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Engaging Aural Skills Students through Model-Eliciting Activities

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Title: Engaging Aural Skills Students through Model-Eliciting Activities
Language: English
Authors: Daniel Aaron Galliher
Source: ProQuest LLC. 2024Ph.D. Dissertation, The University of Texas at San Antonio.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 139
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Music Education, Singing, Aural Learning, Auditory Training, Demonstration Programs, Student Empowerment, Student Motivation, Learner Engagement, Cooperative Learning, Music Reading
ISBN: 979-83-468-5009-0
Abstract: This mixed methods study aimed to explore how using Model-Eliciting Activities (MEAs) in an aural skills classroom can promote student motivation and engagement. Aural skills courses, which focus on ear training and sight singing, benefit from MEAs--activities that require students to create models to solve progressively complex problems. As students develop and refine their models, they engage in a testing and iteration process that prioritizes learning over final outcomes, which fosters student empowerment. This approach fosters student empowerment, highlights the relevance of the curriculum, promotes success, and sustains interest within a supportive classroom environment. The specific MEA implemented within the aural skills classroom was focused on music transcription skills and used the MUSIC Inventory of Motivation survey to assess student motivation and engagement, complemented by follow-up interviews to explain the results of the survey. Students felt that MEAs empowered them to engage with the content in their own way. Being situated in a real-world scenario demonstrated the relevance of students' work and highlighted their potential for success. Many students expressed enthusiasm for the collaborative nature of the MEA, as well as for a prior activity that encouraged them to develop their transcription skills. Students also noted that a supportive environment increased their confidence. Additional findings included students expressing excitement for collaboration and benefits to their own perceived transcription skills. Overall, the findings suggest that MEAs create an opportunity within the aural skills curriculum to foster high levels of student motivation and engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2025
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31636272
Accession Number: ED664627
Database: ERIC
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  Data: This mixed methods study aimed to explore how using Model-Eliciting Activities (MEAs) in an aural skills classroom can promote student motivation and engagement. Aural skills courses, which focus on ear training and sight singing, benefit from MEAs--activities that require students to create models to solve progressively complex problems. As students develop and refine their models, they engage in a testing and iteration process that prioritizes learning over final outcomes, which fosters student empowerment. This approach fosters student empowerment, highlights the relevance of the curriculum, promotes success, and sustains interest within a supportive classroom environment. The specific MEA implemented within the aural skills classroom was focused on music transcription skills and used the MUSIC Inventory of Motivation survey to assess student motivation and engagement, complemented by follow-up interviews to explain the results of the survey. Students felt that MEAs empowered them to engage with the content in their own way. Being situated in a real-world scenario demonstrated the relevance of students' work and highlighted their potential for success. Many students expressed enthusiasm for the collaborative nature of the MEA, as well as for a prior activity that encouraged them to develop their transcription skills. Students also noted that a supportive environment increased their confidence. Additional findings included students expressing excitement for collaboration and benefits to their own perceived transcription skills. Overall, the findings suggest that MEAs create an opportunity within the aural skills curriculum to foster high levels of student motivation and engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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      Pagination:
        PageCount: 139
    Subjects:
      – SubjectFull: Music Education
        Type: general
      – SubjectFull: Singing
        Type: general
      – SubjectFull: Aural Learning
        Type: general
      – SubjectFull: Auditory Training
        Type: general
      – SubjectFull: Demonstration Programs
        Type: general
      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Music Reading
        Type: general
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      – TitleFull: Engaging Aural Skills Students through Model-Eliciting Activities
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