Cecilia Wang and Linda Kageff
University of Kentucky
Abstract
Two classes of second graders were given music instruction
for five months using two different modes of teaching. Class One students
(N=30) received a more structured, teacher-centered approach while Class Two
students (N=28)received a less structured, student-centered approach. Half of
each class was pre-tested with the Torrance Thinking Creatively in Action
and Movement
which was also used as post-test for all students. In addition, all students
were post-tested using Wang’s Measures of Creativity in Sound and
Music”. MANOVA results indicate that Class Two
students scored significantly higher than Class One students in the Torrance
Test (F=5.59, df=1, 52, p<.05). The correlation between the two testing
instruments was found to be positive and moderately high (r=.71 for Fluency and
r.=.64 for Imagination, p<.01).