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Music Integration: A quantitative analysis of music integration in relation to other art forms as part of a statewide arts integration program.
Rebecca Penerosa, Ph.D. | 2018-03-01
This quantitative research study was designed to take a closer look at the difference in SAGE standardized test scores (N=537) over a four-year period in schools with and without a statewide arts integration program in Utah. The data gathered were the percentages for all schools (public and charter) in the state of Utah from 2013-2017. The average score for all schools yielded an increase in percentages over four years, however an independent samples t-test resulted in a statistically significant (p < 0.01) difference between schools with the Beverley Taylor Sorenson Arts Learning Program and those without the program for all academic subjects (language arts, mathematics, and science). A one-way ANOVA was conducted for each academic area in regard to art form. While the music integration schools yielded higher test score averages overall, there was no statistical significance (p < 0.05) between art form in either music, visual arts, drama, or dance. Read More
Teaching the Samoan Ensemble: A multicultural approach to general music education
Rebecca Penerosa, Ph.D. | 2016-04-01
In this chapter, we will explore how to teach Samoan music in a secondary general music setting. Read More
Effect of Instructional Practice/Preparedness in Multicultural Music Education: Current Elementary Music Teachers’ Perceptions of Importance, Resource, and Development
Rebecca Penerosa | 2014-02-01
The purpose of this study was to examine current elementary music teachers’ (N = 57) perceptions of multicultural music in the classroom. A survey of 10 questions was administered referring to the importance of multicultural music, songs, texts, instruments used, and initial preparedness for instruction. The mean importance rating was 6.92 (SD = 1.97), while the mean preparedness rating was 3.89 (SD = 1.14), both using a 10-point Likert-type scale. A Pearson Product Moment correlation test revealed a moderately-strong correlation between the number of undergraduate ethnomusicology courses taken and initial preparedness to teach multicultural music in the classroom r (54) = .526, p < .05. Less than one-third (n = 17) of the teachers reported using authentic musical instruments in the classroom, while nearly all (n = 51) reported using either a Macmillan/McGraw Hill or Silver-Burdett music text for multicultural lesson planning and delivery. When considering which teachers are using authentic musical instruments in their classroom, there was a significant main effect for years of experience, t (53) = 2.44, p < .05. The results of this study suggest that thorough pre-service multicultural music pedagogy may better prepare teachers for the increase in classroom diversity. Read More