國立虎尾科技大學 |

Choral Educators' Experiences Creating Connection During Group Singing.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Choral Educators' Experiences Creating Connection During Group Singing./
Author:	Hutton, Jennifer C.
Description:	1 online resource (355 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
Contained By:	Dissertations Abstracts International84-11B.
Subject:	Music education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379543471

Choral Educators' Experiences Creating Connection During Group Singing.
Hutton, Jennifer C.

Choral Educators' Experiences Creating Connection During Group Singing. - 1 online resource (355 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: B.

Thesis (Ph.D.)--Temple University, 2023.

Includes bibliographical references

Group singing is associated with numerous benefits to human health and wellbeing, including increased social ties and improvements in mental health (Ascenso et al., 2017; Clift & Hancox, 2001, 2010; Clift et al., 2010; Dingle et al., 2012; Grocke et al., 2009; Liebowitz et al., 2015; Livesey et al., 2012). In school ensembles, choral educators can significantly influence students' experiences of connection, encouraging wellbeing, enjoyment, and continued participation in choir (Arasi, 2006, 2008; Morgan, 1992; Pentikainen et al., 2021). Extant literature indicates that during group singing, individuals experience connection in three forms, as drawing singers together, also called togetherness; as synchrony among singers; and as singers' sense of oneness with the world. These three forms of connection served as the conceptual lens for this study. The purpose of this phenomenological case study was to examine choral educators' experiences of creating connection during group singing in the forms of togetherness, synchrony, and oneness. Four research questions guided this study: (a) How do choral educators describe the experience they create during group singing? (b) During group singing, how do choral educators facilitate singers' connection in the form of togetherness, synchrony, or oneness? (c) What benefits and challenges exist for choral educators as they create connection? (d) Why do choral educators choose to prioritize connection? I used a phenomenological case study approach to investigate each participant's experience as its own unique case, then used cross-case analysis and phenomenological reduction to reveal commonalities and differences that further illuminated the essence of creating connection during group singing (Merriam, 2009; Merriam & Tisdell, 2016; Moustakas, 1994). Using purposive, reputational, and maximum variation sampling, I selected five secondary school choral music educator participants who prioritized facilitation of connection in their work with students and who represented a variety of teaching contexts, professional, and personal characteristics. Data collection included interviews, field observations of rehearsals and performances, and classroom artifacts. Data analysis occurred cyclically and emergently (Creswell & Poth, 2018), following phenomenological procedures (Moustakas, 1994) to first analyze each participant's experiences as a bounded case then to engage in cross-case analysis to uncover commonalities and tensions across cases (Stake, 2005; Yin, 2018). For each case, data analysis revealed conditions that created connection, barriers to connection, and an essence; cross-case analysis revealed a collective essence representing experiences of creating connection for all participants. Conditions that created connection involved using opening procedures, dissipating stress, releasing inhibitions, thoughtfully choosing repertoire, exploring choral texts, and fostering student ownership. Barriers included students' inhibitions, teachers' preoccupations, formal music education, school context, socioeconomic challenges, and COVID-19. The essence of each participant's experience involved fostering student ownership and collaboration; uncovering students' organic experiences of togetherness; "I gotchu," an expression of unwavering support; impacting students' mindsets; and vibrational alignment that can heal. Cross-case analysis through imaginative variation (Moustakas, 1994) revealed that for all participants, the essence of creating connection involved participants communicating care for students' experience of life. The study's findings offer implications for how choral leaders might facilitate experiences of connection during group singing. Findings suggest that choral educators seeking to create connection might help singers dissipate stress and anxiety, engage students in the creative process, reexamine traditional choral curricula, and use their personal strengths to communicate care for singers' life experiences. Findings suggest ways choral educators might help create experiences of connection that can have a positive impact on students' wellbeing.

