Pub Date : 2021-10-01DOI: 10.1177/10570837211048368
James R. Austin
Being a journal editor, I read numerous manuscripts and many published articles. As such, I occasionally step back and gauge whether certain patterns or trends are emerging in music education and music teacher education scholarship. One area of concern I have identified is the tendency for some researchers to focus on establishing the veracity and certainty of their findings, while neglecting the ambiguity, complexity, and contradiction that is endemic to the research process, regardless of method. Among fellow quantitative researchers, this orientation often is revealed by an adherence to specific significance levels (regardless of effect sizes), an emphasis on findings that conform with theory and past research while ignoring counterintuitive or confounding results, and the misguided belief that complex designs and sophisticated statistical tools always provide the best path to data nuances or interpretive intricacies. Qualitative researchers are also culpable. While qualitative research is positioned to deal with the “squishy” elements of reality by virtue of how the researcher role is defined, the expressed desire to describe and understand rather than explain in definitive terms, and the emergent nature of research questions, there is an ample amount of qualitative work in which authors appear hell-bent on employing a distorted lens, coding capriciously, and/or converging only on themes that serve to confirm a priori rhetorical positions. Rather than unpacking an issue or, in colloquial terms, pealing back layers of the onion, such researchers parse a phenomenon or experience in ways that present only a partial understanding or a narrow/slanted interpretation. There may be critique, but no context for framing the critique or suggesting alternative paths. I suspect many of my former graduate students are able to quote various adages verbatim that I employ to poke at such behaviors. Here are some examples of those Austinisms: “One study, let alone one analysis, does not establish anything”; “If you
{"title":"Bravado, Blind Spots, and Blunt Force: Making the Case for Reflective Researchers","authors":"James R. Austin","doi":"10.1177/10570837211048368","DOIUrl":"https://doi.org/10.1177/10570837211048368","url":null,"abstract":"Being a journal editor, I read numerous manuscripts and many published articles. As such, I occasionally step back and gauge whether certain patterns or trends are emerging in music education and music teacher education scholarship. One area of concern I have identified is the tendency for some researchers to focus on establishing the veracity and certainty of their findings, while neglecting the ambiguity, complexity, and contradiction that is endemic to the research process, regardless of method. Among fellow quantitative researchers, this orientation often is revealed by an adherence to specific significance levels (regardless of effect sizes), an emphasis on findings that conform with theory and past research while ignoring counterintuitive or confounding results, and the misguided belief that complex designs and sophisticated statistical tools always provide the best path to data nuances or interpretive intricacies. Qualitative researchers are also culpable. While qualitative research is positioned to deal with the “squishy” elements of reality by virtue of how the researcher role is defined, the expressed desire to describe and understand rather than explain in definitive terms, and the emergent nature of research questions, there is an ample amount of qualitative work in which authors appear hell-bent on employing a distorted lens, coding capriciously, and/or converging only on themes that serve to confirm a priori rhetorical positions. Rather than unpacking an issue or, in colloquial terms, pealing back layers of the onion, such researchers parse a phenomenon or experience in ways that present only a partial understanding or a narrow/slanted interpretation. There may be critique, but no context for framing the critique or suggesting alternative paths. I suspect many of my former graduate students are able to quote various adages verbatim that I employ to poke at such behaviors. Here are some examples of those Austinisms: “One study, let alone one analysis, does not establish anything”; “If you","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"6 - 8"},"PeriodicalIF":1.2,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47904472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1177/10570837211025248
Angela Munroe
While music education researchers have examined cooperating teacher and student teacher interactions via classroom observations and interviews, there is little research on extended dialogues between the cooperating teacher and student teacher or various mentoring roles (coach, guide, model, and evaluator) assumed by cooperating teachers. During one 8-week student teaching placement period, I recorded extended dialogues between four student teacher-cooperating teacher pairs, along with individual interviews. Data were analyzed using the mentor roles in dialogues model. The mentoring role assumed during dialogues reflected the student teaching context, perceptions about appropriate roles, cooperating teacher and student teacher personalities, and their relationship. Mentoring dialogues were especially influenced by unique features of the music ensemble class.
