Abstract:
Adopting a qualitative research approach, this study employed purposive sampling to
select three music directors and thirty students from three senior high schools within
the Sunyani Municipality. Employing interviews, discussions, and observations, the
study unveiled a unanimous consensus among music directors regarding the
significance of employing vocal warm-ups, focused practice sessions, and active
student engagement as widely embraced rehearsal strategies. Moreover, the research
shed light on the effective teaching methods employed by these directors when
working with beginner students, encompassing vocal exercises, simplified musical
pieces, and personalized guidance. Both music directors and choristers commonly
agreed that choral participation positively influenced academic engagement, leading
to enhanced study habits, analytical thinking, and improved memory retention. This
alignment of perspectives underscored the enrichment of emotional, social, cognitive,
digital, and creative intelligence domains through choral involvement. The study also
identified challenges such as managing diverse skill levels, time constraints, and
limited resources. The recommended strategies encompass efficient resource
allocation, continuous professional development, and the incorporation of varied
rehearsal techniques. These insights offer valuable guidance to educators and
stakeholders with the aim of enhancing choral directing in the landscape of music
education.
Description:
A thesis in the Department of Music Education,
School of Creative Arts, submitted to the School
of Graduate Studies in partial fulfillment of the
requirements for the award of the degree of
Master of Philosophy
(Music Education)
in the University of Education, Winneba
