A Comparison of Special Education and General Education Students Attitudes toward Music

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ACKNOWLEDGEMENT

No words can express my appreciation and gratitude to my research advisor _______ through the course of this research, Professor _____has taught me numerous values that extend well beyond the realm of _________ (Your Subject Name). His emphasis on dedication to work and his valuable and practical insights of life are some of the major highlights of my education at The University _________.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for the academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

Signed __________________ Date _________________

ABSTRACT

The mjusic education in USA could be followed back to the era of the colonial times. Amongst the Native Americans before to African and European settlement, music education was oral. Music education is still a part of curriculum in America, and for some years, it has been made a part of the special education for special students. This research has an aim to analyze the difference of attitude of special education students and general education students. In this regards, a number of researchers have detected a discouraging trend in attitudes of the students' toward music education, in general. The general observation has been a decline in positive attitude toward musical experiences among general music students with each increasing grade level. American elementary music education has, in some ways, closely paralleled the development of this country. If America can be called a "melting pot" then American music education can certainly be called "eclectic." the relationship of art education to special studies is almost as old as disability studies itself. Music education is a small, specialized field, it has much to offer disability studies. Its research crosses, often synthesizing, social science and humanities methodologies in interesting, creative ways. The creative processes and content that emerge from music education differ from those of the humanities, which mostly engage writing.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 1: INTRODUCTION1

1.1 Introduction1

1.2 Background of the study2

1.3 Problem statement2

1.4 Purpose statement3

1.5 Aims and objectives of the study3

1.6 Research questions3

1.7 Hypothesis4

1.8 Significance of the study4

1 .9 Assumptions and limitations5

1.10 Plan of study5

1.11 Definition of terms6

1.12 Summary7

CHAPTER 2: LITERATURE REVIEW8

PART 1: STUDENTS ATTITUDE8

2.1.1 Attitude toward Music8

2.1.2 The social psychology of music and attitude12

2.1.3 Attitude formation14

2.1.3.1 Interpersonal factors15

2.1.4 Defining and measuring attitudes16

2.1.4.1 Explicit and implicit attitudes16

2.1.4.2 Measures of attitudes19

2.1.5 Measurement tools used to examine attitudes toward a specific subject20

2.1.6 Summary22

PART 2: CLASSIFICATION24

2.2.1 Brief History of Music Education24

2.2.2 Social elements of music26

2.2.3 Early childhood music education29

2.2.3.1 Rationale for early childhood music education30

2.2.3.2 Music with infants and toddlers31

2.2.3 Enculturation of music32

2.2.3.1 Transmission and acculturation33

2.2.4 Music for education34

2.2.5 Music and students with special-needs34

2.2.6 Summary35

PART 3: MUSIC EDUCATION36

2.3.1 Special education attention to music36

2.3.2 Music education for special students36

2.3.3 General education student attitudes towards music37

2.3.4 Expressed attitudes of educational groups toward the value of music in the public school ...