Effects of individualized instruction and traditional instruction in music on the attitudes toward music of fifth grade children in an inner city minority school



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The purpose of the study was to investigate the effects of two instructional strategies on attitude toward music of fifth grade children in an inner-city school. The two instructional strategies used in the study were Traditional, defined as total class music instruction and Individualized, defined as individual and small group music instruction. The subjects were 110 fifth grade students in one black inner-city minority school. It was anticipated that differences between the Traditional and Individualized groups would show up in the results of the music attitude scale, but not in the results of the achievement tests given. No significant differences were found between groups on any of the measures administered and one reason was thought to be the short time period of the study.