SocialImpactStudy

In2009theUniversityofTexasSchoolofSocialWorkconductedasocialimpactstudyoneffectsofclassicalguitarclassesonstudentsinthreeAustinschools.Thestudy,underthedirectionofDr.CalvinStreeter,focusedonameasurementtechniquecalledConceptMapping,whichseekstoaccuratelyrelatetheeffectaprogramishavingontherecipientsintheirownwords.67statementsweremadebystudentsintheprogram,thatwerethensorted,categorizedandevaluatedbytheentirestudentpopulation.Welearnedanumberofinterestingthingsinthecourseofthestudy;oneofthemoreinterestingpartswasthat“Self‐Esteem”,asaconcept,wasrankedasthemostimportantconceptoverallbybothteachersandstudents.ThestatementsrelatedtoSelf‐Esteemstudentsmade,thatclearlyresonatedwithmostoftheothers,werethingslike:“Theclassgavememanynewexperiences”,“Ilikeplayinginfrontofpeople,“It’sgivenmemoreconfidence”,“Itgivesmeafeelingofaccomplishment”,and“Ifeelproudofmyself”.Anotherconceptthatrankedhighlywastermedbytheresearchers“UniqueLearningEnvironment”andincludedthesestatements:“Thisclasshasmoreinteractionwiththeteachers–everyonegetsattention”,“It’seasiertoaskforhelpinthisclass”,“Itdoesn’tmakeyoufeeldumbifyoudon’tgetit”,“It’sokinthisclassifyoudon’tunderstand”,“Ilikethatweplayinpiecesorsections‐soweareallneeded”,“Everyonemessesupinthisclasssometimes,soitdoesn’tfeelbadtomessupinthisclass”.Thesestatementsreflectingimprovedself‐esteem,andfeelingsofbelongingandsafetyinmusicclass,arethingsthatwe,asmusicteachers,knowintuitivelytobenaturalresultsofanygreatmusiceducation–itwasgreattoseetheseideasreflectedsoclearlyintheworkoftheresearchers.In2007aneducationreporterfromthelocalnewspaperattendedaclassatabrandnewprogramandwroteafront‐pagestoryonwhatshesaw.Sheendedthearticlewithaquotefromaseniorwhowastakingguitarforthefirsttime:“It’sthefirstthingthat’sreallyinterestedme,”hesaid,“itjustmotivatesmetocometoschoolbecauseIwanttocometothisclass.”AttachedpleasefindtheSocialImpactStudyinitsentirety,aswellasthe2007newspaperarticle.

Copyright 2007, Austin American-Statesman; reprinted with permission. The article may not be reprinted or transmitted electronically.

Copyright 2007, Austin American-Statesman; reprinted with permission. The article may not be reprinted or transmitted electronically.

AustinClassicalGuitarSocietyEducationalOutreachProgram

ProgramEvaluationReport

ConceptMappingProject

PrincipalInvestigator

Dr.CalvinL.Streeter

GraduateResearchAssistants

CynthiaPenwellE.J.Crawford

TheUniversityofTexasatAustinSchoolofSocialWork

CenterforSocialWorkResearch

November2009

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TableofContents Page

TableofContents ............................................................... i

ListofTables ................................................................... ii

ListofFigures .................................................................. iii

LiteratureReview ............................................................... 1

TheEducationalOutreachProgram ................................................ 4

ConceptMapping ............................................................... 4

Brainstorming ............................................................... 5

Sorting..................................................................... 6

Rating...................................................................... 7

ClusterMaps................................................................ 9

ClusterRatingMaps .......................................................... 11

PatternMatching ............................................................ 14

ComparisonofTeachersandStudents........................................... 15

ComparisonofBoysandGirls .................................................. 18

ComparisonofSchool ........................................................ 21

Summary................................................................... 25

Conclusion ..................................................................... 25

AppendixA:InstructionsforSortingandRatingStatements ............................ 27

AppendixB:StatementRatingSheets............................................... 30

References ..................................................................... 34

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ListofTables

Table1 StatementsgeneratedduringabrainstormingsessionatAkinsHighSchool....... 5

Table2 Clusterreplyfrom15to5clusters ......................................... 8

Table3 Clusterlabelsandstatementsforelevenclusters ............................ 10

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ListofFigures

Figure1 Pointmapshowing67statements ........................................ 7

Figure2 Pointclustermapshowingelevenunderlyingconcepts....................... 9

Figure3 Clusterratingmapforimportanceratingofelevenunderlyingconcepts......... 12

Figure4 Clusterratingmapforaccuracyratingofelevenunderlyingconcepts ........... 13

Figure5 Patternmatchforimportanceandaccuracyscales .......................... 15

Figure6 Patternmatchcomparingteachersandstudentsonimportance ............... 16

Figure7 Patternmatchcomparingteachersandstudentsonaccuracy ................. 17

Figure8 Patternmatchcomparingteacherimportanceratingsandstudentaccuracyratings ....................................... 18

Figure9 Patternmatchcomparingboysandgirlsonimportance ...................... 18

Figure10 Patternmatchcomparingboysandgirlsonaccuracy......................... 19

Figure11 Patternmatchcomparingimportanceandaccuracyforgirls .................. 20

Figure12 Patternmatchcomparingimportanceandaccuracyforboys .................. 20

Figure13 PatternmatchcomparingAkinsandMcCallumonimportance................. 21

Figure14 PatternmatchcomparingAkinsandCrockettonimportance .................. 22

Figure15 PatternmatchcomparingMcCallumandCrockettonimportance .............. 22

Figure16 PatternmatchcomparingAkinsandMcCallumonaccuracy ................... 22

Figure17 PatternmatchcomparingAkinsandCrockettonaccuracy .................... 22

Figure18 PatternmatchcomparingMcCallumandCrockettonaccuracy ................ 22

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AustinClassicalGuitarSocietyEducationalOutreachProgram

ConceptMappingReport

In2001,theAustinClassicalGuitarSociety(ACGS)begantheEducationalOutreachProgramat

McCallumHighSchoolwith16students.Todaytheprogramservesaround650studentsin14Middleand

HighSchoolsintheAustinIndependentSchoolDistrict(AISD)andAustinarea.AstheEducational

OutreachProgramcontinuestogrow,ACGSiscommittedtoongoingevaluationinanefforttobetter

understandhowitimpactsthestudentsitserves,tofurtherimprovetheprogramandenhancethe

educationalexperienceofthestudents,andtodevelopbestpracticestoguidesuchcollaborativemusic

educationprograms.InJanuary2009,ACGScontractedwithTheUniversityofTexasatAustinSchoolof

SocialWorktoconductanevaluationofitsEducationalOutreachProgram.Thatevaluationfocusedon

threehighschoolsinAISD:Akins,McCallum,andCrockett.

Workingcloselywiththelocalschooldistrict,theACGSEducationalOutreachProgramseeksto

bringqualitymusiceducationto“at‐riskyouth.”Byprovidingfreeinstruments,around20hoursperweek

offreeindividuallessons,teachertraining,auniquecurriculum,andclassroominstruction,the

EducationalOutreachProgramstrivestopromote"thepowerfulimpactthatgreatmusicinstructioncan

haveonthelivesofyoungpeople."Thisevaluationprovidesinformationaboutstudents’perspectiveson

howparticipationintheclassicalguitarprogramhasimpactedtheirlives.

LiteratureReview

Thelinkbetweenthefineartsandacademicachievementhasbeenwelldocumentedinanumber

ofstudies(Schellenberg,2006;Franklin,2008;Fitzpartick,2006;Helmbold,Birbaumer&Feil,2005).In

2006,studentswhotookfouryearsofartsandmusicclassesscoreonaverage103pointshigheronthe

SATthanstudentswhotookonlyone‐halfyearorless,accordingtodatafromTheCollegeBoard

(AmericansfortheArts,2007).AfteranalyzingSATdatafrom1987‐1998,VaughnandWinner(2000)

concludedthatstudentswhotakeanykindofartcourseinhighschoolhavehighermathandverbalSAT

scoresthanstudentswhotakenoartscourses.Moreover,studentswhotake4yearsofartscourseshave

higheraveragescoresthanthosewhotakelessthanfouryearsofartscourses.

