A 14 page research paper, which is a follow-up to a previous paper (khmuscrt.rtf). The previous paper offered the Literature Review section of a proposed research study predicated on the hypothesis that music instruction will have a positive impact on the development of critical thinking skills in elementary school children. This paper offers (only) the Methodology and Discussion sections of that proposal. Bibliography lists 7 sources.
Name of Research Paper File: D0_khmuscr2.rtf
Unformatted Sample Text from the Research Paper:
the hypothesis that music instruction will have a positive impact on the development of critical thinking skills in elementary school children. This paper offers the Methodology and Discussion sections
of the proposal. Methodology The study sample group will consist of two groups of third-graders. These two groups will be chosen at random. Group A will receive music
and instrument instruction twice weekly, 50 minutes per lesson, for the duration of the school year (or however long the student researching this topic should determine as practical). Group B,
the control group, will not receive music instruction. (The student researching this topic is reminded that with both groups of children, parental permission should be obtained with the parents being
informed that selection to the group receiving music instruction will be randomly chosen.) Naturally, the control group will not simply sit quietly for 50 minutes a week, but will be
offered some other form of activity, even if this is simply continuation with their academic studies. This factor, however, constitutes another variable that should be considered within the overall concept
of the study, as this activity may also influence the development of critical thinking skills. The education required for the teacher in this study would necessarily have to be
quite extensive, as the study involves music instruction. The teacher should be thoroughly cognizant of the basics of music, that is, the importance of harmony, melody, and rhythm, but also
the teacher should some education in how best to present these principles to the age-group involved in the study. To reduce variance in the music instruction from accepted norms,
thereby reducing this variable, the student may wish to indicate that the teacher use an accepted musical curriculum or course of study. For example, the Alfred or Bastien methods of