Effect of instructions and feedback on music teaching skills

Journal/Book: Journal of Music Therapy. 1981; 18: Silver Spring, Maryland, USA. National Association for Music therapy 8455 Colesville Rd., Suite 930 20910 Silver Spring, Maryland USA. 166-180.

Abstract: This study investigated the effect of three feedback procedures on music teaching skill acquisition by prospective elementary and special education teachers. Feedback procedures included systematic videotape self-observation, unguided videotape self-observation, and instructor verbal feedback without videotape observation. Music teaching skills selected were teacher verbal reinforcement, nonverbal reinforcement, and use of instructional time. Of additional interest was the effect of teaching skill acquisition on student attentiveness. Teachers (n=32) received instructions to perform a specific skill, taught a five-minute music lesson, and subsequently received differential feedback during eight teaching sessions. No-contact control teachers (n=20) taught pretest or posttest-only lessons and received neither instructions or feedback. Statistical results indicated no significant differences between feedback conditions on teaching skill or attitude. All feedback groups were significantly better than control groups on measures of verbal and touch reinforcement.

Keyword(s): instruction, feedback, videotape-recordings, teacher, teacher-effectiveness, teacher-evaluation, music-instruction, verbal, reinforcement, nonverbal.

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