Theconnectionbetweenthefineartsandacademicachievementisnotlimitedtotestscores. A

studyconductedattheUniversityofCaliforniaexamineddatafroma10‐yearstudyinvolvingover25,000

‐2‐

secondarystudentsfoundthatstudentswithconsistentinvolvementinthefineartsperformedat

significantlyhigherlevelsonallacademicmeasuresthanthosewhodidnotbenefitfromfineartscourses

(www.aems‐edu.org/researchBrochure.pdf).

Inadditiontothepositiveacademicandintellectualimpactofmusicandartseducation,research

suggestsapositiveimpactonstudents’abilitytorespondtoenvironmentalstressors.Resiliencein

adolescenceisinfluencedbyfactorsatmanylevels,includingindividual,family,community,andschool

environments.Schoolisanimportantsettingtopromoteresilienceinyoungpeople.Thisoccursintwo

ways.First,atthelevelofpersonalgrowthanddevelopment,schoolsprovideanenvironmentwhere

studentscanlearntoapplynewknowledgeandpracticenewskills.Second,schoolscanactasasafe

environmentthatcanactivelybufferagainstadversity(Bernard,1991;Braverman,2001;Glover,Burns,

Butler,&Patton,1998;Pattonetal.,2000).Specifically,schoolexperiencesthatinvolvesupportivepeers,

positiveteacherinfluences,andopportunitiesforsuccess(academicand/ornon‐academic)appeartobe

positivelyrelatedtoadolescentresilience(Olsson,etal,2003).

Fineartseducationhasalsobeenshowntohaveameasurableimpactonat‐riskyouthindeterring

delinquentbehaviorandtruancyproblemswhileincreasingoverallacademicachievements(Costa‐Giomi,

2004,McPherson&McCormick,2006).TheYouthARTSDevelopmentProject,acollaborationbetween

Federalagencies,nationalartsorganizations,andlocalartagencies,providesarts‐basedpreventionand

interventionprogramsinAtlanta,SanAntonio,andPortland.Thepartneringorganizationsshareafocus

onreducingriskfactorsforantisocialbehavior(ex.socialalienationandschoolfailure)andincreasing

protectivefactorsthatpromotepro‐socialbehaviors(ex.positivepeerassociationandcommunication

skills).Anevaluationoftheprojectconcludedthatinvolvementintheartsisassociatedwithloweredrisk

factorsforinvolvedyouth,i.e.droppingoutofschool,involvementinthejuvenilejusticesystem

(http://www.ncjrs.gov/html/ojjdp/2001_5_2/page1.html).Thissupportspreviousresearchthatlinks

participationinmusicand/ortheartswithanincreaseinresiliencyfactorsandapotentialdecreasein

factorsthatpromote“atrisk”behaviorsinyouth.

Schooldistrictsaroundthecountryareinvolvedininitiativestoincreaseattendance,decrease

truancy,andassistwithdropoutprevention.Individualreasonsfordroppingoutofschoolincludelow

grades,poordailyattendance,behaviorproblems,andfeelingalienatedfromotherstudents(Aloise‐

Young&Chavezm2002).Addressingthesecomplexproblemsrequiresarangeofstrategiestoengage

students.Researchshowsthatstudentswhoscorehighonresiliencyfactorsaremorelikelytostayin

schoolandbesuccessful(Collins,2005).

‐3‐

ReportsfromtheSearchInstitutehaveshownthatthemoredevelopmentalassetsyoungpeople

experience,thelesslikelytheyaretoengageinawiderangeofhigh‐riskbehaviors,suchasunderage

drinking,violence,illicitdruguse,sexualactivity,gambling,eatingdisorders,andschooltruancy.In

addition,theSearchInstitutereportsthatthemoreassetsayouthexperiences,themorelikelytheyareto

engageinpositiveorthrivingbehaviors.Overall,adolescentswithmoreassetswillbemoreoptimistic,

havehigherself‐esteem,andbelievethattheirlifehasapurpose(SearchInstitute,2008).Whilecreative

activitiesareassociatedwithstudentsuccessandacademicachievement,fewerthanoneinfiveteens

reportspendingthreeormorehoursperweekonlessonsorpracticeinmusic,theater,orothercreative

endeavors(http://www.search‐institute.org/content/creative‐activities‐and‐asset‐building).

Disadvantagedchildrenmaypaythegreatestpriceforalackofopportunitytobeinvolvedina

musiceducationprogram.Researchhasfoundthatchildrenfromdisadvantagedfamilieshaveimproved

testscoresandavarietyofotherpro‐socialoutcomeswhenprovidedopportunitiesformusicaleducation

(Costa‐Giomi,2004).However,manypublicschoolsnowrequirethatparentspay,insomecaseshundreds

ofdollars,iftheywanttheirchildrentoplayaninstrument.Manyschooldistrictssimplydon’thavethe

fundingtoprovidethisservicetostudentsfreeofcharge.Thisputslow‐incomefamiliesata

disadvantages.Giventheevidenceregardingtheadvantagestochildrenofallagestoparticipationin

musiceducation,itisclearthatallchildrenneedaccesstoqualitymusiceducationprograms.

Nationwidethereisanincreaseincollaborativeartseducationprogramsthatbringtogether

schooldistrictsandnon‐profitorganizationstohelpoffsettheexpensesassociatedwithhighqualitymusic

educationwhileprovidingnewandinnovativeopportunitiesformusicprogramsinpublicschoolsettings

(www.namm.org).Colley(2008),however,examinedavarietyofthesepartnershipsthatweredesignedto

increasestudentaccesstotheartsandfoundthatthereisalackofclearevidenceandunderstanding

aboutwhatthesepartnershipshaveaccomplishedinmusiceducationortheimpacttheyhavehadon

theirstudents.

TheRANDfoundationprovidedfundingandsupportforamulti‐yearstudyofqualitymusic

educationprogramsandtheirpro‐socialimpactsonstudents.Thestudyisoneofthefirsttoexamineand

confirmthepositiverelationshipbetweenqualityschoolmusiceducationprogramsandstudentscoreson

standardizedtests(Johnson,2007).Factorscitedasimportantvariablesindicativeofaqualitymusic

educationprograminclude:useofskilledmusiciansasteachers,achallengingcontextthatcallsfor

directedactionincurriculum,assessment,research,teachereducation,advocacy,andbuildingalliances

(Clawson&Coolbaugh,2001).

‐4‐

TheEducationalOutreachProgram

ThereareavarietyofoutreachprogramsintheUnitedStatesthatteachmusictoyouthinschool

settings.ApartiallistingincludestheSanFranciscoEarlyMusicSociety(http://www.sfems.org/),Boston

SymphonyOrchestra(http://www.bso.org/bso/mods/),TheStringProject

(http://www.stringprojectla.com),LosAngelesPhilharmonic

(http://www.laphil.com/education/schools_elem.cfm),theMiamiMusicProject

(http://www.knightarts.org/winner/miami‐music‐project),ArkansasSymphonyOrchestra

(http://www.arkansassymphony.org/education‐programs/),andtheBrooklyn‐QueensConservatoryof

MusicOutreachPrograminNewYorkCity(http://www.bqcm.org/outreach.htm).

TheACGSEducationalOutreachProgramisuniqueamongtheseprograms,notjustbecauseit’s

theonlyprogramfocusedexclusivelyonclassicalguitar,butalsointheprovisionoffreeinstruments,

individualinstruction,andauniquecurriculumbasedongroupcooperationandplay.Studentsreceivean

in‐depthunderstandingofmusicthroughacombinationofhighqualitycurriculum,classroominstruction,

andindividualsupport(lessons&instruments).ACGSprovidessubstantialcurricularsupportforclassroom

activities,skilledinstructorswhohavestudiedmusicandareadeptatplayingtheclassicalguitar,and

appropriateperformanceopportunitiesforallstudents.Complimentingtheseservices,eachyearACGS

bringsworld‐classguitariststoAustinthroughitsInternationalConcertSeriesandhelpscontextualize

learningbyofferingstudentsfreeticketstotheseevents.

ACGShasrealizedthatschool‐basedguitarprogramscanonlythrivewithstrong,educationally

soundensembleactivitiesthatengagetheentireclassroominarewardingandsequencedmanner.ACGS

hasafulltimeeducationdirectorwhoisintenselyinvolvedincurriculumdevelopmentandprogram

operation.ThecurriculumwassuccessfullylaunchedinOctoberof2008andcanbeviewedat

GuitarCurriculum.com.Amodestsubscriptionfeeallowsusersaccesstothecurriculumdevelopedforuse

byACGSeducationaloutreachclasses.Theuniquesearchablemusiclibrarycontainsclassicalguitarscores

andpartsthatcanbeinstantlycustomizedforeachindividualclassroom,regardlessofwhateverskill

levelsmayberepresentedbystudentsintheclass.Atalllevels,thecurriculumemphasizesmeaningful

andexpressivemusicmakingdesignedtomaximallyengagestudentparticipants.

