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dc.contributor.advisorBrinckmeyer, Lynn
dc.contributor.authorBox, Corrie Ann ( )
dc.date.accessioned2020-01-22T13:41:24Z
dc.date.available2020-01-22T13:41:24Z
dc.date.issued2010-12
dc.identifier.citationBox, C. A. (2010). A qualitative comparison of The Kodly method by Lois Choksy and Kodly today by Micheal Houlahan and Philip Tacka (Unpublished thesis). Texas State University-San Marcos, San Marcos, Texas.
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/9211
dc.description.abstract

The purpose of this study was to compare two North American adaptations of the Kodaly philosophy. The Kodaly Method (1999) by Lois Choksy and Kodaly Today (2008) by Micheal Houlahan and Philip Tacka were the subjects of qualitative analysis. Curriculum context was established through published sources and author communication concerning vision and purpose for each respective curriculum.

Coding techniques were used through the process of unitization. Each page was considered a separate data unit and assigned a category code. The codes were grouped together to identify emerging themes. Results from the category assignments along with the chapter information were entered into software called PASW 18.0 Statistical Analysis Software. Data were analyzed for the mode of each chapter and category code. Statistical results were compared to the vision and context expressed by personal communication. Third-party observers who studied with the authors were interviewed to inform and validate analysis.

Results from personal communication, summative and statistical analysis were merged to explore commonalities and differences. Similarities arose in areas supportive of the foundational pedagogical philosophy and beliefs of the Kodaly context. Some consistency was observed between curriculum purpose expressed during personal communication with the author(s) and results from frequency analysis of categories. Implications for future research include a greater use of the role of context as a foundation for analysis of both curriculum and teaching techniques. Recognition of previous pedagogical progress informs potential future development.

dc.formatText
dc.format.extent175 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectPedagogical content knowledge
dc.subjectCoding theory
dc.subjectSchool music
dc.subjectInstruction and study
dc.titleA Qualitative Comparison of The Kodly Method by Lois Choksy and Kodly Today by Micheal Houlahan and Philip Tacka
txstate.documenttypeThesis
thesis.degree.departmentMusic
thesis.degree.grantorTexas State University--San Marcos
thesis.degree.levelMasters
thesis.degree.nameMaster of Music Education
txstate.accessrestricted
txstate.departmentMusic


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