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    A Mixed Methods Investigation Into Single-Sex Choral Ensembles at the Middle-Level

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    Dame_ku_0099D_16370_DATA_1.pdf (4.712Mb)
    Issue Date
    2019-05-31
    Author
    Dame, Nathan
    Publisher
    University of Kansas
    Format
    225 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Music Education & Music Therapy
    Rights
    Copyright held by the author.
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    Abstract
    The purpose of this study was to comprehensively examine the frequency of single-sex choirs in middle school music programs, motivations for offering these ensembles, and both strategies for the implementation of and obstacles preventing single-sex choirs at the middle-level. The study merged simultaneously collected data from quantitative and qualitative sources to provide a greater depth of understanding of the research problem, thus aligning with Creswell and Plano Clark’s (2017) convergent mixed methods design. Quantitative data were collected through the Survey on Single-Sex Choral Offerings (SSCO), a nationally-distributed survey disseminated to members of NAfME, TMEA, and state ACDA chapters who also self-identified as middle school/junior high choral music educators. SSCO data were analyzed using descriptive statistical measures. Qualitative data were acquired through interviews of four middle-level choral directors who had recently separated their choirs into single-sex ensembles. Participants were demographically diverse, representing various geographical regions, school settings, type of school, campus socioeconomic status, and teaching experience. Data were transcribed, and coded into mutually exclusive categories, allowing themes to emerge. The findings demonstrated that organizational designs varied among programs, with mixed-voice choirs the most common voicing used by responding choral directors. Director motivations for including either single-sex or mixed-voice choirs encompassed musical, organizational, psychosocial, physiological, and behavioral influences, yet the importance of each varied among those selecting single-sex versus mixed-voice choirs. Directors reported varying ease when facilitating change to include single-sex classes, used a variety of strategies and key players to do so, and experienced similar difficulties when presenting change initiatives. While many of the programs with mixed-voice choirs preferred such designs, responses indicated either an interest or previous attempt by some directors to separate classes into single-sex ensembles. Recommendations for future research, implications for music education, and a conceptual framework for separating choirs into single-sex choirs were discussed, based on the results and responses of participants.
    URI
    http://hdl.handle.net/1808/29574
    Collections
    • Dissertations [4454]
    • Music Dissertations and Theses [335]

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    KU Libraries
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    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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