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

Mode of access: World Wide Web

ISBN: 9798379543471Subjects--Topical Terms:

1179893
Music education.
Subjects--Index Terms:

Choral music educationIndex Terms--Genre/Form:

554714
Electronic books.

Choral Educators' Experiences Creating Connection During Group Singing.
LDR:05552ntm a22004097 4500 001 1152410
005 20241203090544.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379543471
035 $a (MiAaPQ)AAI30423566
035 $a AAI30423566
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hutton, Jennifer C. $3 1479394
245 1 0 $a Choral Educators' Experiences Creating Connection During Group Singing.
264 0 $c 2023
300 $a 1 online resource (355 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: 84-11, Section: B.
500 $a Advisor: Parker, Elizabeth Cassidy.
502 $a Thesis (Ph.D.)--Temple University, 2023.
504 $a Includes bibliographical references
520 $a Group singing is associated with numerous benefits to human health and wellbeing, including increased social ties and improvements in mental health (Ascenso et al., 2017; Clift & Hancox, 2001, 2010; Clift et al., 2010; Dingle et al., 2012; Grocke et al., 2009; Liebowitz et al., 2015; Livesey et al., 2012). In school ensembles, choral educators can significantly influence students' experiences of connection, encouraging wellbeing, enjoyment, and continued participation in choir (Arasi, 2006, 2008; Morgan, 1992; Pentikainen et al., 2021). Extant literature indicates that during group singing, individuals experience connection in three forms, as drawing singers together, also called togetherness; as synchrony among singers; and as singers' sense of oneness with the world. These three forms of connection served as the conceptual lens for this study. The purpose of this phenomenological case study was to examine choral educators' experiences of creating connection during group singing in the forms of togetherness, synchrony, and oneness. Four research questions guided this study: (a) How do choral educators describe the experience they create during group singing? (b) During group singing, how do choral educators facilitate singers' connection in the form of togetherness, synchrony, or oneness? (c) What benefits and challenges exist for choral educators as they create connection? (d) Why do choral educators choose to prioritize connection? I used a phenomenological case study approach to investigate each participant's experience as its own unique case, then used cross-case analysis and phenomenological reduction to reveal commonalities and differences that further illuminated the essence of creating connection during group singing (Merriam, 2009; Merriam & Tisdell, 2016; Moustakas, 1994). Using purposive, reputational, and maximum variation sampling, I selected five secondary school choral music educator participants who prioritized facilitation of connection in their work with students and who represented a variety of teaching contexts, professional, and personal characteristics. Data collection included interviews, field observations of rehearsals and performances, and classroom artifacts. Data analysis occurred cyclically and emergently (Creswell & Poth, 2018), following phenomenological procedures (Moustakas, 1994) to first analyze each participant's experiences as a bounded case then to engage in cross-case analysis to uncover commonalities and tensions across cases (Stake, 2005; Yin, 2018). For each case, data analysis revealed conditions that created connection, barriers to connection, and an essence; cross-case analysis revealed a collective essence representing experiences of creating connection for all participants. Conditions that created connection involved using opening procedures, dissipating stress, releasing inhibitions, thoughtfully choosing repertoire, exploring choral texts, and fostering student ownership. Barriers included students' inhibitions, teachers' preoccupations, formal music education, school context, socioeconomic challenges, and COVID-19. The essence of each participant's experience involved fostering student ownership and collaboration; uncovering students' organic experiences of togetherness; "I gotchu," an expression of unwavering support; impacting students' mindsets; and vibrational alignment that can heal. Cross-case analysis through imaginative variation (Moustakas, 1994) revealed that for all participants, the essence of creating connection involved participants communicating care for students' experience of life. The study's findings offer implications for how choral leaders might facilitate experiences of connection during group singing. Findings suggest that choral educators seeking to create connection might help singers dissipate stress and anxiety, engage students in the creative process, reexamine traditional choral curricula, and use their personal strengths to communicate care for singers' life experiences. Findings suggest ways choral educators might help create experiences of connection that can have a positive impact on students' wellbeing.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Music education. $3 1179893
650 4 $a Secondary education. $3 1179560
650 4 $a Pedagogy. $3 1148703
650 4 $a Psychology. $3 555998
653 $a Choral music education
653 $a Connection
653 $a School choir
653 $a Dissipate stress
653 $a Group singing
655 7 $a Electronic books. $2 local $3 554714
690 $a 0522
690 $a 0533
690 $a 0456
690 $a 0621
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Temple University. $b Music Education. $3 1185033
773 0 $t Dissertations Abstracts International $g 84-11B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30423566 $z click for full text (PQDT)