMT framework offers an approach through which teachers may connect with learners as people to support their musical and personal growth (Hendricks, 2018). However, as Roulston et al. (2015) identified, an approach has not yet been proposed specifically for the teaching and learning of adult music learners. Whereas one might assume that a lack of adult-specific teaching techniques may not pose an issue in a one-on-one setting, there is evidence that even when teachers make efforts to meet adult learners' needs in lessons, they are not always successful (Leahy & Smith, 2021). Therefore, the purpose of this study was to explore the ways, if any, that teachers of adults engaged and empowered adults learning in recreational music lesson settings.Through the process of narrative inquiry, I engaged with participants in guided conversations to explore their processes of becoming musicians and educators and the ways they engaged compassionately with their adult students. I share the findings of the narrative inquiry through a series of re-storied vignettes. The findings of this study highlighted adult-specific needs that arose from the participants' narratives and the ways that the teachers enacted qualities of CMT (trust, empathy, patience, inclusion, community, authentic connection) as they worked to meet those needs. I explore these needs under four categories: (a) following learner goals and objectives, (b) acting as a guide, (c) respecting learners' full humanity, and (d) supporting musical belonging. The results of this study contribute to extant research by offering further insight into adults' music learning needs, offering teachers of adults approaches through which may better meet learner needs, and expanding the CMT framework to include the experiences of adults learning recreationally.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381217889Subjects--Topical Terms:

564045
Music theory.
Subjects--Index Terms:

Adult learningIndex Terms--Genre/Form:

554714
Electronic books.

Compassionate Music Teaching With Adults Learning Recreationally in Lessons : = A Narrative Inquiry.
LDR:03985ntm a22003857 4500 001 1142891
005 20240429063858.5
006 m o d
007 cr mn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798381217889
035 $a (MiAaPQ)AAI30987746
035 $a AAI30987746
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Leahy, Kaitlyn Sarah. $3 1467412
245 1 0 $a Compassionate Music Teaching With Adults Learning Recreationally in Lessons : $b A Narrative Inquiry.
264 0 $c 2024
300 $a 1 online resource (201 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
500 $a Advisor: Hendricks, Karin S.
502 $a Thesis (D.M.A.)--Boston University, 2024.
504 $a Includes bibliographical references
520 $a Using the Compassionate Music Teaching (CMT) framework as a lens, in this study I explored the ways that teachers of adults learning recreationally in music lessons may align their teaching approaches to learners' adult-specific needs. Adult education scholars have accentuated the need for facilitators of adult learning to consider adult learners' life experiences, circumstances, and identities (Merriam & Baumgartner, 2020). Researchers studying adults learning music have similarly identified the ways in which adults appreciate opportunities to ask questions, share in discussions, and be a part of the decision-making processes related to their music learning (Creech et al., 2020; Creech et al., 2014; Rohwer, 2012).In alignment with adult education and music education scholarship, the CMT framework offers an approach through which teachers may connect with learners as people to support their musical and personal growth (Hendricks, 2018). However, as Roulston et al. (2015) identified, an approach has not yet been proposed specifically for the teaching and learning of adult music learners. Whereas one might assume that a lack of adult-specific teaching techniques may not pose an issue in a one-on-one setting, there is evidence that even when teachers make efforts to meet adult learners' needs in lessons, they are not always successful (Leahy & Smith, 2021). Therefore, the purpose of this study was to explore the ways, if any, that teachers of adults engaged and empowered adults learning in recreational music lesson settings.Through the process of narrative inquiry, I engaged with participants in guided conversations to explore their processes of becoming musicians and educators and the ways they engaged compassionately with their adult students. I share the findings of the narrative inquiry through a series of re-storied vignettes. The findings of this study highlighted adult-specific needs that arose from the participants' narratives and the ways that the teachers enacted qualities of CMT (trust, empathy, patience, inclusion, community, authentic connection) as they worked to meet those needs. I explore these needs under four categories: (a) following learner goals and objectives, (b) acting as a guide, (c) respecting learners' full humanity, and (d) supporting musical belonging. The results of this study contribute to extant research by offering further insight into adults' music learning needs, offering teachers of adults approaches through which may better meet learner needs, and expanding the CMT framework to include the experiences of adults learning recreationally.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Music theory. $3 564045
650 4 $a Community college education. $3 1179956
650 4 $a Music education. $3 1179893
653 $a Adult learning
653 $a Community music
653 $a Compassionate music teaching
653 $a Music lessons
655 7 $a Electronic books. $2 local $3 554714
690 $a 0522
690 $a 0275
690 $a 0221
710 2 $a Boston University. $b Music Education CFA. $3 1184955
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-07A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30987746 $z click for full text (PQDT)