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Right or Wrong, My Song Is Strong: A Practitioner Inquiry Study of Elementary School Students' Experiences in a Songwriting Class Centered in Critical Pedagogy
Right or Wrong, My Song Is Strong: A Practitioner Inquiry Study of Elementary School Students' Experiences in a Songwriting Class Centered in Critical Pedagogy
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105640
- ISBN
- 9798265466068
- DDC
- 780.7
- 저자명
- Sarch, Yaron.
- 서명/저자
- Right or Wrong, My Song Is Strong: A Practitioner Inquiry Study of Elementary School Students Experiences in a Songwriting Class Centered in Critical Pedagogy
- 발행사항
- [Sl] : Boston University, 2026
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2026
- 형태사항
- 343 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisor: Abrahams, Frank.
- 학위논문주기
- Thesis (D.M.A.)--Boston University, 2026.
- 초록/해제
- 요약As a songwriter and elementary general music teacher, I have observed the potential of songwriting to foster critical thinking among young people. Therefore, in this study, I examine the teaching of songwriting to fifth-grade students through the lens of critical pedagogy. I argue for the inclusion of songwriting in the elementary school curriculum and explain its alignment with critical pedagogy as a theoretical lens. Using a practitioner inquiry design, I investigated how a songwriting class rooted in critical pedagogy might enhance learners' critical literacy and foster conscientization; help learners identify real-world issues, engage in problem posing, problem solving, and reflective practices; and foster learners' commitment to cultural relevance, social activism, and advocacy for social justice. Rather than acting as a neutral observer, I assumed the role of teacher-researcher and engaged alongside students as a facilitator and co-learner. While the entirety of the fifth grade received songwriting instruction over 15 one-hour classes, I selected 13 students as the participants for this study. I collected data from their exit slips, occasional assignments and quizzes, and the students' original songs, and I supplemented these with my reflective journals and observations. I used the data to compare outcomes with the characteristics of young composers described by Kaschub and Smith (2016), and to address my research questions. My findings indicated that students relied heavily on predictable structures and created compositions strongly connected to their lives. Although they engaged with the functional aspects of songwriting, the students showed limited progress in mastering lesson content and in developing critical literacy, conscientization, or engagement with real-world issues. The goals of fostering a commitment to cultural relevance, social activism, and advocacy in the students were only partially realized. I conclude that future iterations of the curriculum should include more explicit scaffolding for advocacy and social critique to help students challenge injustice within their communities.
- 일반주제명
- Music education
- 일반주제명
- Pedagogy
- 일반주제명
- Elementary education
- 키워드
- Songwriting
- 기타저자
- Boston University Music Education CFA
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
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■020 ▼a9798265466068
■035 ▼a(MiAaPQ)AAI32396894
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a780.7
■1001 ▼aSarch, Yaron.
■24510▼aRight or Wrong, My Song Is Strong: A Practitioner Inquiry Study of Elementary School Students' Experiences in a Songwriting Class Centered in Critical Pedagogy
■260 ▼a[Sl]▼bBoston University▼c2026
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2026
■300 ▼a343 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisor: Abrahams, Frank.
■5021 ▼aThesis (D.M.A.)--Boston University, 2026.
■520 ▼aAs a songwriter and elementary general music teacher, I have observed the potential of songwriting to foster critical thinking among young people. Therefore, in this study, I examine the teaching of songwriting to fifth-grade students through the lens of critical pedagogy. I argue for the inclusion of songwriting in the elementary school curriculum and explain its alignment with critical pedagogy as a theoretical lens. Using a practitioner inquiry design, I investigated how a songwriting class rooted in critical pedagogy might enhance learners' critical literacy and foster conscientization; help learners identify real-world issues, engage in problem posing, problem solving, and reflective practices; and foster learners' commitment to cultural relevance, social activism, and advocacy for social justice. Rather than acting as a neutral observer, I assumed the role of teacher-researcher and engaged alongside students as a facilitator and co-learner. While the entirety of the fifth grade received songwriting instruction over 15 one-hour classes, I selected 13 students as the participants for this study. I collected data from their exit slips, occasional assignments and quizzes, and the students' original songs, and I supplemented these with my reflective journals and observations. I used the data to compare outcomes with the characteristics of young composers described by Kaschub and Smith (2016), and to address my research questions. My findings indicated that students relied heavily on predictable structures and created compositions strongly connected to their lives. Although they engaged with the functional aspects of songwriting, the students showed limited progress in mastering lesson content and in developing critical literacy, conscientization, or engagement with real-world issues. The goals of fostering a commitment to cultural relevance, social activism, and advocacy in the students were only partially realized. I conclude that future iterations of the curriculum should include more explicit scaffolding for advocacy and social critique to help students challenge injustice within their communities.
■590 ▼aSchool code: 0017.
■650 4▼aMusic education
■650 4▼aPedagogy
■650 4▼aElementary education
■653 ▼aElementary schools
■653 ▼aElementary students
■653 ▼aSongwriting
■690 ▼a0522
■690 ▼a0456
■690 ▼a0524
■71020▼aBoston University▼bMusic Education CFA.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■790 ▼a0017
■791 ▼aD.M.A.
■792 ▼a2026
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17360930▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
