Pub Date : 2018-01-01DOI: 10.5406/bulcouresmusedu.218.0035
C. Lindl
{"title":"Chinese American Adolescent Identity in a Children's Choir: An Exploratory Study","authors":"C. Lindl","doi":"10.5406/bulcouresmusedu.218.0035","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.218.0035","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"35"},"PeriodicalIF":0.9,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70721617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5406/BULCOURESMUSEDU.215.0033
Stefanie A. Wind, Brian C. Wesolowski
ABSTR ACT In formal music performance assessments where raters evaluate performances by different students or ensembles over several days, the quality of raters’ judgments can vary over the duration of the assessment. Because time is construct-irrelevant, the influence of time on rater judgments poses a threat to the fairness of the assessment. In this study, we used Rasch measurement theory to explore changes in rater accuracy over time in the context of a secondary-level solo instrumental music performance assessment, where rater accuracy is defined as the match between observed ratings and criterion ratings. Specifically, we considered changes in rater accuracy related to the overall group of raters, individual raters, and rubric domains. Results suggested that the raters became less accurate over time, and there were differences in rater accuracy within domains over time. Together, our findings highlight the dynamic nature of rater accuracy over time. Our findings also highlight the importance of empirically examining changes in rater accuracy over time using the approach illustrated in this study. Implications for investigating rater accuracy over time in both research-based and applied assessment contexts are discussed.
{"title":"Evaluating Differential Rater Accuracy Over Time in Solo Music Performance Assessment","authors":"Stefanie A. Wind, Brian C. Wesolowski","doi":"10.5406/BULCOURESMUSEDU.215.0033","DOIUrl":"https://doi.org/10.5406/BULCOURESMUSEDU.215.0033","url":null,"abstract":"ABSTR ACT In formal music performance assessments where raters evaluate performances by different students or ensembles over several days, the quality of raters’ judgments can vary over the duration of the assessment. Because time is construct-irrelevant, the influence of time on rater judgments poses a threat to the fairness of the assessment. In this study, we used Rasch measurement theory to explore changes in rater accuracy over time in the context of a secondary-level solo instrumental music performance assessment, where rater accuracy is defined as the match between observed ratings and criterion ratings. Specifically, we considered changes in rater accuracy related to the overall group of raters, individual raters, and rubric domains. Results suggested that the raters became less accurate over time, and there were differences in rater accuracy within domains over time. Together, our findings highlight the dynamic nature of rater accuracy over time. Our findings also highlight the importance of empirically examining changes in rater accuracy over time using the approach illustrated in this study. Implications for investigating rater accuracy over time in both research-based and applied assessment contexts are discussed.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"39 1","pages":"33"},"PeriodicalIF":0.9,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70720878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5406/BULCOURESMUSEDU.216.0047
Brian D. Meyers
{"title":"Attitudes of high school band directors in the United States toward solo and ensemble activities","authors":"Brian D. Meyers","doi":"10.5406/BULCOURESMUSEDU.216.0047","DOIUrl":"https://doi.org/10.5406/BULCOURESMUSEDU.216.0047","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"47"},"PeriodicalIF":0.9,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70721291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5406/BULCOURESMUSEDU.217.0027
Jay Juchniewicz
{"title":"An Examination of Music Student Teaching Practices Across Institutions Accredited by the National Association of Schools of Music","authors":"Jay Juchniewicz","doi":"10.5406/BULCOURESMUSEDU.217.0027","DOIUrl":"https://doi.org/10.5406/BULCOURESMUSEDU.217.0027","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"27"},"PeriodicalIF":0.9,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70721542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5406/BULCOURESMUSEDU.215.0007
Kinsey E. Edwards, Andrew S. Edwards, Brian C. Wesolowski
Validation of a String Performance Rubric Using the Multifaceted Rasch Measurement Model Author(s): Kinsey E. Edwards, Andrew S. Edwards and Brian C. Wesolowski Source: Bulletin of the Council for Research in Music Education, No. 215 (Winter 2018), pp. 7-31 Published by: University of Illinois Press on behalf of the Council for Research in Music Education Stable URL: http://www.jstor.org/stable/10.5406/bulcouresmusedu.215.0007 Accessed: 08-05-2018 15:09 UTC
作者:Kinsey E. Edwards, Andrew s . Edwards和Brian C. Wesolowski来源:《音乐教育研究委员会公告》，第215期(2018年冬季)，第7-31页出版:伊利诺伊大学出版社代表音乐教育研究委员会稳定网址:http://www.jstor.org/stable/10.5406/bulcouresmusedu.215.0007访问:08-05-2018 15:09 UTC
{"title":"Validation of a String Performance Rubric Using the Multifaceted Rasch Measurement Model","authors":"Kinsey E. Edwards, Andrew S. Edwards, Brian C. Wesolowski","doi":"10.5406/BULCOURESMUSEDU.215.0007","DOIUrl":"https://doi.org/10.5406/BULCOURESMUSEDU.215.0007","url":null,"abstract":"Validation of a String Performance Rubric Using the Multifaceted Rasch Measurement Model Author(s): Kinsey E. Edwards, Andrew S. Edwards and Brian C. Wesolowski Source: Bulletin of the Council for Research in Music Education, No. 215 (Winter 2018), pp. 7-31 Published by: University of Illinois Press on behalf of the Council for Research in Music Education Stable URL: http://www.jstor.org/stable/10.5406/bulcouresmusedu.215.0007 Accessed: 08-05-2018 15:09 UTC","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"7"},"PeriodicalIF":0.9,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70720707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5406/BULCOURESMUSEDU.218.0007
Lauri A Hogle
{"title":"“Going Viral”: Contagious Agency Through Learned Helpfulness in a Choral Ensemble","authors":"Lauri A Hogle","doi":"10.5406/BULCOURESMUSEDU.218.0007","DOIUrl":"https://doi.org/10.5406/BULCOURESMUSEDU.218.0007","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"7"},"PeriodicalIF":0.9,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70721473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.5406/BULCOURESMUSEDU.218.0021
