Literaturnachweis - Detailanzeige
| Autor/in | Wilson, Tiffany |
|---|---|
| Titel | Impact of Social Emotional Learning and the Orff Approach |
| Quelle | (2022), (156 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Grade 4; Elementary School Students; Social Emotional Learning; Music Education; Teaching Methods; Instructional Effectiveness; Skill Development; Parents; Integrated Curriculum; Control Groups |
| Abstract | As a music education methodology, Orff and the five domains of social emotional learning can combine together into an embedded curriculum, providing the best of both worlds in educational philosophy and methodology. The purpose of this study seeks to demonstrate there is a clear connection between the development of fourth-grade students who receive an SEL-embedded Orff approach versus students who receive an Orff-only approach in music education. The integration of an SEL-embedded Orff approach would create a new and innovative style of teaching that seamlessly transitions both elements of the Orff approach in music education and SEL components into one succession of positive student development. There is a distinct need for further investigation on the outcomes of an SEL-embedded Orff approach to music education and the research findings should matter greatly to music educators, classroom teachers, principals, professors, Orff level instructors, and curriculum writers, as they will greatly impact future learning strategies, curriculum development, and teacher implementation. This research is the first step toward understanding that an SEL-embedded Orff approach promotes more social and emotionally-aware and musically skilled students, which will then further promote positive outcomes in a student's life development. The problem statement: Is an SEL-embedded Orff approach to music education more effective than merely an Orff-only based teaching method? Research question 1: In what ways might an SEL-embedded Orff approach create a difference in mindful musicians between the control and experimental group? Research question 2: In what ways might an SEL-embedded Orff approach create a difference in SEL-aware students between the control and experimental group? Research question 3: Is there a difference in musicality skills between the control and experimental group? The research uses a mixed methods approach with a convergent process, in which both the qualitative and quantitative data were collected and analyzed during the same time period. This mixed methods approach combines the strengths of both research designs with a greater breadth and depth of research analysis. This approach also allows for diverse data collection options that implement the instruments of the qualitative and quantitative designs. With both control and experimental fourth-grade classes, the researcher utilized student and parent focus groups, a researcher teacher field notes journal, weekly lesson performance rubrics, student surveys, and student artifacts to answer the three research questions. Key research findings include the following for research question one: There was a significant difference in mindfully musical language between the control and experimental groups. Key research findings include the following for research question two: There was a significant difference between the control and experimental groups. The student surveys did not show significant differences as both the control and experimental groups demonstrated growth. Key research findings include the following for research question three: There is a direct correlation between the three research questions and how they collaboratively work together within an SEL-embedded Orff approach. When embedded together, Orff and SEL work together to create a mindfully musical experience for students. They move beyond musicality and the SEL domains of Identity, Belonging, and Agency (Edgar, 2021), to mindfully musical. Future steps can include the creation of SEL and Orff-embedded lesson plans for music teachers. The publication of articles, curricula, and books to educate teachers on this vital path for music education. The implementation of higher education courses to guide pre-service teachers with the tools necessary for an SEL-embedded Orff educational program. An SEL-embedded Orff approach clearly provides students with an invaluable tool to promote both higher-level musical training, but also a critical piece of emotional and behavioral childhood development. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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