A.

Garcia/Comprehensive Examination
Field Study Paper

"!#$ % ! $"

! "

$ " $

% # "

"

& '

( )

(# * "

+ , -#.

+, /# .

"

1
A pseudonym
 +, 0#*

" # #

&!'$ " #$ & %#&

& 12 (33-, 4 15 (367'

&2 1

* (330, . (33-' # #

$ 8

# &4 15 (367,

2 (336, 9 (330' 5

&5 1 (3:;'

&!! "( " #! "!

:#6

:(7 60

! # &

(336, < = 14 ->>>, 2 (336'

 : ; 6 ( 7

. $

$ ?

! $))& ! $" " " )*

< &5 (3;6, 2 1

* (330' =

&@ 1 @$ (336, @ 1

(3;7, 5 (3;6, 5 1 (3:;'

# $ 8

$ =

& ' #

$ A

" . $ #
 "

! #

! #

) &5 (3;6, 5 1 (3:;'

# $ $ B

) # B

&@ (3:3' !

# # B C $"

B #

+ ) !* " !#% ! $#!' "&

) &5 =1 4 (360'

2 &(336'

) D # , #

& ', #

$ & $ "

'

< $

# $ "

"B
 = # $

& '

"

&5 = (3;/,

. ->>('

#& %)!

D (# E F, -# , /#

$ , 0# , 7# :#

! !

! $

" # !

&! / -/ >0 / -: >/'

*
 ,

E F E F

! $ B

" " " $%

& ' &

! " ! "

! " ! "

' & &

! " !

" " " "

" &G / -0 >0'

. E F

! 7 $

$ !

E , $

$ H "

$ F &? / /> >0' ! $ *

D
 ! #

( $ ! !

! ! " ! & $ -'

$D

) "

' *

" + ""

' " !,

" & -

. "

.& "G

0 0 >0'

. !

&@ (33;, * $ ->>/' !)

!)

! B

) !

& ) ' & ) '& I

(36;, $ ->>/'

"B E F ! $
 E F

"

"

! & "G 7 ; >0'

"

= B J

& (333, J 1@ (3;7' ! D

, / ""

"" !

"

" "

/ &

* ! "

+ & "G 7 (( >0'

1 2 1

E F !

! $: D

! " /

3 "" "

3 1 !

" " !

) &

! " * "

+ " !

*( 4 5 6+

. $

) $ )

) ! $

$
 E

= E F E F ?

E F

1 7

$ E

& (36; 6' ! $ E!

" F &!

2 />' !

: $
E F

K $

" $

$ !

1 1 7

7 7 B $

L L & D! 2 D

, )

& '

'

E!

H
. "! $ $ M"
F &!

0 ( >0'

E F

"

$ @ $ D

""

( !

" ! !
 "

8 !

& ! " #& "G

0 (> >0'

) $

) $

# B

E F E.

$M . "

+F & # ;'

" $

$ $ $ N $

E F& $ $ ' $

$ E $ F

$ &

1L (33:'

) ?

"

$
 E F &% # 0 (7 >0'

$ E

B F &% $ (330

-/'

" E$ F

& (36;' $

$ :D

! "

, "

" "

' !

" . "

& !

& "G 2 ; ->>0'

! $ $

) H $

$ "
D

- "

" & / ! "

! !
 ) ! *

8 , + %9 :%5 %;0 " "

" ! "! & "G 7 (( >0'

: 1 "

% # 0 7 >0D

' " ""

( ! & (

"

"

"" " ""

, & "

! " " "

<

" "

* #

# + "

"

" " "

"
 $

E B F

E F E F

E F E F

O & &

& ' . . $

. E F

= E F

&

' D E! $

! $ F

E F

E F #

&E F E ) F'
 "

" EB $ F &!

0 (: >0' !"

"

&(333'

# E $

F& -;6' "

E F

" )

$ $ & '

' ,

, < .) "
 !

" *

( , +

.. !

" !

"

! " "

! "

&

? $

" *

&@ ->>( (333'

1 & 1 &

) J

&@ (36;, @ $ 1

4 (363, ->>0'

B
 ! J

& 7>P '

) $

$ D

E*

F &! / -/ >0' !

& '

$ D

1 > & !
.
( > < -' ??*( +
1 > <
( > < ?
1 > - .
( > 0
1 > < .
( > 0 !
1 > .
( >
1 > $! ( " & "
" !

( > $7
1 > % " "
& # ! :'

$
 C

! $ D

E * +

!@ A & '

! " - ""

"" &

/ /( >0'

E $ $

F &% #

0 (- >0' ! D

! "

" '

! &

"G 7 -0 >0'
 $

E!$ ! ! F &<

0 (/ >0' 5 &(36;'

E F E " F

$ D

" " "

" #

# "

&! / -/ >0'

* B $

$ D $

$ )

E2 Q !

$ !$ ! !" F

& "G 7 (( >0'

& 1L (33:'
 ) $

% $"

! =

' - .

/ -

"

1 > 0 #
( >
1 > < ! " .0 "

( > "
"" !
" /
! #
1 > % " !
( > % " !
1 > < .
( > "
"
 " ! !
" ! &
!
! " !

*! 0 : >0+

< $ " #

&< #* (330, < L 1 (336' )

# # & I (36/'

$ B D

( > # ! " " "

&
!
! !
. ( " ' !
"
! "
&
&! 0 : >0'

* D

( > ) " !
"" !
B ! . (
0 "
0 ! . ;!
"
! .
1 > 0 " .
( > 5 -
1 > : B .
( > $7
" C "
! & !
! & ! ! <

! &
&! 0 (- >0'

= $

! ! "

) "

* + &

" " & /

! "!

! !