{"title":"A Multiple Case Study of Music Cooperating Teacher Roles in Mentoring Dialogues","authors":"Angela Munroe","doi":"10.1177/10570837211025248","DOIUrl":"https://doi.org/10.1177/10570837211025248","url":null,"abstract":"While music education researchers have examined cooperating teacher and student teacher interactions via classroom observations and interviews, there is little research on extended dialogues between the cooperating teacher and student teacher or various mentoring roles (coach, guide, model, and evaluator) assumed by cooperating teachers. During one 8-week student teaching placement period, I recorded extended dialogues between four student teacher-cooperating teacher pairs, along with individual interviews. Data were analyzed using the mentor roles in dialogues model. The mentoring role assumed during dialogues reflected the student teaching context, perceptions about appropriate roles, cooperating teacher and student teacher personalities, and their relationship. Mentoring dialogues were especially influenced by unique features of the music ensemble class.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"83 - 97"},"PeriodicalIF":1.2,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211025248","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48500164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-20DOI: 10.1177/10570837211038034
H. E. Wolfe, Angela Munroe, H. Waters
Music teacher educators have taken different approaches to enrich teaching-specific reflective practice through peer collaboration. In this study, three music teacher educators examined their experiences with the process of pedagogical documentation, a form of collaborative professional development from the Reggio Emilia Approach (REA). They met via video conferencing over the course of a semester to review key concepts related to the REA, share student artifacts, and discuss teaching contexts and considerations. Through this collaboration, participants found space for sharing successes, supporting personal reflection, troubleshooting, and revisiting ideas related to teaching and learning. They deepened their attunement to how teaching contexts continually shift and the affordances and challenges of incorporating the hundred languages (a concept from REA) in higher education.
{"title":"Self-Examination of Music Methods Teaching in a Reggio Emilia-Inspired Learning Community","authors":"H. E. Wolfe, Angela Munroe, H. Waters","doi":"10.1177/10570837211038034","DOIUrl":"https://doi.org/10.1177/10570837211038034","url":null,"abstract":"Music teacher educators have taken different approaches to enrich teaching-specific reflective practice through peer collaboration. In this study, three music teacher educators examined their experiences with the process of pedagogical documentation, a form of collaborative professional development from the Reggio Emilia Approach (REA). They met via video conferencing over the course of a semester to review key concepts related to the REA, share student artifacts, and discuss teaching contexts and considerations. Through this collaboration, participants found space for sharing successes, supporting personal reflection, troubleshooting, and revisiting ideas related to teaching and learning. They deepened their attunement to how teaching contexts continually shift and the affordances and challenges of incorporating the hundred languages (a concept from REA) in higher education.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"54 - 68"},"PeriodicalIF":1.2,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47547263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-26DOI: 10.1177/10570837211034136
Adam G. Harry, K. Salvador
Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with theory, we describe specific strategies for designing environments and activities that encourage students to identify and question dualistic thinking, engage with diverse ideas and perspectives, and interrogate underlying assumptions and discursive patterns in their own and others’ thinking. Increasing undergraduate student competency in critical reflection and dialogue could motivate and assist them to pass on these important skills to their future PK–12 students.
