Examines the relationship of sequential patterns of instruction and individual pattern components (including task presentation, student response, and teacher feedback) to the overall effectiveness of music lessons taught by elementary education majors. Indicates that there were no differences in teacher effectiveness scores based on instruction in…

Presents experiments on effects of music instruction, teaching practica, feedback from the instructor, and videotaped self-observation on undergraduates' use of complete sequential patterns and components. Focuses on two levels: examination of effects of systematic instructional structures on acquisition of skills and refinement of constructs for…

Observed performance change in 10 choral music concepts after sequential, structured task presentation across a series of choral rehearsals. Finds general performance improvement, with varied performance improvement for specific concepts; feedback improved student attitudes; and feedback decreased student attention spans. Notes research problems…

Looks at effective teaching research in order to identify a "correct" teaching sequence. Analyzes rehearsals to determine how teachers with varied levels of training and experience conformed to the optimal sequence. Finds that teachers spent too little time in correct sequences and failed to use enough positive reinforcement. (Author/LS)