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Publication Date

2012-05-01

Availability

UM campus only

Embargo Period

2013-05-01

Degree Name

Master of Music (MM)

Department

Music Education and Music Therapy (Music)

Date of Defense

2012-04-13

First Committee Member

Stephen F. Zdzinski

Second Committee Member

Carlos Abril

Third Committee Member

Margaret A. Donaghue

Abstract

The purpose of this study was to examine the impact of teacher intensity on student motivation in the 4th and 5th grade music classroom through a case study of a private K-12 Lutheran school. Students of two 4th (N=21) and two 5th grade classes (N=37) were given the Asmus (1989) Magnitude of Motivation Measure. The music teacher was videotaped and observed by the researcher on four, separate occasions. To determine the teacher’s (N=1) level of intensity and frequency of body language/gesture occurrences, videotaped excerpts of each class were viewed and evaluated by two independent observers. Lastly, I took copious notes and informally interviewed the teacher following each classroom visit. Results of this study cannot be generalized, however several conclusions were made from this particular case: (1) the teacher was aware of her nonverbal behaviors, but not her level of teacher intensity; (2) the teacher was influenced by her background and school setting; (3) lesson content was correct, but lesson delivery lacked pacing, enthusiasm, and feedback; and (4) the motivation of the students reflected the teacher’s behaviors.

Keywords

teacher intensity; student motivation, music education, case study

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