ConceptMapping

ConceptmappingwasusedastheprimarymethodologyfortheevaluationoftheACGS

EducationalOutreachProgram.Conceptmappingisaprogramplanningandevaluationtoolthatprovides

auniquewaytoarticulate,conceptualize,andvisuallyrepresentthoughtsandideasregardingprogram

characteristicsandoutcomes(Trochim,1989).Thegoaloftheconceptmappingprojectwastohear

‐5‐

directlyfromstudentsaboutwhatparticipationintheEducationalOutreachProgramhasmeanttothem.

Gatheringdatafortheconceptmappingprojectinvolvedthreedistinctsteps:brainstorming,sorting,and

rating.Eachstepisdescribedbelow.

Brainstorming.TwelvestudentsfromoneguitarclassatAkinsHighSchoolparticipatedinthe

brainstormingsession.Theywereaskedtogenerateasmanystatementsaspossiblethatrepresenthow

theACGSEducationOutreachProgramhasimpactedtheirlife.Studentswereprovidedafocusstatement

and,throughoutthebrainstormingprocess,werepromptedbythefacilitatorstoidentifyarangeof

statementsrelatedtotheirpersonaldevelopment,academicperformance,andsocialrelationships.

Studentsgenerated67uniquestatementsabouttheguitarprogram.ThesestatementsarelistedinTable

1intheorderthestudentsgeneratedthemandinthestudent’sownwords.

Table1.StatementsgeneratedduringabrainstormingsessionatAkinsHighSchool1.IthelpedmebepersistentaboutlearningsomethingIenjoythat’sfun2.IlikethemanyexperiencesIhavehadwhileintheclass,likeplayinginfrontofpeople3.Moreconnectionswithmyparentsaroundtheguitar4.Expandedmyunderstandingofdifferenttypesofmusicanddifferentinstruments5.Gavemeareasontointeractwithmysibling6.Ihaveaguitarfamilyandweplaytogether7.Wegottomeetnewcoolteachersfromthecommunitywhotakethetimetoteachus8.Makeyourparentsproud9.Givenmemoreconfidence10.Learningdifferentstylesofplayingguitar11.OpeneddoorstothingsIneverthoughtof…likegoingtocollegeformusic12.Sometimesthisclassissomuchfun,thenextclassIhaveabetterattitude13.SometimesIwouldratherplayguitarthandomyhomework14.Mademeabetterguitarplayer,bettertechnique15.Learningtoplaywithfingersvs.pick16.Learnedabouthistoryofmusic17.Withyourfingersyoucanplayfasterthanwithapick18.Learnedabouttheinstrumentitself19.Madenewfriends20.Inthisclassweallwanttobehere21.Structureofclassmakesiteasiertocommunicatewithotherstudents22.Ilistentosongsdifferently,notjustlyrics,butthemeasureandthebeat23.Itmademeinterestedinawidervarietyofmusic–moreinstrumentals24.Helpsmeunderstandhowtoexpressmyemotionsthroughthemusic/guitar25.Iunderstandhowmusictellsastorynow26.TheguitarexperienceissomethingIcantakewithmeandplayalways27.Onguitardays,itismyreasontocometoschool28.GuitarclasshelpsmegetthroughotherclassesIdon’tlike29.Youknowyou’regoingtofeelbetterafterguitarclass30.Iunderstandteachersbetter31.Ihavebetterrelationshipwiththisteacherthanmyothers

‐6‐

32.Thisclasshasmoreinteractionwiththeteachers–everyonegetsattention33.ThinkingofbeingaprofessionalmusicianwhenIgetolder34.Thisclasshaschangedmyattitudeaboutschoolingeneral35.Lookingforwardtothisclassinthefuture36.KnowI’llbeabetterplayernextyear37.Learningfromotherstudents38.Itfeelsgoodtohelpotherstudentslearn39.Feelingofaccomplishment40.Easiertoaskforhelpinthisclass,doesn’tmakeyoufeeldumbifyoudon’tgetit41.Worriedabouthowmyskillsaffectthegroup42.Weareonebiggroup,likeafamily43.It’sokinthisclassifyoudon’tunderstand44.Learnweirdfactsabouthistory…likehowstringswerenotreallymadeoutofcatguts45.Ilikethatweplayinpiecesorsectionssoweareallneeded46.Soundscoolwheneveryoneplaystogether47.Everyonemessesupinthisclasssometimes,soitdoesn’tfeelbadtomessupinthisclass48.Youcanfeelthissubject…sensoryandemotional…youcan’tfeelmath49.Thisclasshelpsmotivatemetocontinuetolearn50.Changedthestyleofmyplay51.MadememoredeterminedwhenItrytolearnanewsongortechnique52.Weallhelpeachothertobebetter53.Playingensemblehelpsyoupayattentionbetter54.Makesyoumoresupportiveofeachother55.Nylonstringsonclassicalguitarmakesiteasiertoplay,itdoesn’thurt56.Helpsmelearnotherinstrumentsmoreeasily57.Motivatedmetoplayvarietyofotherinstruments58.Feelproudofmyself59.Helpedmeplayinpublicdespitemyanxiety60.Everyoneknowsthateveryoneelseistryingtheirbest61.Youknowpeoplelearndifferently,soyouarepatient62.Ilikethatnailsareimportantforclassicalguitar63.Meetreallyimportantmusiciansandfeelconnected64.It’sadifferentconnectionwithanadult–equal,notjuststudent‐teacher65.Connectionwiththesameteacherovertime66.Becauseweworkhardwe’vebeenchosentodothingsotherclassesdon’tgettodo,thatfeelsgood67.Classemphasizesgoodtechnique

Sorting.Eachstudentwasgivenastackof67cardswithonestatementprintedoneachcard.

Workingbythemselves,studentswereinstructedtosortthestatementsintopiles,placingstatements

thatareconceptuallysimilartogether.Theresearchteamemphasizedthatthereisnorightorwrongway

tosortthestatementsandthatpeopleoftensortthemindifferentwaystofindtheonethatfeelsbestto

them.Whentheyfinishedsortingthestatements,studentswereinstructedtoplacearubberbandaround

eachpileandtogiveeachpileanamethatrepresentstheconceptorideareflectedbythestatements.All

teachersandstudentsintheguitarprogramatAkins,McCallum,andCrockettHighSchoolswereinvited

‐7‐

toparticipateinthesortingprocess.Formoreinformationonthesortingprocess,seeInstructionsfor

SortingandRatinginAppendixA.

Rating.Afterthesortingwascomplete,participantswereaskedtorateeachstatementusingtwo

5‐pointLikertscales.Onescalewasdesignedtoassesstheperceivedimportanceofeachstatement.The

otherwasdesignedtoassesshowaccuratelythestatementreflectsthestudent’sexperienceinthe

program.CopiesoftheratingsheetscanbefoundinAppendixB.

Conceptmappingusesmultidimensionalscalingandhierarchicalclusteranalysistogroupthe67

statementintoclustersthatrepresentunderlyingconcepts.Thefirststepintheanalysiswastoproducea

pointmapthatshowsthelocation,intwodimensionalspace,ofeachstatementrelativetooneanother.

Theanalysisplacesallstatementsonthemapinsuchawaythatstatementsthatwerefrequentlysorted

togetherbyparticipantsareclosertooneanotheronthemapthanstatementsthatwerenotsorted

together(Trochim,1989).Figure1showsthe67statementplottedontheinitialpointmap.

Figure1.PointMapShowing67Statements

Inconceptmapping,locationhasmeaning.Statementsthatarelocatedclosetooneanother

representsimilarideas,andareassumedtoreflectunderlyingconcepts.Thenextstepistoidentify

clustersofstatementthatareconceptuallysimilar.Thisprocesscanproduceresultswithdifferent

numbersofclusters.Basedonpreliminaryanalysis,theresearchteamconcludedthatthebestsolutionfor

theclustermapwassomewherebetween5and15clusters.Usingatechniquecalledclusterreplay,the

‐8‐

teamcouldseehowclustersweremergedateachstepoftheclusteranalysis.Thatis,clusterreplay

generatesdifferentclustermapsbycombiningclustertogetherthataresimilartooneanother.Thegoalis

tofindthesolutionthatbestreflectstheunderlyingconceptsderivedfromthestatements.TheCluster

ReplayoutputpresentedinTable2showshowclustersweremergedateachsteptoproducemaps

comprisedof15downto5clusters.