Jeremy N. Manternach, Chad Clark
{"title":"Effects of Straw Phonation on Acoustic and Perceptual Measures of a Barbershop Chorus","authors":"Jeremy N. Manternach, Chad Clark","doi":"10.5406/BULCOURESMUSEDU.218.0021","DOIUrl":"https://doi.org/10.5406/BULCOURESMUSEDU.218.0021","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"21"},"PeriodicalIF":0.9,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70721573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-01DOI: 10.5406/bulcouresmusedu.213.0007
D. E. Myers
{"title":"Asking powerful questions: Toward a scholarship of value and impact","authors":"D. E. Myers","doi":"10.5406/bulcouresmusedu.213.0007","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.213.0007","url":null,"abstract":"","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"7-25"},"PeriodicalIF":0.9,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47021533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.5406/BULCOURESMUSEDU.210-211.0081
S. Cronenberg
For many music teachers faced with developing a middle school general music class, the possibili- ties for both musical content and pedagogical implementation may seem endless. The experiences and preparation of teachers who teach this class and the students who enroll necessarily impact the teaching and learning that occurs; yet, many teachers have complete autonomy when develop- ing this learning experience. Through lived and told narratives of experience, this article explores the perspectives and teaching practices of two music teachers who conceptualize musical learning in middle school general music differently. Utilizing a dialectic perspective, the views of these two teachers are placed in dialogue each other and with the practices of the researcher in order to examine an important issue in music education: making and receiving or developing artistic performance skills and aesthetic perception abilities. The discussion of these two teachers’ practices demonstrates the need for continued and ongoing discussion between music educators with differ- ing views, a dialogue with potential to strengthen the purposes and content of general music for middle school students.
{"title":"Making and Receiving: Possibilities for Middle School General Music","authors":"S. Cronenberg","doi":"10.5406/BULCOURESMUSEDU.210-211.0081","DOIUrl":"https://doi.org/10.5406/BULCOURESMUSEDU.210-211.0081","url":null,"abstract":"For many music teachers faced with developing a middle school general music class, the possibili- ties for both musical content and pedagogical implementation may seem endless. The experiences and preparation of teachers who teach this class and the students who enroll necessarily impact the teaching and learning that occurs; yet, many teachers have complete autonomy when develop- ing this learning experience. Through lived and told narratives of experience, this article explores the perspectives and teaching practices of two music teachers who conceptualize musical learning in middle school general music differently. Utilizing a dialectic perspective, the views of these two teachers are placed in dialogue each other and with the practices of the researcher in order to examine an important issue in music education: making and receiving or developing artistic performance skills and aesthetic perception abilities. The discussion of these two teachers’ practices demonstrates the need for continued and ongoing discussion between music educators with differ- ing views, a dialogue with potential to strengthen the purposes and content of general music for middle school students.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"81-99"},"PeriodicalIF":0.9,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70719961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-01DOI: 10.5406/bulcouresmusedu.210-211.0101
S. Kang
The purpose of this study is to expand understanding about how adult music students seek and create personal and social meaning. This narrative inquiry of an adult beginning-piano student, Mr. K, who began to learn to play the piano at the age of 56, illuminates how an adult piano student connects his experience of learning music and his life experience as an 18-wheeler truck driver. This study also examines how storytelling helped the teller find motivation and meaning for his learning. Data included interviews focused on Mr. K’s life story, his self-filmed videos of piano practicing in his truck cab, his journal describing his practice, and the researcher’s journal written after Mr. K’s piano lessons. Following data generation, the researcher identified several emergent themes reflecting Mr. K’s perceptions of his music learning experience: (a) motivation and self- directed learning, (b) life experience as a resource for learning, and (c) the power of storytelling. This study suggests that students of any age and in any setting, like this adult piano student, may have their own wellspring(s) of musical experience that connect past, present, and future learning.
{"title":"Navigating the Experience of an Adult Piano Student","authors":"S. Kang","doi":"10.5406/bulcouresmusedu.210-211.0101","DOIUrl":"https://doi.org/10.5406/bulcouresmusedu.210-211.0101","url":null,"abstract":"The purpose of this study is to expand understanding about how adult music students seek and create personal and social meaning. This narrative inquiry of an adult beginning-piano student, Mr. K, who began to learn to play the piano at the age of 56, illuminates how an adult piano student connects his experience of learning music and his life experience as an 18-wheeler truck driver. This study also examines how storytelling helped the teller find motivation and meaning for his learning. Data included interviews focused on Mr. K’s life story, his self-filmed videos of piano practicing in his truck cab, his journal describing his practice, and the researcher’s journal written after Mr. K’s piano lessons. Following data generation, the researcher identified several emergent themes reflecting Mr. K’s perceptions of his music learning experience: (a) motivation and self- directed learning, (b) life experience as a resource for learning, and (c) the power of storytelling. This study suggests that students of any age and in any setting, like this adult piano student, may have their own wellspring(s) of musical experience that connect past, present, and future learning.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"1 1","pages":"101-118"},"PeriodicalIF":0.9,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70720159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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