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dc.contributor.advisorMartin, Robin Ann
dc.contributor.authorPınarbaşı, Fatma Şafak
dc.date.accessioned2017-01-05T13:44:58Z
dc.date.available2017-01-05T13:44:58Z
dc.date.copyright2016-12
dc.date.issued2016-12
dc.date.submitted2017-01-04
dc.identifier.urihttp://hdl.handle.net/11693/32604
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program of Curriculum and Instruction, İhsan Doğramacı Bilkent University, 2016.en_US
dc.descriptionIncludes bibliographical references (leaves 95-102).en_US
dc.description.abstractThis research explored strategies to scaffold 3rd grade students as they learn to compose music in small groups in an elementary school in Turkey. The purpose of the study was to investigate how the teacher can use different strategies to teach composing in small groups. The research method was designed as a case study to examine a professional music teacher and 19 students working in small groups throughout four lessons. The data were collected by classroom observations, interviews with individual students, the teacher, focus groups and reflections from the teacher. Results indicated that the teacher used modeling, inquiry, connected starters to the concept of composing music, purposefully creating students groups before the tasks and remained flexible to respond to student needs that occurred during the composition tasks. The evidence suggested that other important group dynamics also occurred while students were peer scaffolding. Students who had no experience in composing in small groups had a change in mindset after the composition tasks. Student reflections further revealed how composing music in small groups helped them to improve their musical and cooperative skills.en_US
dc.description.statementofresponsibilityby Fatma Şafak Pınarbaşı.en_US
dc.format.extentxii, 113 leaves : charts.en_US
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMusic compositionen_US
dc.subjectCooperative learningen_US
dc.subjectScaffoldingen_US
dc.subjectStrategies for teaching compositionen_US
dc.subjectElementary music educationen_US
dc.titleScribbling stage : a case study on strategies for teaching music composition to grade 3 studentsen_US
dc.title.alternativeÜçüncü sınıf öğrencilerine başlangıç seviyesinde beste yapmayı öğretmek için kullanılabilecek yöntemler üzerine bir durum çalışmasıen_US
dc.typeThesisen_US
dc.departmentM.A. in Curriculum and Instructionen_US
dc.publisherBilkent Universityen_US
dc.description.degreeM.S.en_US
dc.identifier.itemidB154940


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