Pub Date : 2024-01-07DOI: 10.1177/00224294231221880
{"title":"2024 Call for Applications for the JRME Editorial Committee","authors":"","doi":"10.1177/00224294231221880","DOIUrl":"https://doi.org/10.1177/00224294231221880","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"25 12","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139448594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-07DOI: 10.1177/00224294231223017
Peter Miksza
{"title":"Forum","authors":"Peter Miksza","doi":"10.1177/00224294231223017","DOIUrl":"https://doi.org/10.1177/00224294231223017","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"12 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139448735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-07DOI: 10.1177/00224294231221881
{"title":"Call for Applications: JRME Associate Editor/Editor-Elect","authors":"","doi":"10.1177/00224294231221881","DOIUrl":"https://doi.org/10.1177/00224294231221881","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"29 21","pages":""},"PeriodicalIF":1.4,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139448656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-30DOI: 10.1177/00224294231218272
Cory D. Meals
The selection of repertoire is a critical component of ensemble music, especially in educational contexts. Accredited music education systems often rely on required, recommended, or prescribed music lists to assist in these selections. Nonetheless, previous content analyses have primarily focused on questions of creative quality, artistic merit, and educational appropriateness while overlooking crucial demographic factors such as gender identity, ethnicity, race, and vital status of included composers. I examined gender and ethnic diversity within wind band repertoire lists from 10 states representing five geographical regions. The lists contained 17,281 total works by 1,221 identifiable composers, predominately White (92.63%) and male (95.58%). K-means clustering revealed two unequal composer groups, with the smaller, predominantly White and male subgroup accounting for 40.82% of works and a high per capita representation across lists. Principal components analysis showed composer ethnicity, gender, and vital status interrelated across data dimensions. Despite latent list differences, composer diversity across and within lists was extremely limited. If ensemble directors are to meaningfully engage in diversifying the repertoire their students perform, expanding beyond the existing collection of predominantly White and male composers is a necessity.
{"title":"Composer Diversity in State Music Lists: An Exploratory Analysis","authors":"Cory D. Meals","doi":"10.1177/00224294231218272","DOIUrl":"https://doi.org/10.1177/00224294231218272","url":null,"abstract":"The selection of repertoire is a critical component of ensemble music, especially in educational contexts. Accredited music education systems often rely on required, recommended, or prescribed music lists to assist in these selections. Nonetheless, previous content analyses have primarily focused on questions of creative quality, artistic merit, and educational appropriateness while overlooking crucial demographic factors such as gender identity, ethnicity, race, and vital status of included composers. I examined gender and ethnic diversity within wind band repertoire lists from 10 states representing five geographical regions. The lists contained 17,281 total works by 1,221 identifiable composers, predominately White (92.63%) and male (95.58%). K-means clustering revealed two unequal composer groups, with the smaller, predominantly White and male subgroup accounting for 40.82% of works and a high per capita representation across lists. Principal components analysis showed composer ethnicity, gender, and vital status interrelated across data dimensions. Despite latent list differences, composer diversity across and within lists was extremely limited. If ensemble directors are to meaningfully engage in diversifying the repertoire their students perform, expanding beyond the existing collection of predominantly White and male composers is a necessity.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" 6","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139137964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.1177/00224294231214404
{"title":"Contributions to Music Education: The Juried Journal of the Ohio Music Education Association Scholarly Inquiry into Music Teaching and Learning Since 1972","authors":"","doi":"10.1177/00224294231214404","DOIUrl":"https://doi.org/10.1177/00224294231214404","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"14 2","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01Epub Date: 2023-06-21DOI: 10.1177/1045389X231181940
Anastasia L Wickeler, Kyra McLellan, Yu-Chen Sun, Hani E Naguib
Applying tessellated origami patterns to the design of mechanical materials can enhance properties such as strength-to-weight ratio and impact absorption ability. Another advantage is the predictability of the deformation mechanics since origami materials typically deform through the folding and unfolding of their creases. This work focuses on creating 4D printed flexible tubular origami based on three different origami patterns: the accordion, the Kresling and the Yoshimura origami patterns, fabricated with a flexible polylactic acid (PLA) filament with heat-activated shape memory effect. The shape memory characteristics of the self-unfolding structures were then harnessed at 60°C, 75°C and 90°C. Due to differences in the folding patterns of each origami design, significant differences in behaviour were observed during shape programming and actuation. Among the three patterns, the accordion proved to be the most effective for actuation as the overall structure can be compressed following the folding crease lines. In comparison, the Kresling pattern exhibited cracking at crease locations during deformation, while the Yoshimura pattern buckled and did not fold as expected at the crease lines. To demonstrate a potential application, an accordion-patterned origami 4D printed tube for use in hand rehabilitation devices was designed and tested as a proof-of-concept prototype incorporating self-unfolding origami.
