Full Citation
Title: Sibling Musical Interactions: Exploring Observational Learning and Deidentification in the Family Vehicle
Citation Type: Dissertation/Thesis
Publication Year: 2018
ISBN: 9780438067721
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Abstract: Much of research in the field of music education has focused on the individual child or on the family as a whole with the parents at the helm. Through this research we have learned that the family has strong influences over the music making of children; however, little research has actually focused on the role that siblings play within this family music-making sphere. It was the purpose of this study to explore how siblings influenced the musical development of each other under the context of deidentification (altering one’s activities and/or identity in order to differentiate from another) and imitation within the family vehicle (Whiteman, McHale & Crouter, 2007a). For this collective-case study I collected data from two families from similar SES/middle-class, backgrounds, and culture with at least two sibling children ages 2 to 10 years old. The study was set in situ within the family vehicle where I used mounted dashboard cameras to collect videos of siblings and their interactions as they naturally occurred within this space. Data was collected over 3 weeks with the assistance of a parent co-researcher and was in the form of video recordings, researcher transcriptions and notes, and a background survey. Research questions asked included: 1) How much time do selected families (at least one parent and two or more of their children) spend in the car on an average week?; 2) What does music making look and sound like when it occurs spontaneously within the family vehicle?; 3) What do sibling musical interactions look like in the presence of spontaneous music making?; 4)How much of the time during a week do siblings engage in sibling musical interactions in the vehicle?; 5) What do the processes of observational learning and deidentification look like in sibling musical interactions within the family vehicle?; and 6) Of observed sibling musical interactions, which ones may promote or hinder observational learning and/or deidentification processes and as a result promote or hinder music making? Data was coded and analyzed for themes and central phenomenon. Parent co-researchers participated in the triangulation of the analyses. Findings revealed both sibling deidentification and observational learning processes at hand during sibling musical interactions. In each family, children were found to be spending over 5 hours a week traveling in the car. Spontaneous music making was observed throughout the week alongside sibling musical interactions. As expected, some . . .
Url: https://search.proquest.com/docview/2063148485/previewPDF/79C80901814EE5PQ/1?accountid=14586
User Submitted?: No
Authors: Chitwood, Alissa Marie
Institution: University of Southern California
Department: Music Education
Advisor: Ilari, Beatriz
Degree: D.M.A.
Publisher Location: Los Angeles, California
Pages: 210
Data Collections: IPUMS CPS
Topics: Education, Methodology and Data Collection, Other, Population Data Science
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