Table2.ClusterReplayFrom15To5Clusters

AtCluster14merged:67AtCluster13merged:12AtCluster12merged:1011AtCluster11merged:123AtCluster10merged:1314AtCluster9merged:131415AtCluster8merged:567AtCluster7merged:1234AtCluster6merged:101112AtCluster5merged:5678

Readingthroughthestatementsforeachclusterproducedbytheclusterreplay,theresearchteam

evaluatedtheclustermaptodeterminewhetherstatementsrepresentanideathatwasconceptually

consistentandcouldbemeaningfullyinterpreted.Inselectingthefinalclustersolution,theteamselected

thelowestnumberofclustersonwhichtherewasconsistentagreement.Thefinaldecisionwastouse11

clustersbecauseitproducedtherichestdescriptionandunderstandingofthestudent’sperceptionofthe

impactoftheguitarclassontheirlives.Eachclusterwasgivenalabeltoreflectthegroupofstatementsin

thecluster.Labelsfortheelevenclustersarelistedbelow,alongwithabriefdescriptor

1. Uniquelearningenvironment:Structureandformatoftheclassthatmakeiteasierforstudentstolearn.

2. Selfesteem:Improvedself‐confidenceandprideinaccomplishment.

3. Aesthetics:Enjoymentoftheguitarandmusic–specificattributesofclassicalguitar.

4. Interpersonalskills:Relationshipsbetweenteacherandstudentsandamongstudents.

5. Teamwork:Senseofcommunityintheclass,workingtogetherandmakingfriendshelpsincreaseunderstanding.

6. Changesinattitude:Improveshowstudentsfeelaboutschool,teachers,andotherstudents.

7. Musicappreciation:Enrichingaspectsofplayingguitarandincreasedunderstandingofmusicandamotivationtoplay.

8. Personalgrowth:Newskillsandattitudes.Increasedemotionaldevelopmentandsocialadeptness

9. Motivation:Factorsthatencouragestudentstoworkhard.

10. Specialmusicalskills:Thingsstudentshavelearnedintheclassregardingtechniqueandstyle.

11. Familyrelations:Enhancesrelationshipwithparents/familyandsiblings.

‐9‐

ClusterMaps.Aclustermapisproducedbydrawingboundariesaroundgroupingsofstatements

onthepointmap(seeabove)toreflecttheelevenconceptsolutionthatwasidentifiedbythecluster

replayanalysis.Figure2showstheclustermap.Eachclusterisshadedinyellowtohighlighttheeleven

concepts.Labelsareimposedoneachclustertoidentifytheconcept.

Figure2.PointClusterMapShowingElevenUnderlyingConcepts

Tofurtherillustratethisprocess,theclusterlabeled“Teamwork”ispulledfromthemapabove

andthestatementsassociatedwiththisconceptarelistedbelow.Sixuniquestatementswereclustered

togethertoproducetheconceptcalled“Teamwork.”

# Statement 19 Madenewfriends 41 IworkharderbecauseIdon’twanttoletthegroupdown 61 Youknowpeoplelearndifferently,soyouarepatient 54 Makesyoumoresupportiveofeachother 31 Ihaveabetterrelationshipwithmyguitarteacherthanmyothers 30 Iunderstandteachersbetter

‐10‐

Table2liststhe11clusters,alongwiththeuniquestatementsthatweregroupedtogetherto

producethecluster.

Table3.Clusterlabelsandstatementforelevenclusters

Cluster1:Personalgrowth 26 TheguitarexperienceissomethingIcantakewithmeandplayalways 51 MadememoredeterminedwhenItrytolearnanewsongortechnique 1 Theclasshelpedmebepersistentinlearningthingsthatarehard 49 Thisclasshelpsmotivatemetocontinuetolearn 24 Helpsmeunderstandhowtoexpressmyemotionsthroughthemusic/guitar 59 Helpedmeplayinpublicdespitemyanxiety 11 OpeneddoorstothingsIneverthoughtof…likegoingtocollegeformusic 12 Sometimesthisclassissomuchfun,inthenextclassIhaveabetterattitude 33 BecauseofthisclassIamthinkingofbeingaprofessionalmusicianwhenIgetolder 34 Thisclasshaschangedmyattitudeaboutschoolingeneral

Cluster2:Self‐esteem 39 Itgivesmeafeelingofaccomplishment 9 Givenmemoreconfidence 58 Ifeelproudofmyself 2 Theclassgavememanynewexperiences;likeplayinginfrontofpeople

Cluster3:Musicappreciation 14 Mademeabetterguitarplayer 36 IKnowI’llbeabetterplayernextyear 4 Expandedmyunderstandingofdifferenttypesofmusicanddifferentinstruments 23 Itmademeinterestedinawidervarietyofmusic–moreinstrumentals 22 Ilistentosongsdifferently,notjustlyrics,butthemeasureandthebeat 25 Iunderstandhowmusictellsastorynow 57 Motivatedmetoplayavarietyofotherinstruments

Cluster4:Specialmusicskills 10 Learningdifferentstylesofplayingguitar 18 Learnedabouttheinstrumentitself 50 Changedthestyleofmyplay 15 Learningtoplaywithfingersvs.pick 56 Helpsmelearnotherinstrumentsmoreeasily 16 Learnedabouthistoryofmusic 17 Withyourfingersyoucanplayfasterthanwithapick 44 Learnweirdfactsabouthistory…likehowstringswerenotreallymadeoutofcatgutsCluster5:Aesthetics 67 Classemphasizesgoodtechnique 48 Unlikemath,youcanfeelmusic(likewhenyouplaythebasestring) 13 SometimesIwouldratherplayguitarthandomyhomework 55 Nylonstringsonclassicalguitarmakesiteasiertoplay,itdoesn’thurt 62 Ilikethatnailsareimportantforclassicalguitar

‐11‐

Cluster6:Familyrelations 8 Makeyourparentsproud 3 Moreconnectionswithmyparentsaroundtheguitar 5 Gavemeareasontointeractwithmysibling

Cluster7:Interpersonalskills 52 Weallhelpeachothertobebetter 21 Structureoftheclassmakesiteasiertocommunicatewithotherstudents 7 Coolteachersfromthecommunitywhotakethetimetoteachus 42 Weareonebiggroup,likeafamily 60 Everyoneknowsthateveryoneelseistryingtheirbest 6 Thisclassislikeafamilyandweplaytogether 38 Itfeelsgoodtohelpotherstudentslearn 64 It’sadifferentconnectionwithanadult–equal,notjuststudent‐teacher 37 Ilikelearningfromotherstudents,insteadofjustfromteachers

Cluster8:Teamwork 19 Madenewfriends 41 IworkharderbecauseIdon’twanttoletthegroupdown 61 Youknowpeoplelearndifferently,soyouarepatient 54 Makesyoumoresupportiveofeachother 31 Ihaveabetterrelationshipwithmyguitarteacherthanmyothers 31 Iunderstandteachersbetter

Cluster9:Changesinattitude 46 Soundscoolwheneveryoneplaystogether 20 Inthisclassweallchoosetobehere,unlikearequiredclass 28 GuitarclasshelpsmegetthroughotherclassesIdon’tlike 27 Onguitardays,itismyreasontocometoschool

Cluster10:Uniquelearningenvironment 40 Easiertoaskforhelpinthisclass,doesn’tmakeyoufeeldumbifyoudon’tgetit 45 Ilikethatweplayinpiecesorsections‐soweareallneeded 32 Thisclasshasmoreinteractionwiththeteachers–everyonegetsattention 65 Goodtohavethesameteacherovertime 43 It’sokinthisclassifyoudon’tunderstand 47 Everyonemessesupinthisclasssometimes,soitdoesn’tfeelbadtomessupinthisclass

Cluster11:Motivation 66 Becauseweworkhardwe’vebeenchosentodothingsotherclassesdon’tgettodo,thatfeelsgood 35 Lookingforwardtothisclassinthefuture(nextyear,nextsemester) 53 Playingensemblehelpsyoupayattentionbetter 63 Wegettomeetfamousclassicalguitarmusiciansandfeelconnectedtothem 29 Youknowyou’regoingtofeelbetterafterguitarclass

ClusterRatingMaps.Thenextstepintheanalysiswastoproduceclusterratingmapsthat

describethevaluedimensionofthemaps.Allstatementswereratedusingtwo5‐pointscales.Thefirst

ratingscaleaskedstudentstoratehowimportanteachstatementwasintermsoftheimpacttheprogram

hasonstudents.A5‐pointscalewasusedrangingfrom1=notatallimportantto5=extremelyimportant.