{"title":"Fostering Critical Reflection and Productive Dialogue in Music Teacher Education","authors":"Adam G. Harry, K. Salvador","doi":"10.1177/10570837211034136","DOIUrl":"https://doi.org/10.1177/10570837211034136","url":null,"abstract":"Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with theory, we describe specific strategies for designing environments and activities that encourage students to identify and question dualistic thinking, engage with diverse ideas and perspectives, and interrogate underlying assumptions and discursive patterns in their own and others’ thinking. Increasing undergraduate student competency in critical reflection and dialogue could motivate and assist them to pass on these important skills to their future PK–12 students.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"9 - 22"},"PeriodicalIF":1.2,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211034136","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42721113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-26DOI: 10.1177/10570837211030520
O. Tucker, S. Powell
Many view music teacher education as a locus for socially just transformation of music education through the development of preservice teacher agency and identity development. However, few have directly examined values in music teacher preparation programs, and values are implicit in agency. The purpose of this exploratory, intrinsic case study was to investigate the visible values in music education courses at one institution to add a new dimension to research and practice. We collected data from four instructor and five undergraduate participants through observations, interviews, and syllabus review. Themes of critical thinking, agency, student centeredness, positive teacher-student relationships, and skills and knowledge for teaching emerged from the data. Findings indicate that values may be relative in practice despite shared language among preservice teachers and music teacher educators. We provide guiding questions for program review and future research through the lens of values.
{"title":"Values, Agency, and Identity in a Music Teacher Education Program","authors":"O. Tucker, S. Powell","doi":"10.1177/10570837211030520","DOIUrl":"https://doi.org/10.1177/10570837211030520","url":null,"abstract":"Many view music teacher education as a locus for socially just transformation of music education through the development of preservice teacher agency and identity development. However, few have directly examined values in music teacher preparation programs, and values are implicit in agency. The purpose of this exploratory, intrinsic case study was to investigate the visible values in music education courses at one institution to add a new dimension to research and practice. We collected data from four instructor and five undergraduate participants through observations, interviews, and syllabus review. Themes of critical thinking, agency, student centeredness, positive teacher-student relationships, and skills and knowledge for teaching emerged from the data. Findings indicate that values may be relative in practice despite shared language among preservice teachers and music teacher educators. We provide guiding questions for program review and future research through the lens of values.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"23 - 38"},"PeriodicalIF":1.2,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211030520","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49521629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1177/10570837211024529
K. Salvador, Mara E. Culp
Although many music teacher candidates begin university studies planning to teach secondary ensembles, most will ultimately be certified to teach younger children and may be called to do so. The purpose of this study was to examine how music teacher education programs prepare preservice music educators to teach music to children from birth through elementary school through coursework. We emailed survey invitations to representatives from 512 institutions accredited by the National Association of Schools of Music to prepare music educators. We received 134 usable responses (response rate = 26%). Nearly all respondents offered elementary general music methods (EGMM), and over three quarters required EGMM for all students in initial licensure programs. Only about one in ten responding institutions offered early childhood music methods (ECMM). We describe findings on EGMM and ECMM course structures, content, and materials as well as the employment status, degree background, and other qualifications of the person who typically taught this coursework
{"title":"Characteristics of Early Childhood and Elementary General Music Methods Coursework for Preservice Music Teachers","authors":"K. Salvador, Mara E. Culp","doi":"10.1177/10570837211024529","DOIUrl":"https://doi.org/10.1177/10570837211024529","url":null,"abstract":"Although many music teacher candidates begin university studies planning to teach secondary ensembles, most will ultimately be certified to teach younger children and may be called to do so. The purpose of this study was to examine how music teacher education programs prepare preservice music educators to teach music to children from birth through elementary school through coursework. We emailed survey invitations to representatives from 512 institutions accredited by the National Association of Schools of Music to prepare music educators. We received 134 usable responses (response rate = 26%). Nearly all respondents offered elementary general music methods (EGMM), and over three quarters required EGMM for all students in initial licensure programs. Only about one in ten responding institutions offered early childhood music methods (ECMM). We describe findings on EGMM and ECMM course structures, content, and materials as well as the employment status, degree background, and other qualifications of the person who typically taught this coursework","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"39 - 53"},"PeriodicalIF":1.2,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211024529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44295843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1177/10570837211021373
Hyesoo Yoo, Sangmi Kang
The purpose of this study was to examine how preservice music teachers navigate 21st-century skills in their lesson planning and field experiences. Among the various skills, we focused on the Partnership for 21st Century learning and innovation skills. Over 8 weeks, 10 preservice music teachers designed lesson plans focused on creativity, critical thinking, communication, and collaboration, and peer taught their lessons in an elementary music methods class as well as in their field placements. Our data sources included participants’ post-field teaching self-evaluations and post-project reflective essays, as well as instructor and supervisor field notes and face-to-face participant interviews. Through the data analysis, we identified three central concepts: (a) Curriculum-as-lived: Teaching like improvising, (b) Balanced in-betweenness: Structure and freedom, and (c) Collective efforts: Stepping away from comfort zones.
