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      Music lessons for at-risk youth: volunteer teacher perspectives

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      ARMSTRONG-THESIS.pdf (811.8Kb)
      Date
      2014-03-18
      Author
      Armstrong, Ivy
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      Abstract A basic interpretive qualitative research design (Merriam, 2002) was used to explore the perceptions and observations of volunteer piano teachers providing weekly piano lessons to at-risk youth. Four volunteer piano teachers from two prairie cities who volunteered teaching three twenty-minute piano lessons a week for at least one year in a local school-based program, Heart of the City Piano Program, were interviewed. Data were analyzed using thematic analysis. Findings included three themes about the perceived benefits of piano lessons for the students –student self-motivation, student confidence, student sense of accomplishment – as well as three themes about distinguishing characteristics of the piano lessons – student focussed lessons, allowing students to be themselves, and positive role model relationships. Findings are discussed in relation to current research on at-risk youth and music education, and recommendations for further research and implications for practice are included.
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Psychology and Special Education
      Program
      Educational Psychology and Special Education
      Supervisor
      Nicol, Jennifer
      Committee
      Claypool, Timothy; Balzer, Geraldine
      Copyright Date
      June 2014
      URI
      http://hdl.handle.net/10388/ETD-2014-06-1403
      Subject
      music, at-risk youth, piano, classical music, music lessons
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      • Graduate Theses and Dissertations
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