Preservice elementary education majors completed five teaching presentations that included (a) teaching children's songs and music concepts to peers and (b) a preschool field-teaching lesson. Experimental subjects (n = 26) received four training sessions in teacher intensity, which alternated with the five teaching presentations. Control subjects (n = 26) received no instruction in intensity. All videotaped sessions were observed, and teacher behavior was recorded as high intensity or low intensity. Low intensity was further categorized as poor information and/or ineffective delivery.
Analysis of the teaching of three rote songs indicated a significant interaction between teaching task and treatment on accuracy and efficiency of instruction. During preschool field teaching, both groups significantly improved in the delivery aspect of teaching, and control subjects significantly increased the percentage of intervals of high-intensity teaching. Further analysis indicated that experimental subjects incorporated more interactive music activities into presentations than did control subjects.
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