{"title":"Teaching as Improvising: Preservice Music Teacher Field Experience With 21st-Century Skills Activities","authors":"Hyesoo Yoo, Sangmi Kang","doi":"10.1177/10570837211021373","DOIUrl":"https://doi.org/10.1177/10570837211021373","url":null,"abstract":"The purpose of this study was to examine how preservice music teachers navigate 21st-century skills in their lesson planning and field experiences. Among the various skills, we focused on the Partnership for 21st Century learning and innovation skills. Over 8 weeks, 10 preservice music teachers designed lesson plans focused on creativity, critical thinking, communication, and collaboration, and peer taught their lessons in an elementary music methods class as well as in their field placements. Our data sources included participants’ post-field teaching self-evaluations and post-project reflective essays, as well as instructor and supervisor field notes and face-to-face participant interviews. Through the data analysis, we identified three central concepts: (a) Curriculum-as-lived: Teaching like improvising, (b) Balanced in-betweenness: Structure and freedom, and (c) Collective efforts: Stepping away from comfort zones.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"54 - 68"},"PeriodicalIF":1.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211021373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1177/10570837211017770
Music Educators Journal (MEJ) is seeking submissions of articles, essays, and perspective pieces on topics of interest to practitioners of music teaching and learning. MEJ aspires to provide in-depth and nuanced examinations of current issues facing the broader field of music education, including those relevant to solo studio and private practice, publicand private-school teaching, university and higher education, religious and community settings, legislation and policymaking, and educational administration. Music Educators Journal is currently accepting articles on any music-teaching subject, but of particular interest are:
{"title":"Write for MEJ—Your Professional Journal!","authors":"","doi":"10.1177/10570837211017770","DOIUrl":"https://doi.org/10.1177/10570837211017770","url":null,"abstract":"Music Educators Journal (MEJ) is seeking submissions of articles, essays, and perspective pieces on topics of interest to practitioners of music teaching and learning. MEJ aspires to provide in-depth and nuanced examinations of current issues facing the broader field of music education, including those relevant to solo studio and private practice, publicand private-school teaching, university and higher education, religious and community settings, legislation and policymaking, and educational administration. Music Educators Journal is currently accepting articles on any music-teaching subject, but of particular interest are:","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"115 - 116"},"PeriodicalIF":1.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211017770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42340760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1177/10570837211022170
David A. Rickels
As the Society for Music Teacher Education (SMTE) approaches our next symposium—scheduled for September 23 to 25, 2021—I have been reflecting on my own experiences at past symposia. While SMTE was founded in 1982, past chair Linda Thornton described the 2005 symposium as a “rebirth” (2019, p. 5) in how it marked the beginning of a new period of increased activity for the Society and interest in music teacher education through biennial symposia. It has been meaningful to me since becoming SMTE chair in 2020 to realize that I am the first chair to have begun my journey with SMTE since that rebirth, and in particular to have first participated in a Symposium as a graduate student. At least three other current SMTE Executive Board members and several facilitators of Areas of Strategic Planning and Action (ASPAs) also began their SMTE involvement as graduate students at symposia since 2005. I believe that the intentional cultivation of future scholars and leaders within this Society is an important feature that we must continue to foster as we embark on our ninth Symposium this September. I first attended an SMTE symposium in 2007, while I was a graduate student working toward my doctorate. Two parts of that experience stand out as memorable to me. The first was a moment when I was attending an ASPA working session for the first time. I was awed to be in a room with other researchers who shared my interests in a common topic, many of whom populated my reference list from my poster presentation earlier that same day. As others were sharing ideas about possible projects to pursue, one senior scholar who I only knew through citations casually turned to me and said, “Dave, you just presented a poster on this topic. What do you think?” Even more surprising was when everyone else paused to listen. Being included in that direct and unexpectedly collegial way had a lasting effect on me. The second memorable part
