| The purpose of this action research study was to describe the incorporation of Music Learning Theory's tonal and rhythm patterns, as developed by Gordon, in a seventh grade choral classroom. The study had seventeen participants who chose to participate in seventh grade choir for one year. The tonal and rhythm patterns were taught daily during the first 5 to 10 minutes of class with rhythm patterns and tonal patterns taught separately on different days. The process is described through various lenses including the instructor, other colleagues, and the students. Research questions were formulated to aid in the data collection and description process and centered around perceived advantages and disadvantages. Data collection included: an instructor's log; colleague interviews; and student interviews and journals. The examination focused on perceived advantages and disadvantages of the curriculum. Results indicated an improvement in tonal and rhythm skills. Additional observations included the ease of incorporating Music Learning Theory's tonal and rhythm patterns into the choral rehearsal, the importance of following the sequence of objectives as developed by Gordon and finally the challenges of incorporating Music Learning Theory in a choral classroom. |