& "G 7 (( >0'

- 0

. 0 /

.
 J $

&

B '

& " !

"

" "

"

" ! !

" " * !

3 +

" *" ""

! " , + '

, * " + & "

G 7 (( >0'

J $

# =

B &

'D

1 > $7 -
& B '+
 ( > = !
#5 ! ?
"
1 > < .
( > ?? < ?
* +
1 > : ? / . " "
/ "
( > 0
1 > : .
( > 0 ' !
! #
&! / /( >0'

"

& ' @

' - . 1 1

" # #

"H "

# <

"

# #

D
< " / "

"

" *

" + 5

"" " !

""

"

# " " *

& "G 7 (( >0'

"

"

%((% ';

"

D% <

""

?'

" ""

& "G 7 (( >0'

$" )% $" " #& $ &" ! $"

D (# "

, -#

, /#

, 0# " # #

J ! 2 % 2

C & ' 2

E F &2 (336' .

&

# '

&@ (367 * (337',

 !

! "

! $

" J

$ ! D

' "( ,

! "

"" (

" ! ( , ! /

" ""

"

&% # K 2 /('

E = F $

"

! $

& (333' !

"
 )

& (333, (33/'

&

->>>'

) !

$ B B

) $ "$

& ->>(' !

F& (333 -:7'

 )

K R 1* &->>-'

E F

& 6//' 2 &->>/' )

) $

F & /:' !
 #&2&#&" & D

C &->>>' 4 "

5 % EF&(' 7

@ < &(36;' . $

! G &C ' %& G !

& :>#6/' 4 D C 4

@ * &(3:3' ( > 5 K G D

% #* !

@ 2 &(367' = >' "

: 5 % / (/#(:

@ 1@$ &(336' H " >'

@ D @

@ 1 &(3;7' , K 9 $D

G . 1

@ $ * 14 &(363' D<

G -:&0' 0;/#036

@ G &(33;' %"" " "

&< ?$ (33;' B

' IJ 6-/

@ &->>(' % "

4 ":

5 % K6&/' -76#-;/
 &(333' D2 $

&< (333' B '

LE 70>

$ &->>/' " $ D2 $

) " 1 " : 5

% EII ((#-/

&(333'

4 ": 5 % KM&0' /0/#/7:

&->>(' . +

4 "5 % EF&-' (0#-/

&->>/' )

4 "5 % EN&-' -3#/3

@ J 12 . 4 &(33-' B , >5

K % $ D

G &(336' H , : B >1 ' 8

< #* 4 &(330' " >( "

" K 9 $D %

< L 2 1 C &(336' !

K # % B

4 " % K6&(' 7#(-

< = K 4 9 & ' &->>>' - ! "H : N

% %
J J 1@ ? &(3;7' @ ! L &C ' % O

( " 0 ! " ( " ( "% &

-7#7-' D %

5 = &(3;/' " K9D @ @ $

5 @ &(3;6' ( >' "

2 A D %

5 @ 1 &(3:;' " >( "

, K 9 $D < 5

5 =G 14 2 &(360' % ,

? % !

5 C &(36;' "

D 5! %

* $ @ &->>/' #

G ": 5 %

IE&-' (::#(;3

* &(337' @

4 ": 5 % KP&/' (6-#->/

4 9 15 C &(367' , @ * D

2 &(336' H : 1 ( ' %

J DG #@

2 2 1* 2 &(330' H >' & !

- ? $ D %

K 5 R L 1* K &->>-'

! 1 &C ' ! "

 & 6(6#6/3' K 9 $D ?

% $ < &(330' < +% B I6&7'

-(#-7

&(33/' % D%

: ( 5 % E 0>#7(

1L &(33:' % D!

) 4 "5 % EP /(#0;

L &->>0' D

% : PP&-' (-#-(

4 &(36;' L DJ

- % : 7;&(' 6

I < &(36/' - " ! K 9 $D @ @ $

I < &(36;' C D "

" J DG @

. * &(33-' % ) ! 2 4 . 2 1G

% &C ' ! ", & /#7-' K

9 $D %

. * &->>(' < = H : ? $ D

9 &(330' 1 ( : >B 5 ? $ D

%
 &" 3
Theoretical Model of Preservice
Music Teacher Effectiveness

Least
Effective
Introverted Teaching Behavior
• Introspection and self-doubt leading to
vagueness of objectives (kept
“locked” within).
• Slow pacing and lack of clear
direction in lesson.
• Personal factors such as “shyness” and
“mellowness” .
• Distracted and/or intimidated by
student social agenda.
More
Effective
Extroverted Teaching Behavior
• Objectives publicly displayed or
shared.
• Student needs acknowledged and
addressed.
• Using student responses to gauge next
steps in lesson.
• High confidence in ability to teach
• On task teaching where lessons are
conceptually grounded and adhered to.
• Brisk pacing yielding feeling of a clear
learning agenda.

(Brand, 1984) Effective music teachers

Large Group Instruction
• Attempts to address ‘the class’ as
opposed to individuals.
tend to be extroverted, enthusiastic, and
care sincerely for their students.
Small Group Instruction
• Individual connection and focus on
independent student needs.

Varied Instrumentation Homogeneous Instrumentation

• Teaching a variety of instrument
families (ie..woodwind, brass,
percussion)
• Teaching a variety of transposing
instruments in one setting.
• Teaching one instrument family in one
setting and/or teaching instruments
similar to students major instrument.
• Teaching Instruments with “like” Key
Signatures

Material not covered in Material covered in

University program University program
• Secondary methods • Flute, etc..
• Pedagogy • Music Theory
• Trombone, etc.. • Major Instrument
• Instrument repair

Fig. 1. Factors contributing to the effectiveness of instruction by “Samantha”, a music student

teacher.