{"title":"Seeing and Hearing: Cultivation of Early Career Scholars","authors":"David A. Rickels","doi":"10.1177/10570837211022170","DOIUrl":"https://doi.org/10.1177/10570837211022170","url":null,"abstract":"As the Society for Music Teacher Education (SMTE) approaches our next symposium—scheduled for September 23 to 25, 2021—I have been reflecting on my own experiences at past symposia. While SMTE was founded in 1982, past chair Linda Thornton described the 2005 symposium as a “rebirth” (2019, p. 5) in how it marked the beginning of a new period of increased activity for the Society and interest in music teacher education through biennial symposia. It has been meaningful to me since becoming SMTE chair in 2020 to realize that I am the first chair to have begun my journey with SMTE since that rebirth, and in particular to have first participated in a Symposium as a graduate student. At least three other current SMTE Executive Board members and several facilitators of Areas of Strategic Planning and Action (ASPAs) also began their SMTE involvement as graduate students at symposia since 2005. I believe that the intentional cultivation of future scholars and leaders within this Society is an important feature that we must continue to foster as we embark on our ninth Symposium this September. I first attended an SMTE symposium in 2007, while I was a graduate student working toward my doctorate. Two parts of that experience stand out as memorable to me. The first was a moment when I was attending an ASPA working session for the first time. I was awed to be in a room with other researchers who shared my interests in a common topic, many of whom populated my reference list from my poster presentation earlier that same day. As others were sharing ideas about possible projects to pursue, one senior scholar who I only knew through citations casually turned to me and said, “Dave, you just presented a poster on this topic. What do you think?” Even more surprising was when everyone else paused to listen. Being included in that direct and unexpectedly collegial way had a lasting effect on me. The second memorable part","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"3 - 6"},"PeriodicalIF":1.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211022170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42541710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1177/10570837211021048
D. Gilbert
The purpose of this exploratory research study was to compare anxiety and depression levels reported by music majors and nonmajors at a small, private liberal arts university. Study participants completed the Burns Anxiety Inventory and Burns Depression Checklist. Anxiety and depression levels were significantly higher among music majors, and there was a strong, positive relationship between anxiety and depression. Regardless of major, self-reports were not affected by year in school. Implications for additional mental health resources and strategies for improving music major health and self-care are discussed, along with a need for increased music faculty awareness of perceived anxiety and depression leading to modified programs of study.
{"title":"A Comparison of Self-Reported Anxiety and Depression Among Undergraduate Music Majors and Nonmusic Majors","authors":"D. Gilbert","doi":"10.1177/10570837211021048","DOIUrl":"https://doi.org/10.1177/10570837211021048","url":null,"abstract":"The purpose of this exploratory research study was to compare anxiety and depression levels reported by music majors and nonmajors at a small, private liberal arts university. Study participants completed the Burns Anxiety Inventory and Burns Depression Checklist. Anxiety and depression levels were significantly higher among music majors, and there was a strong, positive relationship between anxiety and depression. Regardless of major, self-reports were not affected by year in school. Implications for additional mental health resources and strategies for improving music major health and self-care are discussed, along with a need for increased music faculty awareness of perceived anxiety and depression leading to modified programs of study.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"30 1","pages":"69 - 83"},"PeriodicalIF":1.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10570837211021048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48569250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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