Pub Date : 2022-07-13DOI: 10.1177/87551233221111078
Thomas J. Rinn
The coronavirus pandemic has disrupted music education worldwide with a particular impact on choral music. The purpose of this research-to-resource article is to provide music educators with research-based strategies for recruitment and persistence in choral music during the pandemic recovery. Using the theoretical frameworks of self-determination theory (Ryan & Deci, 2017) and expectancy-value theory (Wigfield & Eccles, 2000), I identified the themes of (a) value, (b) competence, (c) relatedness, (d) autonomy, and (e) costs as contributing factors to participation and persistence in elective music. As we recover from the pandemic, choir teachers and those who support them may benefit from the use of student-centered instruction, inclusive teaching practices, and aligning choral program values with that of the community in which a program exists.
{"title":"Research-to-Resource: Persistence and Recruitment in Elective Choral Music During the Pandemic Recovery","authors":"Thomas J. Rinn","doi":"10.1177/87551233221111078","DOIUrl":"https://doi.org/10.1177/87551233221111078","url":null,"abstract":"The coronavirus pandemic has disrupted music education worldwide with a particular impact on choral music. The purpose of this research-to-resource article is to provide music educators with research-based strategies for recruitment and persistence in choral music during the pandemic recovery. Using the theoretical frameworks of self-determination theory (Ryan & Deci, 2017) and expectancy-value theory (Wigfield & Eccles, 2000), I identified the themes of (a) value, (b) competence, (c) relatedness, (d) autonomy, and (e) costs as contributing factors to participation and persistence in elective music. As we recover from the pandemic, choir teachers and those who support them may benefit from the use of student-centered instruction, inclusive teaching practices, and aligning choral program values with that of the community in which a program exists.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"5 - 11"},"PeriodicalIF":0.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41730114","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 : 2022-06-23DOI: 10.1177/87551233221104654
Margaret A. Lanier
Improvisation is an important element of global musical practices. However, musical improvisation is often neglected in K-12 and collegiate music education programs, with some music educators suggesting that improvisation cannot be taught. Rather, improvisation must be facilitated, enabled, and fostered. In this review of literature, I examined musicians’ experiences when improvising to provide information about the characteristics of the environment needed to foster student improvisation. I drew upon recent developments in music perception and cognition studies to frame a view of individual and group processes in improvisation, and I suggest steps teachers can take to facilitate improvisation in music education settings.
{"title":"Experiences of Musical Improvisation: Self-Individuation and Participatory Sense-Making","authors":"Margaret A. Lanier","doi":"10.1177/87551233221104654","DOIUrl":"https://doi.org/10.1177/87551233221104654","url":null,"abstract":"Improvisation is an important element of global musical practices. However, musical improvisation is often neglected in K-12 and collegiate music education programs, with some music educators suggesting that improvisation cannot be taught. Rather, improvisation must be facilitated, enabled, and fostered. In this review of literature, I examined musicians’ experiences when improvising to provide information about the characteristics of the environment needed to foster student improvisation. I drew upon recent developments in music perception and cognition studies to frame a view of individual and group processes in improvisation, and I suggest steps teachers can take to facilitate improvisation in music education settings.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"68 - 77"},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45604479","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 : 2022-06-01DOI: 10.1177/87551233221098882
B. Silvey
{"title":"Comments From the Editor: Shut Up and Play: The Expected Life of a Compliant and Dumb Ensemble Member","authors":"B. Silvey","doi":"10.1177/87551233221098882","DOIUrl":"https://doi.org/10.1177/87551233221098882","url":null,"abstract":"","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"40 1","pages":"3 - 4"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43584906","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 : 2022-05-25DOI: 10.1177/87551233221096858
Laura S. Brown, E. Draper, Jellison A. Judith
Children with autism spectrum disorder (ASD) are frequently included in regular music classrooms, yet little is known about teachers’ and students’ classroom experiences. We sent a 35-question survey to all members of the National Association for Music Education who had identified themselves as elementary music teachers. We received a total of 569 responses; we analyzed the results from 441 who taught in the United States and who completed the entire survey. Most teachers were positive about including students with ASD and confident in teaching them. Teachers who expressed greater confidence in teaching students with ASD had more instruction related to special education during their undergraduate preparation and collaborated with more professionals in their school settings. Teachers reported that students with ASD were included in most of the regular music curriculum, and interactions with classmates were reported to be positive. Implications for teacher preparation, collaboration, and students’ music learning are discussed.