‐12‐

TheClusterRatingmappresentedinFigure3showstheclustermapwithmultiplelayersforeachconcept.

Themorelayers,thehigherthestudentsratedtheimportanceoftheconcept.Thelegendinthelower

rightcornerofthemapshowstheaverageratingsreflectedbyeachlayer.

Figure3.ClusterRatingMapforImportanceRatingofElevenUnderlyingConcepts

Theclusterratingmapshowsthatoneclusterisratedasmoreimportantthanallothers.The

cluster“Selfesteem”hasfivelayers,indicatingthattheaverageratingscore(onthe5‐pointscale)forthis

clusterisbetween3.98and4.16.Twoclusterscontainfourlayers,“Personalgrowth”and“Unique

learningenvironment,”indicatingaverageratingscoresfortheseclustersintherangeof3.79to3.98.To

illustrate,theconcept“SelfEsteem”ispulledfromthemap,withthestatementsandtheaveragerating

foreachstatementlistedbelow.

Average# Statement rating2 Theclassgavememanynewexperiences;likeplayinginfrontofpeople 3.999 Givenmemoreconfidence 4.2439 Itgivesmeafeelingofaccomplishment 4.3058 Ifeelproudofmyself 4.10

‐13‐

Thesecondclusterratingmapisforthescalethataskedhowaccuratelythestatementreflectsthe

studentsexperienceintheclass.Againa5‐pointscalewasuserangingfrom1=notatallaccurateto

5=veryaccurate.Figure4showstheclusterratingmap.

Figure4.ClusterRatingMapforAccuracyRatingofElevenUnderlyingConcepts

Inthismap,threeclusterscontain5layers,“Selfesteem,”“Uniquelearningenvironment,”and

“Aesthetics.”Asshownintheclusterlegend,theseclusterhadaverageratingontheaccuracyscale

between3.72and3.96.Fourclustershavefourlayers;“Musicappreciation,”“Changesinattitude,”

“Interpersonalskills,”and“Teamwork.”Toillustratetheunderlyingmeaningofthelayersonthismap,we

examinetheconcept“Uniquelearningenvironment.”Thisconceptconsistsofsixstatements,witheach

statementhavinganaverageratingacrossstudentsof3.90to4.06,andanoverallaverageratingof3.96.

‐14‐

Average# Statement rating32 Thisclasshasmoreinteractionwiththeteachers–everyonegetsattention 3.9040 Easiertoaskforhelpinthisclass,doesn’tmakeyoufeeldumbifyoudon’tgetit. 3.9943 It’sokinthisclassifyoudon’tunderstand 4.0245 Ilikethatweplayinpiecesorsections‐soweareallneeded 3.9347 Everyonemessesupinthisclasssometimes,soitdoesn’tfeelbadtomessupinthisclass 4.0665 Goodtohavethesameteacherovertime 3.96

PatternMatching.Patternmatchingwasusedtocompareratingscalesandresponsesfrom

differentgroupsofparticipants.Usingdatafromtheratingscales,patternmatchesshowthedegreeof

consensusbetweendifferentgroups,i.e.teachersandstudents,boysandgirls.Itcanalsobeusedto

compareratingsondifferentscaleswithinonegroup.Labelsoneachaxisarethesamelabelsasthe

clusterscreatedintheclustermap(seeabove).Clusterlabelsarerankedbasedontheaveragescalescore

foreachcluster,withthelargestaverageatthetopandthesmallestatthebottom.Ifthelineconnecting

thetwoaxesishorizontal,thereisperfectconsensusormatch.Theextenttowhichthelinesslopeupor

downindicateslessagreementorconsensus.

ThefirstpatternmatchpresentedinFigure5comparesthetworatingscales.Ingeneral,the

patternmatchshowssomeconsistencybetweenthetwoscales.Theconcepts“Uniquelearning

environment”and“Selfesteem”wereratedhighestonboththeimportantandaccuracyscales.Overall,

themajorityofparticipantsagreedthattheselfesteemconceptwasmoreimportant,buttheunique

learningenvironmentwasmoreaccurate.Oneexceptiontothegeneralpatternofagreementisforthe

concept“Aesthetics.”Thisconceptwasratedlowestinimportancebutthirdfromthetopinaccuracy.This

meansthatthestatementsinthisclusteraccuratelyreflectedthestudentsexperiencebutwerenotrated

asveryimportant.Likewise,“Changesinattitude”wasseenaslessimportantbutwasratedasaccurately

reflectingtheexperienceofstudentsintheclass.Theconcept“Personalgrowth”wasratedasthirdfrom

thetopforimportancebuteighthfromthetopinaccuracy,indicatingthatparticipantsthoughtiswas

importantbutwasnotasaccuratewiththeirexperience.Thecorrelationcoefficientof.59indicatedfair

overallagreementbetweenthetwoscales.

‐15‐

Figure5.PatternMatchingforImportanceandAccuracyScales

ComparisonofTeachersandStudents.Patternmatchesweredonetocomparetheratingsof

teachersandstudents,firstontheimportancescaleandthenontheaccuracyscale.Teachersareonthe

leftaxisandstudentsareontheright.Itshouldbenotedthatthereareonlythreeteachersrepresentedin

thedata.

Fortheimportancescale,Figure6below,thereisgoodagreementbetweentheratingsof

teachersandstudents,asreflectedbythecorrelationcoefficientof.85.Bothstudentsandteachers

indicatedthat“Selfesteem”and“Personalgrowth”wereamongthetopthreeconceptsintermsof

importance.Ontheotherendofthescale,bothteachersandstudentsrated“Familyrelations,”“Special

musicskills,”and“Aesthetics”asconceptsthatwereleastimportant.Twonotabledifferencesinthe

ratingsofteachersandstudentsarefortheconcepts“Uniquelearningenvironment,”and“Changesin

attitude.”Teachersratedchangesinattitudeasnumber4inimportancewhilestudentsrateditlowerat

number8.Conversely,studentsrateduniquelearningenvironmentasnumber2inimportance,whilethe

teachersrateditnumber8

‐16‐

Figure6.PatternMatchComparingTeachersandStudentsonImportance

Figure7showsthepatternmatchcomparingteachersandstudentsontheaccuracyscale.This

patternmatchindicateslessagreementbetweenteachersandstudents,asreflectedinbythecorrelation

of.73.Forexample,teachersrated“Motivation”highestontheaccuracyscalebutthestudentsratedit

nearthebottom.Teachersalsorated“Changesinattitude”and“Personalgrowth”muchhigherthanthe

students.Ontheotherhand,studentsrated“Uniquelearningenvironment”and“Aesthetics”muchhigher

thanteachers.Therewasagreementbetweentheteachersandstudentsontheconcept“Self‐esteem.”

Bothteachersandstudentsrateditasnumber2ontheaccuracyscale,althoughstudents’averageratings

werelowerthantheteachers.

‐17‐

Figure7.PatternMatchComparingTeachersandStudentsonAccuracy

Becauseteachersarefamiliarwiththegoalsoftheeducationaloutreachprogram,apatternmatch

wasperformedtocomparehowimportanttheteachersratedeachconceptwithstudent’sratingsabout

howaccuratelytheconceptreflectstheiractualexperienceintheprogram.Thispatternmatchispresented

inFigure8.Inlookingatthepatternmatch,itappearsthatthereissomedisagreementbetweenteacher’s

importanceratingandstudentaccuracyratings.Inexaminingthepatternmatchdiagram,“Self‐esteem”is

ratedhighbutbothteachersandstudents.However,thereareseveralnotabledifferenceintheratings.For

example,teachersrate“Personalgrowth”,“Motivation”,and“Changesinattitude”nearthetopoftheirlist

inimportance.Intermsofhowaccuratelytheseconceptsreflectthestudent’sexperienceintheprogram,

“PersonalGrowth”and“Motivation”wereratedinthelowerhalfofthelistand“Changesinattitude”wasin

themiddle.“Uniquelearningenvironment”Aesthetics”,and“Interpersonalskills”wereamongtheconcept

studentssaidmostaccuratelyreflectedtheirexperienceintheprogram.However,teachersrated“Unique

learningenvironment”and“Interpersonalskill”nearthemiddleofthelistonimportance.Teachersalso

listed“Aesthetics”astheleastimportantconcept.Thesedifferencesarereflectedinthecorrelation

coefficientof.33,whichismuchlowerthancoefficientsinpreviouspatternmatchanalyses.These

discrepanciesmightsuggestareasforongoingprogramdevelopment.Iftheconcept“Personalgrowth”and

“Motivation”areinfactimportanttotheprogram,someattentionmightbegiventohowtheprogramcould

bealteredtomakethatmoreconsistentwiththestudent’sexperience.