{"title":"4D printed origami-inspired accordion, Kresling and Yoshimura tubes.","authors":"Anastasia L Wickeler, Kyra McLellan, Yu-Chen Sun, Hani E Naguib","doi":"10.1177/1045389X231181940","DOIUrl":"10.1177/1045389X231181940","url":null,"abstract":"<p><p>Applying tessellated origami patterns to the design of mechanical materials can enhance properties such as strength-to-weight ratio and impact absorption ability. Another advantage is the predictability of the deformation mechanics since origami materials typically deform through the folding and unfolding of their creases. This work focuses on creating 4D printed flexible tubular origami based on three different origami patterns: the accordion, the Kresling and the Yoshimura origami patterns, fabricated with a flexible polylactic acid (PLA) filament with heat-activated shape memory effect. The shape memory characteristics of the self-unfolding structures were then harnessed at 60°C, 75°C and 90°C. Due to differences in the folding patterns of each origami design, significant differences in behaviour were observed during shape programming and actuation. Among the three patterns, the accordion proved to be the most effective for actuation as the overall structure can be compressed following the folding crease lines. In comparison, the Kresling pattern exhibited cracking at crease locations during deformation, while the Yoshimura pattern buckled and did not fold as expected at the crease lines. To demonstrate a potential application, an accordion-patterned origami 4D printed tube for use in hand rehabilitation devices was designed and tested as a proof-of-concept prototype incorporating self-unfolding origami.</p>","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"23 1","pages":"2379-2392"},"PeriodicalIF":2.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10638089/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90474115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-19DOI: 10.1177/00224294231211911
John A. Bragle, Diana R. Dansereau
According to social identity theory, individuals self-categorize into groups and then differentiate between groups based on stereotypical norms to create a perceived hierarchy to benefit their self-esteem. The purpose of this study was to explore the presence of social identities among adolescent musicians related to the career paths of music performance and music education and to determine whether self-categorization and differentiation regarding these career paths were a feature of these social identities. Participants were 821 adolescent musicians of varying experience and backgrounds. Results indicated that participants self-categorized and differentiated in favor of the music performance career path but allocated hypothetical resources in favor of the music education career path. Age, family income, performance setting, and intention to major in music were significant predictors of self-categorization, differentiation, and resource allocation. These findings indicate that participants who were older, had greater financial means, identified as soloists, or intended to major in music were more likely to be aligned with a music performance social identity.
{"title":"Groups and Biases: The Role of Social Identity in the Musical Career Path Aspirations of Adolescent Musicians","authors":"John A. Bragle, Diana R. Dansereau","doi":"10.1177/00224294231211911","DOIUrl":"https://doi.org/10.1177/00224294231211911","url":null,"abstract":"According to social identity theory, individuals self-categorize into groups and then differentiate between groups based on stereotypical norms to create a perceived hierarchy to benefit their self-esteem. The purpose of this study was to explore the presence of social identities among adolescent musicians related to the career paths of music performance and music education and to determine whether self-categorization and differentiation regarding these career paths were a feature of these social identities. Participants were 821 adolescent musicians of varying experience and backgrounds. Results indicated that participants self-categorized and differentiated in favor of the music performance career path but allocated hypothetical resources in favor of the music education career path. Age, family income, performance setting, and intention to major in music were significant predictors of self-categorization, differentiation, and resource allocation. These findings indicate that participants who were older, had greater financial means, identified as soloists, or intended to major in music were more likely to be aligned with a music performance social identity.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"11 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139260742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.1177/00224294231212080
Peter Miksza
{"title":"Forum","authors":"Peter Miksza","doi":"10.1177/00224294231212080","DOIUrl":"https://doi.org/10.1177/00224294231212080","url":null,"abstract":"","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"23 1","pages":"371 - 372"},"PeriodicalIF":1.4,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139274856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-07DOI: 10.1177/00224294231206098
Kenneth Elpus, David S. Miller
The purpose of this study was to investigate the potential relationship between student enrollment trends in elective secondary music ensembles and music ensemble teacher job turnover. Although student enrollment is widely accepted as an important concern for music educators and a crude proxy measure of music teacher quality, these normative beliefs have not been thoroughly examined empirically. This study tested these beliefs using data from a State Longitudinal Data System to link statewide high school student ensemble enrollment data to teacher workforce data for the academic years 2012 to 2013 through 2019 to 2020. Two-way fixed effects estimators with logistic and multinomial logistic regression showed that decreasing enrollments in high school music ensembles predict music teachers’ departure from the profession. A comparative interrupted time-series analysis showed that a change in music teacher does not significantly affect the future enrollment trend of a high school music ensemble program. An exploratory analysis examining the postteaching careers of former high school music teachers showed that the majority of music teachers who exited the profession earned considerably higher wages in their new careers. The authors conclude by discussing the implications of the results for music teachers, music administrators, music teacher education, and future research.
