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dc.contributor.authorSimon, Samuel Heath
dc.date.accessioned2014-03-04T20:00:49Z
dc.date.available2014-03-04T20:00:49Z
dc.date.issued2011-05
dc.identifier.othersimon_samuel_h_201105_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/simon_samuel_h_201105_edd
dc.identifier.urihttp://hdl.handle.net/10724/27302
dc.description.abstractThe purposes of the study were to investigate factors that motivate students in grades 6-12 to study instrumental music and to identify motivation techniques employed by middle and high school band directors. Three main research questions guided the study: (1) What do students consider to be their motivations in pursuing instrumental music study? (2) Are these motivations intrinsic or extrinsic? (3) What techniques do directors use to motivate students, and with what results? Nineteen schools participated in the survey, yielding 891 student surveys and 19 director surveys. Student participants indicated that learning new music is the single greatest motivating factor. No single motivation technique was found to significantly impact student motivation, but student motivation levels tend to rise with the number of motivation techniques employed by the director.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectmotivation
dc.subjectpractice
dc.titleThe effects of director motivation techniques on middle and high school band students in Georgia
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentSchool of Music
dc.description.majorMusic Education
dc.description.advisorMary Leglar
dc.description.committeeMary Leglar
dc.description.committeeStephen Valdez
dc.description.committeeClint Taylor
dc.description.committeeRoy Kennedy


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