The Effects of Special Music Classes on Hearing Impaired Students Attending Public Schools
Date of Graduation
Master of Music
The purpose of this study was (1) to determine if hearing impaired students develop a better self-esteem through special music classes, (2) to determine if hearing impaired students have an interest in special music classes, (3) to determine if hearing impaired students improve their vocabulary and speech skills through special music classes, (4) to determine if hearing impaired students learn to play and recognize the sounds of different instruments through special music classes, (5) to determine if hearing impaired students become more aware of sound around them throught special music classes, (6) to determine if hearing imaired students are taught to listen to and discriminate sounds heard on records and tapes through special music classes, and (7) to determine if hearing impaired students need a specialized curriculm for special music classes. The study involved hearing impaired students in a public school system. Students attended classes after school for 40 minutes, three days a week for eight weeks. Three areas of study were presented to the children including the voice, instruments, and music listening. Vocally the students would sing songs, syllable sing, and feel their voices. Instrumentally they were taught to play or make sounds on the instruments and to recognize the different sounds of the instruments. Various styles of music records and tapes were presented and the students were taught to listen through hearing and feeling the sounds. All the stated purpose were achieved through the observation of the music/deaf education teacher. From these conclusions and through the review of literature, it is recommended that special music classes be considered as imperative for the benefit of hearing impaired students and a specialized curriculum should be developed.
© Karen Twigg
Twigg, Karen, "The Effects of Special Music Classes on Hearing Impaired Students Attending Public Schools" (1986). MSU Graduate Theses. 873.