Faculty of Music
Permanent URI for this communityhttps://hdl.handle.net/1807/18030
The Faculty of Music at the University of Toronto is one of several professional faculties at the University of Toronto. The Faculty of Music is comprised of musicians, researchers, educators, creators, performers and students.
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Item Professional Musicians in the Schools, Part I(Ontario Music Educator's Association, 1973) Shand, PatriciaItem The Music of the Environment(Canadian Music Educators Association, 1974) Shand, PatriciaItem Freedman in the Classroom(Ontario Music Educators' Association, 1974) Shand, PatriciaItem Music Education in Canada Part II: The Need For Change(Canadian Music Educators Association, 1982) Shand, PatriciaItem Music Education in Canada, Part I: The Status of Music Education in Canada(Canadian Music Educators Assocaition, 1982) Shand, PatriciaItem The Identification of Criteria for the Evaluation of Junior High School Guitar Programs(1983) Bartel, Lee RoyThe problem of this study was to identify, formulate, and validate a set of criteria for the evaluation of junior high guitar programs in the following areas: 1) the rationale for a guitar program; 2) instructional objectives; 3) learning activities and teaching strategies; 4) the evaluation of students; 5) instructional materials, equipment and facilities; 6) class size; 7) time allotment and scheduling; 8) the qualifications of teachers. A proposed set of criteria was identified from a previous study done by the author in which interviews with eleven experts on guitar programs in Manitoba were analyzed for significant statements related to what ought to constitute junior high guitar program in Manitoba. From this proposed set of criteria a questionnaire was created and administered to forty teachers of junior high guitar classes in Manitoba. Teachers were asked to rate the importance of each criterion to a quality guitar program. Responses were received from 32 teachers for a response rate of 80%. The responses were analyzed by assigning a numerical value of 1 to the statements rated "very important," and 4 to the statements rated "of no importance." From this analysis a rating index figure was assigned to each criterion with 2.5 - 1.0 being considered a positive value. Ninety-seven statements were included in the final list of criteria considered valid for the evaluation of guitar programs in Manitoba. The implications of this study include an application of the set of criteria to an actual evaluation of junior high guitar programs. This could bring greater uniformity or standardization to guitar programs in Manitoba. This study also gathered data relating to the status of guitar programs in Manitoba including the number of students in guitar programs, time allotted to programs, the age of programs, and the experience and qualifications of teachers.Item Teaching Basic Musical Concepts in a Beginning String Class(Ontario Music Educators' Association, 1984) Shand, Patricia MartinItem A Report on the Canadian Conference of the Arts National Inquiry Into Arts and Education in Canada(Canadian Music Educators Association, 1984) Shand, PatriciaItem The John Adaskin Project (Canadian Music for Schools)(Canadian Music Educators Association, 1986) Shand, PatriciaItem A Study of the Cognitive-Affective Response to Music(1988) Bartel, Lee RoyThis thesis addresses the philosophical emotional-intellectual dichotomy by attempting to determine the extent to which the cognitive-affective response to music in college students is related to personality traits, preparatory set, and musical style. The researcher created the Cognitive-Affective Response Test--Music (CART-M) on the basis of Meyer (1956), Kivy (1980), Osgood et a1. (1957), and Perlmutter and Perkins (1982), and refined it in three pilot studies. The reliability and validity of the CART-M is described on the basis of three pilot studies and six replications in the main study. The CART-M consists of 9 semantic differential scales loading on a cognitive (structural-textural) dimension and 9 scales loading on an affective (emotional-inspirational) dimension. Responses on each dimension were scaled 3210123 and summed to produce a response score. Musical stimuli were exemplars in three styles: classical (6), jazz (6), country (6). To quantify subjects' self-perception of ability, attitude to music, and beliefs about music, the researcher created the Preparatory Set Profile (PSP). The Myers-Briggs Type Indicator (MBTI) obtained a measure of personality traits. The CART-M, PSP, and MBTI were administered to 146 college undergraduates in Manitoba, Canada. Correlational analysis studied the relationship between response to three styles of music, attitude to music, ability, beliefs about music, and four personality traits: extraversion-introversion, thinking-feeling, sensing-intuition, judging-perceiving. Results showed that the higher the musical ability the more cognitive the response to music; the more "judging" the personality the more cognitive the response; of the three styles response to classical music is most cognitive and jazz is most affective. Factorial ANOVA's were constructed on the basis of PSP and MBTI scores with CART-M scores in the cells. Results revealed that subgroups based on ability, on attitude, and on personality traits differed in response. Cluster analysis identified two subgroups of the sample differing on response to music, ability, attitude, expectation, and personality. The study found evidence to support the theories of musical experience of Meyer and Kivy. The dimensions underlying the CART-M corroborated findings by Crozier (1974), Hargreaves and Colman (198l), Hare (1975), and Miller (1979).Item “Canadian Music: The World’s Music in Microcosm(Ontario Music Educator's Association, 1989) Shand, PatriciaItem Strategies for Teaching Contemporary Music, Using Canadian Music for Student Instrumental Ensemble(Canadian Music Educators Association, 1991) Shand, PatriciaItem Canadian Music Column: ComPoster Project.(Canadian Music Educators Assocaition, 1992) Shand, PatriciaItem Reflections on My Research(The Binder's Press, 1993) Shand, PatriciaItem Das Schulwerk(Canadian Music Education Research Centre, 1993) Dolloff, Lori-AnneItem A Guide to Provincial Music Curriculum Documents Since 1980(Canadian Music Education Research Centre, 1993) Shand, Patricia Martin ; Bartel, Lee R.Item The Administration of Music Programs in Canadian Schools(Canadian Music Educators Association, 1993-05) Bartel, Lee R. ; Shand, Patricia MartinShand and Bartel describe a major research project undertaken by the Canadian Music Education Research Centre at the University of Toronto: “an investigation of the administration of music programs in Canadian elementary and secondary schools in 1989-1990.” Shand and Bartel designed a six-question survey-questionnaire, which they distributed to a random sample of 192 school boards across Canada (beginning in February 1990). They received 175 responses by January 1991. They present here a detailed statistical analysis of the responses they received to each of the six questions. Conclusions include the discovery of a high level of teacher motivation among those teachers below high school; moderate board support (as evidenced by the priority given to hiring music teachers); a lack of administrative support; a lack of budgetary support; an indication that adequate administrative support may demand the presence of a specialized music or fine arts administrator – currently unavailable in many boards and giving rise to “a desperate shortage of support”. The results open up several areas of further research interest, and the need for a second survey, the results of which are presented in the Canadian Music Educator Vol. 35 No. 7.Item Bees, Beets and Brethren: The Development of a Research Mind-Set(Memorial University of Newfoundland Press, 1994) Bartel, Lee R.Item Canadian Violin Music for Student Performers(Canadian Music Educators Assocaition, 1994) Shand, PatriciaItem The Administration of Music Programs in Canadian Schools: A Research Update(Canadian Music Educators Association, 1994) Bartel, Lee R. ; Shand, Patricia Martin