{"title":"Do Declining Enrollments Predict Teacher Turnover in Music?","authors":"Kenneth Elpus, David S. Miller","doi":"10.1177/00224294231206098","DOIUrl":"https://doi.org/10.1177/00224294231206098","url":null,"abstract":"The purpose of this study was to investigate the potential relationship between student enrollment trends in elective secondary music ensembles and music ensemble teacher job turnover. Although student enrollment is widely accepted as an important concern for music educators and a crude proxy measure of music teacher quality, these normative beliefs have not been thoroughly examined empirically. This study tested these beliefs using data from a State Longitudinal Data System to link statewide high school student ensemble enrollment data to teacher workforce data for the academic years 2012 to 2013 through 2019 to 2020. Two-way fixed effects estimators with logistic and multinomial logistic regression showed that decreasing enrollments in high school music ensembles predict music teachers’ departure from the profession. A comparative interrupted time-series analysis showed that a change in music teacher does not significantly affect the future enrollment trend of a high school music ensemble program. An exploratory analysis examining the postteaching careers of former high school music teachers showed that the majority of music teachers who exited the profession earned considerably higher wages in their new careers. The authors conclude by discussing the implications of the results for music teachers, music administrators, music teacher education, and future research.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"223 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135476657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1177/00224294231207267
Jessica Nápoles, D. Gregory Springer, Brian A. Silvey, Mark Montemayor, Thomas J. Rinn
The purpose of this study was to examine the degree to which impostor feelings and selected demographic variables predict burnout among undergraduate music education majors. Participants ( N = 143) completed the Clance Impostor Phenomenon Scale (CIPS) and the Maslach Burnout Inventory for Students. Overall, participants reported relatively high levels of impostor feelings and burnout. Results of multiple regression analyses revealed that CIPS score and year in school significantly predicted exhaustion and cynicism. Participants with higher CIPS scores (more frequent impostor feelings) and more years in school experienced greater exhaustion and cynicism. Descriptive analyses indicated that upper-division and band students experienced more cynicism than lower-division and choral/string/general music education majors, respectively. CIPS score was the only variable that significantly predicted professional efficacy. Participants with lower CIPS scores rated themselves higher in professional efficacy.
{"title":"Burnout and Impostor Phenomenon Among Undergraduate Music Education Majors","authors":"Jessica Nápoles, D. Gregory Springer, Brian A. Silvey, Mark Montemayor, Thomas J. Rinn","doi":"10.1177/00224294231207267","DOIUrl":"https://doi.org/10.1177/00224294231207267","url":null,"abstract":"The purpose of this study was to examine the degree to which impostor feelings and selected demographic variables predict burnout among undergraduate music education majors. Participants ( N = 143) completed the Clance Impostor Phenomenon Scale (CIPS) and the Maslach Burnout Inventory for Students. Overall, participants reported relatively high levels of impostor feelings and burnout. Results of multiple regression analyses revealed that CIPS score and year in school significantly predicted exhaustion and cynicism. Participants with higher CIPS scores (more frequent impostor feelings) and more years in school experienced greater exhaustion and cynicism. Descriptive analyses indicated that upper-division and band students experienced more cynicism than lower-division and choral/string/general music education majors, respectively. CIPS score was the only variable that significantly predicted professional efficacy. Participants with lower CIPS scores rated themselves higher in professional efficacy.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"47 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135820172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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