‐18‐

Figure8.PatternMatchComparingTeacherImportanceRatingsandStudentAccuracyRatings

ComparisonofBoysandGirls.Patternmatcheswerealsoperformedtocomparetheratingsof

boysandgirls,firstontheimportancescale,Figure9,andthenontheaccuracyscale,Figure10.Girlsare

ontheleftaxisandboysareontheright.

Figure9.PatternMatchComparingGirlsandBoysonImportance

‐19‐

Figure10.PatternMatchComparingGirlsandBoysonAccuracy

Forboththeimportanceandaccuracyscales,thereisgoodagreementbetweentheratingsofthe

boysandgirls,asreflectedbythecorrelationcoefficientsof.97and.92respectively.Bothboysandgirls

indicated“Selfesteem,”“Uniquelearningenvironment”and“Personalgrowth”asthetopthreeconcepts

intermsofimportance,althoughtheboysgavethemslightlylowerratingsthanthegirls,asindicatedby

thedownwardslopinglines.Fortheaccuracyscale,“Selfesteem”and“Uniquelearningenvironment”

wereratedhighestbut“Personalgrowth”,ratedamongthetopthreeinimportance,isratedbybothboys

andgirlsnearthebottomonthescale.

Patternmatcheswerealsoperformedtoexaminehowboysandgirlsratedtheconceptsonthe

importanceandaccuracyscales.Figure11showhowgirlsratedtheconceptsonimportance(leftaxis)and

accuracy(rightaxis).Figure12showsthecomparisonforboys.Again,theratingpatternsareverysimilar

ontheimportanceandaccuracyscalesfortheboysandgirls.Bothindicate“Self‐esteem”and“Unique

learningenvironment”areimportantandaccurate.Bothalsorated“Personalgrowth”asimportantbut

muchlowerintermsofhowaccuratelyitreflectstheirexperienceintheprogram.Ontheotherhand,

“Aesthetics”wasratedlowestinimportanceforbothgroups,butthirdfromhighestintermsofaccurately

reflectingtheprogram.Aswiththeoverallsample,thedegreeofconsistencybetweentheratingfor

importanceandaccuracyissomewhatlower,asreflectedbythecorrelationcoefficientsof.62forthegirls

and.57fortheboys.

‐20‐

Figure11.PatternMatchComparingImportanceandAccuracyforGirls

Figure12.PatternMatchComparingImportanceandAccuracyforBoys

‐21‐

Comparisonofschools.Studentsfromthethreeschoolswerecomparedontheratingscales.

PatternmatchcomparisonsfortheimportancescalearepresentedinFigures13,14,and15.Onthe

importancescale,therewasoverallconsistencybetweenthethreeschools.Studentsinallthreeschools

againrated“Self‐esteem,“Personalgrowth”and“Uniquelearningenvironment”amongthemost

importantfeaturesoftheprogram.Therewereacoupleofnotabledifferencesbetweentheschools.

StudentsatAkinsrated“Interpersonalskills”moreimportantthanstudentsatCrockettandMcCallum,

rankingitnumberthreecomparedtonumber6and7forCrockettandMcCallumrespectfully.Also,

studentsatAkinsandMcCallumbothranked“Motivation”assixthinimportance,whilestudentsat

Crockettrankeditnearthebottomatnumber9.

Figure13.PatternMatchComparingAkinsandMcCallumonImportance

‐22‐

Figure14.PatternMatchComparingAkinsandCrockettonImportance

Figure15.PatternMatchComparingMcCallumandCrockettonImportance

‐23‐

PatternmatchcomparisonsfortheaccuracyscalearepresentedinFigures16,17,and18.

Regardingtheaccuracyscale,studentsinallthreeschoolsratedtheconcepts“Self‐esteem”and“Unique

learningenvironment”highintermsofhowaccuratelythoseconceptsreflectedtheirexperienceinthe

guitarprogram.Ontheotherendofthescale,“Familyrelations”wasrankedlowinallthreeschools.

StudentsatMcCallumandCrockettranked“Musicappreciation”somewhathigherthanAkinsstudents.

AkinsandCrockettstudentsranked“Interpersonalskills”higherthanstudentsatMcCallum.And

McCallumstudentsranked“Changesinattitude”alittlehigherthanstudentsatAkinsandCrockett.

Overall,studentsatCrockettrankedtheconceptslowerthanstudentsatAkinsandCrockett.Thiscanbe

seenmostclearlyinthepatternmatchinggraphforAkinsandCrockett.Thelinesconnectingthetwoaxes

allhaveadownwardslope.

Figure16.PatternMatchComparingAkinsandMcCallumonAccuracy

‐24‐

Figure17.PatternMatchComparingAkinsandCrockettonAccuracy

Figure18.PatternMatchComparingMcCallumandCrockettonAccuracy

‐25‐

Summary.Fromtheclustermapanalysis,11clustersweregeneratedwhichrepresentgroupings

ofstatementsthatreflectunderlyingconcepts.Inexaminingthe11clusters,fourgeneralthemesemerged

fromthefinalclustermap:(1)personaldevelopment(self‐esteemandpersonalgrowth),(2)program

structure(uniquelearningenvironment,motivation,andchangesinattitude),(3)musicappreciation

(aesthetics,specialmusicskills,andmusicappreciation),and(4)relationships(teamwork,interpersonal

skills,andfamilyrelations).

Thepatternmatchinganalysisfurtherdescribeshowtheseconceptsareratedbystudentsand

teachers.Thehigherscoringclustersforboththeimportanceandaccuracyscalestendedtobeassociated

withpersonaldevelopmentandprogramstructure.Forexample,ontheimportancescale,self‐esteem

andpersonalgrowthwereconsistentlyrankedhighforallsubgroups.Alsorankedhighwastheuniqueness

ofthelearningenvironment.Onthescaleratinghowaccuratelytheseconceptsreflectedtheexperience

ofstudentsintheprogram,self‐esteemremainedhighlyrankedbutpersonalgrowthtendedtoberanked

lower.Atthesametime,theconcept“Aesthetics”wasconsistentlyrankedhighontheaccuracyscale

Incomparingtheteachersandstudents,thereisoverallconsistencyontheimportancescale.

Notabledifferencesincludeteacherranking“Changesinattitude”atnumber4whilestudentsrankeditat

number8.Studentsrankedthe“Uniquelearningenvironment”asnumber2inimportancewhileteachers

rankeditloweratnumber8.Regardingtheaccuracyscale,teacherstendedtorank“Motivation”,

“Changesinattitude”,and“Personalgrowth”muchhigherthanstudents,whilestudentsranked“Unique

learningenvironment”and“Aesthetics”muchhigherthanteachers.

Itisclearfromtheconceptmappingandpatternmatchingthatstudentsfeeltheconcepts“Self‐

esteem”,“Teamwork”,“Interpersonalskills”,and“Uniquelearningenvironment”areallimportant

featuresoftheprogramandaccuratelyreflecttheirexperience.

Conclusion

Thisprojectdocuments,inthewordsofstudentmusiciansparticipatingintheclassicalguitar

program,theuniquewaystheEducationalOutreachProgramhasimpactedtheirlives.Itprovides

informationthatcanbeusedtofurtherdevelopthismodelwithintheschool,andprovidesadditional

documentationformusicandotheroutreachprogramsinAISD.Intheconceptmappinganalysis,both

teachersandstudentsidentifiedanumberofwaysinwhichtheprogramimpactsstudentspersonaland

academicdevelopment.Theanalysisfoundthatimprovingself‐esteemwasconsideredbybothteachersand

studentstobeanimportantconceptfortheprogramandthatthisconceptaccuratelyreflectsthe

experienceofstudents.Students,inparticular,ratedtheuniquelearningenvironmentcreatedbythe

programasimportanttothemandaccuratelyreflectingtheirexperience.Likewise,thereweresomeareas

‐26‐

thatteachersconsideredimportantbut,accordingtostudents,werenotaccuratelyreflectedintheprogram.

