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College Director of Orchestras Curriculum Analysis
Abstract
The initial purpose of this study was to identify distinctive methods of assessment, unique curriculum models, and diverse learning responsibilities for students in a college orchestra setting. The scope of this topic needed to be narrowed, which led to an investigation solely of assessment strategies appropriate for collegiate orchestras. The International Review Board approved the dispatching of an e-mail questionnaire through which data associated with these topics was gathered. Music Directors from large flagship universities, state schools, small liberal arts colleges, and conservatories were surveyed identifying their idiosyncratic approach to assessment. This data was then analyzed to glean advantages of each particular strategy. This document also draws upon a spectrum of sources to cross-reference and reinforce the contributions of the survey respondents. The collection of data included course syllabuses to provide context for respondents’ assertions. This document was produced to illuminate notable assessment strategies so that college directors may learn from one another. Minimal research has been undertaken in the area of college orchestral assessment. The views expressed through the survey responses reveal a spectrum of influences on assessment practices, including the demographics of the institution, the mission of the school or program, and the curricular goals of the course in question. This document will serve as a window into the current assessment practices being implemented at the college level. After analyzing these approaches, I hope to identify the most fruitful assessment practices to help improve the field of collegiate orchestral conducting.
Subject Area
Music|Music education|Higher education
Recommended Citation
Galant, David Michael, "College Director of Orchestras Curriculum Analysis" (2018). ETD collection for University of Nebraska-Lincoln. AAI10793133.
https://digitalcommons.unl.edu/dissertations/AAI10793133