{"title":"Inside Inclusive Elementary Music Classrooms: Teachers and Their Students With Autism Spectrum Disorder","authors":"Laura S. Brown, E. Draper, Jellison A. Judith","doi":"10.1177/87551233221096858","DOIUrl":"https://doi.org/10.1177/87551233221096858","url":null,"abstract":"Children with autism spectrum disorder (ASD) are frequently included in regular music classrooms, yet little is known about teachers’ and students’ classroom experiences. We sent a 35-question survey to all members of the National Association for Music Education who had identified themselves as elementary music teachers. We received a total of 569 responses; we analyzed the results from 441 who taught in the United States and who completed the entire survey. Most teachers were positive about including students with ASD and confident in teaching them. Teachers who expressed greater confidence in teaching students with ASD had more instruction related to special education during their undergraduate preparation and collaborated with more professionals in their school settings. Teachers reported that students with ASD were included in most of the regular music curriculum, and interactions with classmates were reported to be positive. Implications for teacher preparation, collaboration, and students’ music learning are discussed.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"48 - 56"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46388215","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 : 2022-05-18DOI: 10.1177/87551233221094835
H. N. Shouldice
Women continue to be statistical minorities in the field of secondary band teaching, and past researchers have described the unique challenges and struggles of female band directors. Many of these experiences can be uniquely understood through the lens of gender microaggressions. In this literature review, I provide an overview of the various types of gender microaggressions with corresponding examples documented in existing research on the experiences of female band directors. Based on this analysis, I suggest gender microaggressions are an issue in the field of secondary band teaching and conclude by discussing possible ways to combat gender microaggressions and make the secondary band profession more equitable for women.
{"title":"Gender Microaggressions: An Examination of Existing Research on the Experiences of Female Band Directors","authors":"H. N. Shouldice","doi":"10.1177/87551233221094835","DOIUrl":"https://doi.org/10.1177/87551233221094835","url":null,"abstract":"Women continue to be statistical minorities in the field of secondary band teaching, and past researchers have described the unique challenges and struggles of female band directors. Many of these experiences can be uniquely understood through the lens of gender microaggressions. In this literature review, I provide an overview of the various types of gender microaggressions with corresponding examples documented in existing research on the experiences of female band directors. Based on this analysis, I suggest gender microaggressions are an issue in the field of secondary band teaching and conclude by discussing possible ways to combat gender microaggressions and make the secondary band profession more equitable for women.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"37 - 47"},"PeriodicalIF":0.0,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45644343","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 : 2022-05-16DOI: 10.1177/87551233221095051
Vanessa Mio, Brenda Brenner
Throughout the learning process, it is common for students to transition to a new teacher, whether they relocate, decide to change teachers, or study at a summer program. During this transition, students must adapt to a potentially different pedagogical philosophy, language, and performance expectations. Using a multiple case study research design, we explored the perceptions of four adolescent violin students who experienced this transitional process while studying with Mimi Zweig at the four-week Indiana University Summer String Academy. We analyzed the interview data, observations, and external data sources through the lens of attribution theory. Results indicated that the participants not only acquired greater self-efficacy and motivation after studying with a new teacher but also endured performance anxiety. These findings inform studio instrumental instructors of the challenges students experience when studying with a new teacher and the physiological and emotional challenges that often accompany change.
{"title":"“Unlearning and Relearning”: Adolescent Students’ Perspectives on Transitioning to a New Teacher and Environment","authors":"Vanessa Mio, Brenda Brenner","doi":"10.1177/87551233221095051","DOIUrl":"https://doi.org/10.1177/87551233221095051","url":null,"abstract":"Throughout the learning process, it is common for students to transition to a new teacher, whether they relocate, decide to change teachers, or study at a summer program. During this transition, students must adapt to a potentially different pedagogical philosophy, language, and performance expectations. Using a multiple case study research design, we explored the perceptions of four adolescent violin students who experienced this transitional process while studying with Mimi Zweig at the four-week Indiana University Summer String Academy. We analyzed the interview data, observations, and external data sources through the lens of attribution theory. Results indicated that the participants not only acquired greater self-efficacy and motivation after studying with a new teacher but also endured performance anxiety. These findings inform studio instrumental instructors of the challenges students experience when studying with a new teacher and the physiological and emotional challenges that often accompany change.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"42 1","pages":"72 - 80"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41497508","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 : 2022-04-06DOI: 10.1177/87551233221087407
Jacob D. Holster
Students’ motivation to engage in elective music courses can be complicated or nuanced and is often informed by myriad personal and environmental factors. In this review of literature, I examine general education and music education research related to organismic perspectives on the development and maintenance of academic motivation among middle school students. The motivational constructs considered were Eccles’ task values (i.e., interest, attainment, utility, and cost) and Deci and Ryan’s psychological needs (i.e., autonomy, competence, and relatedness). When adolescents evaluate the importance, usefulness, enjoyment, and cost of the electives in which they take part, they are formulating task value beliefs. The more that students value a task, the greater the likelihood they will continue to engage in the task despite the costs. Continued task engagement, however, may require that students’ psychological needs for autonomy, competence, and relatedness be met. Implications and suggestions for music teachers are also presented.