Forexample,personalgrowthandmotivationareconceptsthatteacherssaidwereimportanttothe

program,yetstudentsindicatedthattheseconceptsdidnotaccuratelyreflecttheirexperience.

‐27‐

APPENDIXA

AustinClassicalGuitarSocietyEducationalOutreachProgram

ConceptMappingProject

Instructionsforsortingandratingstatements

Thispacketcontainsabackgroundinformationformandtwoenvelopes.OneenvelopislabeledSortingCardsandtheotherislabeledRatingSheets.Pleasecompletethebackgroundinformationformfirst.NextopentheenvelopelabeledSortingCardsandfollowtheenclosedinstruction.Aftercompletingthesortingexercise,opentheenvelopelabeledRatingSheetsandfollowtheinstructionforcompletingtheratingsheets.Aftercompletingthedemographicinformationsheet,sortingthecards,andcompletingtheratingsheets,returneverythingtotheoriginalenvelop,sealit,andreturnittoyourteacher.Thisactivityshouldbedoneindividually,notasagroup

‐28‐

AustinClassicalGuitarSocietyEducationalOutreachProgram

ConceptMappingProjectRatingSheet

Instructionsforsortingstatements

Thisenvelopecontainsastackof67cards,eachwithauniquestatement.ThesestatementsweregeneratedbystudentsatAkinsHighSchoolinresponsetothequestionbelow:“...Howhasparticipationintheclassicalguitarclasseffectedyou(personally,socially,academically)?”Workingbyyourself,sortall67statementsintopilesthatyoufeelhaveasimilarmeaning.Thereisnorightorwrongwaytogroupthestatementsintopiles.Infact,peopleoftenfindtheycouldgroupthestatementsinseveralwaysthatmakesensetothem.Picktheonethatfeelsbesttoyou.Peopledifferinhowmanypilestheyendupwith.Inmostcases8to12pilesusuallyworksoutwell.ButifyouhavemorepilethatisOK.Makesurethateverystatementisputintoapile.Statementscanonlybeplacedinonepile.HavingasinglestatementinapilebyitselfisOK.Gothroughthecardsasmanytimesasneededtomakesurethepilesrepresentacommonconceptoridea.Afteryouhavesortedallstatementsintoconceptualpiles,placearubberbandaroundeachpile.Turneachpileoverandwritealabelonthebackofthebottomcardthatyoufeelrepresentsconceptuallythestatementsinthatpile.Whenyouhavelabeledallpiles,placethemintoalargestackandputarubberbandaroundthelargestack.PlacethelargestackintotheenvelopelabeledSortingCardsandsealit.Thenreturnittotheoriginalenvelope.

‐29‐

AustinClassicalGuitarSocietyEducationalOutreachProgram

ConceptMappingProjectRatingSheet

Instructionsforratingstatements

Thisenvelopecontainstwocolor‐codedratingsheets.Again,workingindividually,completeeachratingsheetusingthescalepresentedatthetopofthesheet.Rateeverystatementonthelist.Doyourbesttoindicatedifferencesbetweenthestatementsandtodecidewhichstatementsdeservehigherandlowerratingsonthequestionbeingasked.Onewaytodothisistoratethestatementssothatyouhaveaboutanequalnumberofstatementswitheachratingcode.Remembertocontinueuntilyouhaveratedall67statements.Takeasmuchtimeasyouneedtocompletetheratingsheets.Aftercompletingbothratingsheets,placethembackintheenvelope,sealit,andreturnittotheoriginalenvelop.

‐30‐

APPENDIXB

AustinClassicalGuitarSocietyEducationalOutreachProgram

ConceptMappingProjectRatingSheet1

Consideringeachofthestatementsbelowabouttheclassicalguitarprogram,howaccuratelydoeseachstatementreflectyourexperienceasastudentintheclass?Circlethenumberthatbestrepresentsyouranswer.Rateeachstatementbelowona1to5scalewhere: 1=Notatall 2=Alittle 3=Somewhat 4=Agooddeal 5=Verymuch Not Very atall much1. Theclasshelpedmebepersistentinlearningthingsthatarehard 1 2 3 4 52. Theclassgavememanynewexperiences;likeplayinginfrontofpeople 1 2 3 4 53. Moreconnectionswithmyparentsaroundtheguitar 1 2 3 4 54. Expandedmyunderstandingofdifferenttypesofmusicanddifferentinstruments 1 2 3 4 55. Gavemeareasontointeractwithmysibling 1 2 3 4 56. Thisclassislikeafamilyandweplaytogether 1 2 3 4 57. Coolteachersfromthecommunitywhotakethetimetoteachus 1 2 3 4 58. Makeyourparentsproud 1 2 3 4 59. Givenmemoreconfidence 1 2 3 4 510. Learningdifferentstylesofplayingguitar 1 2 3 4 511. OpeneddoorstothingsIneverthoughtof…likegoingtocollegeformusic 1 2 3 4 512. Sometimesthisclassissomuchfun,inthenextclassIhaveabetterattitude 1 2 3 4 513. SometimesIwouldratherplayguitarthandomyhomework 1 2 3 4 514. Mademeabetterguitarplayer, 1 2 3 4 515. Learningtoplaywithfingersvs.pick 1 2 3 4 516. Learnedabouthistoryofmusic 1 2 3 4 517. Withyourfingersyoucanplayfasterthanwithapick 1 2 3 4 518. Learnedabouttheinstrumentitself 1 2 3 4 519. Madenewfriends 1 2 3 4 520. Inthisclassweallchoosetobehere,unlikearequiredclass 1 2 3 4 521. Structureoftheclassmakesiteasiertocommunicatewithotherstudents 1 2 3 4 522. Ilistentosongsdifferently,notjustlyrics,butthemeasureandthebeat 1 2 3 4 523. Itmademeinterestedinawidervarietyofmusic–moreinstrumentals 1 2 3 4 524. Helpsmeunderstandhowtoexpressmyemotionsthroughthemusic/guitar 1 2 3 4 525. Iunderstandhowmusictellsastorynow 1 2 3 4 526. TheguitarexperienceissomethingIcantakewithmeandplayalways 1 2 3 4 527. Onguitardays,itismyreasontocometoschool 1 2 3 4 528. GuitarclasshelpsmegetthroughotherclassesIdon’tlike 1 2 3 4 529. Youknowyou’regoingtofeelbetterafterguitarclass 1 2 3 4 5

