Abstract
This article presents an empirical investigation of students’ opinions about summary/reaction journals and their practices in writing those journals within a percussion methods course. An end-of-semester questionnaire was given to students as a means of measuring their perceptions about the journal component of the course. Findings indicate that students did refer to the assignment guidelines while preparing to write their journals. Furthermore, students claim that the journal requirement led them to review course content and prompted their learning about percussion. However, questions remain about the depth of that review and learning. Recommendations for pedagogy of music methods classes and future research are included.
Recommended Citation
Knowlton, Dave S. and Sharp, David C.
(2012)
"Students’ Journal Writing Practices and Opinions in a Music Methods Course,"
Visions of Research in Music Education: Vol. 22, Article 3.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol22/iss1/3