{"title":"Adopting an Organismic Perspective on Adolescent Academic Motivation for Instrumental Ensemble Participation","authors":"Jacob D. Holster","doi":"10.1177/87551233221087407","DOIUrl":"https://doi.org/10.1177/87551233221087407","url":null,"abstract":"Students’ motivation to engage in elective music courses can be complicated or nuanced and is often informed by myriad personal and environmental factors. In this review of literature, I examine general education and music education research related to organismic perspectives on the development and maintenance of academic motivation among middle school students. The motivational constructs considered were Eccles’ task values (i.e., interest, attainment, utility, and cost) and Deci and Ryan’s psychological needs (i.e., autonomy, competence, and relatedness). When adolescents evaluate the importance, usefulness, enjoyment, and cost of the electives in which they take part, they are formulating task value beliefs. The more that students value a task, the greater the likelihood they will continue to engage in the task despite the costs. Continued task engagement, however, may require that students’ psychological needs for autonomy, competence, and relatedness be met. Implications and suggestions for music teachers are also presented.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"57 - 67"},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46593383","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 : 2022-04-02DOI: 10.1177/87551233221084366
D. Saccardi
Music educators are exploring ways to implement peer-assisted learning in their classrooms in an effort to foster a more inclusive and collaborative learning environment. By observing students in peer teaching roles, teachers can gain information related to individual levels of social appropriateness as well as skill comprehension, and additional individual repetitions of skill sequences can occur during a class period. In this research to resource article, I discuss research literature related to academic, social, and emotional benefits of peer-assisted learning. Two prominent approaches, cross-age peer tutoring and reciprocal peer tutoring, are outlined and the merits of each approach discussed. Strategies for successfully implementing peer-assisted learning in the music classroom are presented. Intelligently preparing peer-assisted learning and objectively assessing the outcome could allow this teaching and learning strategy to become a valuable part of a music teacher’s classroom routine and instructional toolkit.
{"title":"Research-to-Resource: Peer-Assisted Learning in the Music Program","authors":"D. Saccardi","doi":"10.1177/87551233221084366","DOIUrl":"https://doi.org/10.1177/87551233221084366","url":null,"abstract":"Music educators are exploring ways to implement peer-assisted learning in their classrooms in an effort to foster a more inclusive and collaborative learning environment. By observing students in peer teaching roles, teachers can gain information related to individual levels of social appropriateness as well as skill comprehension, and additional individual repetitions of skill sequences can occur during a class period. In this research to resource article, I discuss research literature related to academic, social, and emotional benefits of peer-assisted learning. Two prominent approaches, cross-age peer tutoring and reciprocal peer tutoring, are outlined and the merits of each approach discussed. Strategies for successfully implementing peer-assisted learning in the music classroom are presented. Intelligently preparing peer-assisted learning and objectively assessing the outcome could allow this teaching and learning strategy to become a valuable part of a music teacher’s classroom routine and instructional toolkit.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"15 - 19"},"PeriodicalIF":0.0,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47629768","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 : 2022-03-17DOI: 10.1177/87551233221082507
Seth Pendergast
Sustaining or increasing participation in school choral programs is a priority among choral music educators. Motivation frameworks are helpful tools for understanding why students start, stop, or sustain involvement in activities. In this article, I explore some of the sociopsychological factors associated with choral music participation through the lens of two motivation frameworks: Self-determination theory (SDT) and Expectancy-value theory (EVT). First, I use SDT to highlight classroom characteristics that encourage intrinsic motivation and sustain long-term engagement in choir. Second, I explore how concepts from EVT are important to consider when designing a choral program and the associated recruiting strategies. Finally, I frame choral music participation as an inherently complex phenomenon—differences between enrollment rates and program characteristics are to be expected and welcomed, given the numerous ways motivational factors and school environments influence involvement. I briefly address each motivation theory followed by multiple classroom applications.
{"title":"Research-to-Resource: Two Motivation Frameworks for Encouraging School Choral Participation","authors":"Seth Pendergast","doi":"10.1177/87551233221082507","DOIUrl":"https://doi.org/10.1177/87551233221082507","url":null,"abstract":"Sustaining or increasing participation in school choral programs is a priority among choral music educators. Motivation frameworks are helpful tools for understanding why students start, stop, or sustain involvement in activities. In this article, I explore some of the sociopsychological factors associated with choral music participation through the lens of two motivation frameworks: Self-determination theory (SDT) and Expectancy-value theory (EVT). First, I use SDT to highlight classroom characteristics that encourage intrinsic motivation and sustain long-term engagement in choir. Second, I explore how concepts from EVT are important to consider when designing a choral program and the associated recruiting strategies. Finally, I frame choral music participation as an inherently complex phenomenon—differences between enrollment rates and program characteristics are to be expected and welcomed, given the numerous ways motivational factors and school environments influence involvement. I briefly address each motivation theory followed by multiple classroom applications.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"5 - 14"},"PeriodicalIF":0.0,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46759602","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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