‐31‐

Not Very atall much30. Iunderstandteachersbetter 1 2 3 4 531. Ihaveabetterrelationshipwithmyguitarteacherthanmyothers 1 2 3 4 532. Thisclasshasmoreinteractionwiththeteachers–everyonegetsattention 1 2 3 4 533. BecauseofthisclassIamthinkingofbeingaprofessionalmusicianwhenIgetolder 1 2 3 4 534. Thisclasshaschangedmyattitudeaboutschoolingeneral 1 2 3 4 535. Lookingforwardtothisclassinthefuture(nextyear,nextsemester) 1 2 3 4 536. IKnowI’llbeabetterplayernextyear 1 2 3 4 537. Ilikelearningfromotherstudents,insteadofjustfromteachers 1 2 3 4 538. Itfeelsgoodtohelpotherstudentslearn 1 2 3 4 539. Itgivesmeafeelingofaccomplishment 1 2 3 4 540. Easiertoaskforhelpinthisclass,doesn’tmakeyoufeeldumbifyoudon’tgetit 1 2 3 4 541. IworkharderbecauseIdon’twanttoletthegroupdown 1 2 3 4 542. Weareonebiggroup,likeafamily 1 2 3 4 543. It’sokinthisclassifyoudon’tunderstand 1 2 3 4 544. Welearnweirdfactsabouthistory…likestringsarenotreallymadeoutofcatguts 1 2 3 4 545. Ilikethatweplayinpiecesorsections‐soweareallneeded 1 2 3 4 546. Soundscoolwheneveryoneplaystogether 1 2 3 4 547. Everyonemessesupinthisclasssometimes,soitdoesn’tfeelbadtomessup 1 2 3 4 548. Unlikemath,youcanfeelmusic(likewhenyouplaythebasestring) 1 2 3 4 549. Thisclasshelpsmotivatemetocontinuetolearn 1 2 3 4 550. Changedthestyleofmyplay 1 2 3 4 551. MadememoredeterminedwhenItrytolearnanewsongortechnique 1 2 3 4 552. Weallhelpeachothertobebetter 1 2 3 4 553. Playingensemblehelpsyoupayattentionbetter 1 2 3 4 554. Makesyoumoresupportiveofeachother 1 2 3 4 555. Nylonstringsonclassicalguitarmakesiteasiertoplay,itdoesn’thurt 1 2 3 4 556. Helpsmelearnotherinstrumentsmoreeasily 1 2 3 4 557. Motivatedmetoplayavarietyofotherinstruments 1 2 3 4 558. Ifeelproudofmyself 1 2 3 4 559. Helpedmeplayinpublicdespitemyanxiety 1 2 3 4 560. Everyoneknowsthateveryoneelseistryingtheirbest 1 2 3 4 561. Youknowpeoplelearndifferently,soyouarepatient 1 2 3 4 562. Ilikethatnailsareimportantforclassicalguitar 1 2 3 4 563. Wegettomeetfamousclassicalguitarmusiciansandfeelconnectedtothem 1 2 3 4 564. It’sadifferentconnectionwithanadult–equal,notjuststudent‐teacher 1 2 3 4 565. Goodtohavethesameteacherovertime 1 2 3 4 566. Becauseweworkhardwe’vebeenchosentodothingsotherclasses 1 2 3 4 5

don’tgettodo,andthatfeelsgood67. Classemphasizesgoodtechnique 1 2 3 4 5

ThankYou

‐32‐

AustinClassicalGuitarSocietyEducationalOutreachProgram

ConceptMappingProjectRatingSheet2

Foreachofthestatementsbelowabouttheclassicalguitarprogram,circlethenumberthatbestrepresentshowimportanceyouthinkthisideaisforyouasastudentintheclass.Rateeachstatementbelowona1to5scalewhere: 1=Notatallimportant 2=Alittleimportant 3=Somewhatimportant 4=Veryimportant 5=Extremelyimportance Notatall Extremely important important1. Theclasshelpedmebepersistentinlearningthingsthatarehard 1 2 3 4 5

2. Theclassgavememanynewexperiences;likeplayinginfrontofpeople 1 2 3 4 5

3. Moreconnectionswithmyparentsaroundtheguitar 1 2 3 4 5

4. Expandedmyunderstandingofdifferenttypesofmusicanddifferentinstruments 1 2 3 4 5

5. Gavemeareasontointeractwithmysibling 1 2 3 4 5

6. Thisclassislikeafamilyandweplaytogether 1 2 3 4 5

7. Coolteachersfromthecommunitywhotakethetimetoteachus 1 2 3 4 5

8. Makeyourparentsproud 1 2 3 4 5

9. Givenmemoreconfidence 1 2 3 4 5

10. Learningdifferentstylesofplayingguitar 1 2 3 4 5

11. OpeneddoorstothingsIneverthoughtof…likegoingtocollegeformusic 1 2 3 4 5

12. Sometimesthisclassissomuchfun,inthenextclassIhaveabetterattitude 1 2 3 4 5

13. SometimesIwouldratherplayguitarthandomyhomework 1 2 3 4 5

14. Mademeabetterguitarplayer, 1 2 3 4 5

15. Learningtoplaywithfingersvs.pick 1 2 3 4 5

16. Learnedabouthistoryofmusic 1 2 3 4 5

17. Withyourfingersyoucanplayfasterthanwithapick 1 2 3 4 5

18. Learnedabouttheinstrumentitself 1 2 3 4 5

19. Madenewfriends 1 2 3 4 5

20. Inthisclassweallchoosetobehere,unlikearequiredclass 1 2 3 4 5

21. Structureoftheclassmakesiteasiertocommunicatewithotherstudents 1 2 3 4 5

22. Ilistentosongsdifferently,notjustlyrics,butthemeasureandthebeat 1 2 3 4 5

23. Itmademeinterestedinawidervarietyofmusic–moreinstrumentals 1 2 3 4 5

24. Helpsmeunderstandhowtoexpressmyemotionsthroughthemusic/guitar 1 2 3 4 5

25. Iunderstandhowmusictellsastorynow 1 2 3 4 5

26. TheguitarexperienceissomethingIcantakewithmeandplayalways 1 2 3 4 5

27. Onguitardays,itismyreasontocometoschool 1 2 3 4 5

28. GuitarclasshelpsmegetthroughotherclassesIdon’tlike 1 2 3 4 5

29. Youknowyou’regoingtofeelbetterafterguitarclass 1 2 3 4 5

30. Iunderstandteachersbetter 1 2 3 4 5

‐33‐

Notatall Extremely important important31. Ihaveabetterrelationshipwithmyguitarteacherthanmyothers 1 2 3 4 5

32. Thisclasshasmoreinteractionwiththeteachers–everyonegetsattention 1 2 3 4 5

33. BecauseofthisclassIamthinkingofbeingaprofessionalmusicianwhenIgetolder 1 2 3 4 5

34. Thisclasshaschangedmyattitudeaboutschoolingeneral 1 2 3 4 5

35. Lookingforwardtothisclassinthefuture(nextyear,nextsemester) 1 2 3 4 5

36. IKnowI’llbeabetterplayernextyear 1 2 3 4 5

37. Ilikelearningfromotherstudents,insteadofjustfromteachers 1 2 3 4 5

38. Itfeelsgoodtohelpotherstudentslearn 1 2 3 4 5

39. Itgivesmeafeelingofaccomplishment 1 2 3 4 5

40. Easiertoaskforhelpinthisclass,doesn’tmakeyoufeeldumbifyoudon’tgetit 1 2 3 4 5

41. IworkharderbecauseIdon’twanttoletthegroupdown 1 2 3 4 5

42. Weareonebiggroup,likeafamily 1 2 3 4 5

43. It’sokinthisclassifyoudon’tunderstand 1 2 3 4 5

44. Welearnweirdfactsabouthistory…likestringsarenotreallymadeoutofcatguts 1 2 3 4 5

45. Ilikethatweplayinpiecesorsections‐soweareallneeded 1 2 3 4 5

46. Soundscoolwheneveryoneplaystogether 1 2 3 4 5

47. Everyonemessesupinthisclasssometimes,soitdoesn’tfeelbadtomessup 1 2 3 4 5

48. Unlikemath,youcanfeelmusic(likewhenyouplaythebasestring) 1 2 3 4 5

49. Thisclasshelpsmotivatemetocontinuetolearn 1 2 3 4 5

50. Changedthestyleofmyplay 1 2 3 4 5

51. MadememoredeterminedwhenItrytolearnanewsongortechnique 1 2 3 4 5

52. Weallhelpeachothertobebetter 1 2 3 4 5

53. Playingensemblehelpsyoupayattentionbetter 1 2 3 4 5

54. Makesyoumoresupportiveofeachother 1 2 3 4 5

55. Nylonstringsonclassicalguitarmakesiteasiertoplay,itdoesn’thurt 1 2 3 4 5

56. Helpsmelearnotherinstrumentsmoreeasily 1 2 3 4 5

57. Motivatedmetoplayavarietyofotherinstruments 1 2 3 4 5

58. Ifeelproudofmyself 1 2 3 4 5

59. Helpedmeplayinpublicdespitemyanxiety 1 2 3 4 5

60. Everyoneknowsthateveryoneelseistryingtheirbest 1 2 3 4 5

61. Youknowpeoplelearndifferently,soyouarepatient 1 2 3 4 5

62. Ilikethatnailsareimportantforclassicalguitar 1 2 3 4 5

63. Wegettomeetfamousclassicalguitarmusiciansandfeelconnectedtothem 1 2 3 4 5

64. It’sadifferentconnectionwithanadult–equal,notjuststudent‐teacher 1 2 3 4 5

65. Goodtohavethesameteacherovertime 1 2 3 4 5

66. Becauseweworkhardwe’vebeenchosentodothingsotherclasses 1 2 3 4 5don’tgettodo,andthatfeelsgood

67. Classemphasizesgoodtechnique 1 2 3 4 5

ThankYou

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