Pub Date : 2022-01-24DOI: 10.1177/87551233211069313
Tanya R. Allen
As teaching and learning experiences broaden to include more technological innovations, methods of instruction and resource flexibility are becoming increasingly important for educators and students. Open educational resources (OER) have gained international appeal for such flexibility, and post-secondary institutions are at the forefront of creating access to them. Although research related to OER has increased, few researchers have focused on OER in music instruction. In my cross-sectional survey of music faculty in the United States (N = 409), I found that music faculty were generally unaware of OER although most participants would consider adopting an open textbook for a course. Motivating factors for adoption included ease of use and decreased costs for students, whereas time and financial support would be necessary for adoption to be feasible.
{"title":"Awareness and Future Use of Open Educational Resources by Music Faculty","authors":"Tanya R. Allen","doi":"10.1177/87551233211069313","DOIUrl":"https://doi.org/10.1177/87551233211069313","url":null,"abstract":"As teaching and learning experiences broaden to include more technological innovations, methods of instruction and resource flexibility are becoming increasingly important for educators and students. Open educational resources (OER) have gained international appeal for such flexibility, and post-secondary institutions are at the forefront of creating access to them. Although research related to OER has increased, few researchers have focused on OER in music instruction. In my cross-sectional survey of music faculty in the United States (N = 409), I found that music faculty were generally unaware of OER although most participants would consider adopting an open textbook for a course. Motivating factors for adoption included ease of use and decreased costs for students, whereas time and financial support would be necessary for adoption to be feasible.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"48 - 59"},"PeriodicalIF":0.0,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48387815","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 : 2022-01-18DOI: 10.1177/87551233211072317
B. Silvey
Along with individual studies that eliminate or reduce research terminology and jargon, Update is perhaps best known for publishing reviews of literature. After a quick interview regarding this topic with Brian Silvey (N = 1), the person who is also typing this editorial, I discovered that he often finds literature reviews difficult to write, somewhat tedious, and often boring to read. However, in my role as Editor, I have been impressed with the literature reviews that have appeared in the journal. Regardless of whether a literature review is freestanding, such as those found in Update or traditional dissertations, or is part of a research study, there are characteristics that distinguish great literature reviews from those that are notas-great. These four suggestions are presented in no particular order, but I do hope they prove helpful, and certainly for those authors who are considering submitting a literature review to Update.
{"title":"Comments From the Editor: I Did These Four Things. My Literature Reviews Will Never Be the Same.","authors":"B. Silvey","doi":"10.1177/87551233211072317","DOIUrl":"https://doi.org/10.1177/87551233211072317","url":null,"abstract":"Along with individual studies that eliminate or reduce research terminology and jargon, Update is perhaps best known for publishing reviews of literature. After a quick interview regarding this topic with Brian Silvey (N = 1), the person who is also typing this editorial, I discovered that he often finds literature reviews difficult to write, somewhat tedious, and often boring to read. However, in my role as Editor, I have been impressed with the literature reviews that have appeared in the journal. Regardless of whether a literature review is freestanding, such as those found in Update or traditional dissertations, or is part of a research study, there are characteristics that distinguish great literature reviews from those that are notas-great. These four suggestions are presented in no particular order, but I do hope they prove helpful, and certainly for those authors who are considering submitting a literature review to Update.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":" ","pages":"3 - 4"},"PeriodicalIF":0.0,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46917734","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 : 2022-01-18DOI: 10.1177/87551233221074081
{"title":"2022 Call for Applications or Nominations for Update Associate Editor/Editor-Elect","authors":"","doi":"10.1177/87551233221074081","DOIUrl":"https://doi.org/10.1177/87551233221074081","url":null,"abstract":"","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46728115","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 : 2022-01-18DOI: 10.1177/87551233221074079
{"title":"2022 Call for Nominations for the Update Editorial Committee","authors":"","doi":"10.1177/87551233221074079","DOIUrl":"https://doi.org/10.1177/87551233221074079","url":null,"abstract":"","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"40 1","pages":"75 - 75"},"PeriodicalIF":0.0,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45126386","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 : 2022-01-18DOI: 10.1177/87551233221074080
{"title":"2022 Call for Nominations for the JRME Editorial Committee","authors":"","doi":"10.1177/87551233221074080","DOIUrl":"https://doi.org/10.1177/87551233221074080","url":null,"abstract":"","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"40 1","pages":"76 - 76"},"PeriodicalIF":0.0,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43959551","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 : 2022-01-03DOI: 10.1177/87551233211068391
Kathryn D. Brimhall
The purpose of this review of literature was to investigate the unique issues facing female band directors at the high school and college levels. A search of 5 different databases was conducted, and 39 studies met the inclusion criteria for this study. Results of this review of literature are presented according to the following themes: (a) historical background, (b) underrepresentation and lack of female mentors, (c) motherhood, and (d) discrimination. Although the number of female high school and college band directors continues to increase, there are many different issues that women may face professionally. Despite these issues, women continue to persevere as they fight for their place on the podium. Recommendations for female music educators are provided, as well as suggestions for future research.
{"title":"Issues Facing Female Band Directors at the High School and College Levels: A Review of Literature","authors":"Kathryn D. Brimhall","doi":"10.1177/87551233211068391","DOIUrl":"https://doi.org/10.1177/87551233211068391","url":null,"abstract":"The purpose of this review of literature was to investigate the unique issues facing female band directors at the high school and college levels. A search of 5 different databases was conducted, and 39 studies met the inclusion criteria for this study. Results of this review of literature are presented according to the following themes: (a) historical background, (b) underrepresentation and lack of female mentors, (c) motherhood, and (d) discrimination. Although the number of female high school and college band directors continues to increase, there are many different issues that women may face professionally. Despite these issues, women continue to persevere as they fight for their place on the podium. Recommendations for female music educators are provided, as well as suggestions for future research.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"20 - 27"},"PeriodicalIF":0.0,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43803430","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 : 2021-12-23DOI: 10.1177/87551233211067095
Bryan E. Nichols
The documentation of popular music curricula in K12 schools is used to suggest the secondary ensemble directors in schools can learn more about the role of popular music in the lives of students. Further, ensemble directors are encouraged to consider bridging music-making in school to young adulthood by way of providing encouragement and experience playing solo instruments and developing skills on secondary instruments that may lend themselves to inclusion of popular music styles. A list of suggestions is offered for developing confidence and proficiency in individual performance.
{"title":"The Positive Influence of the Popular Music Movement","authors":"Bryan E. Nichols","doi":"10.1177/87551233211067095","DOIUrl":"https://doi.org/10.1177/87551233211067095","url":null,"abstract":"The documentation of popular music curricula in K12 schools is used to suggest the secondary ensemble directors in schools can learn more about the role of popular music in the lives of students. Further, ensemble directors are encouraged to consider bridging music-making in school to young adulthood by way of providing encouragement and experience playing solo instruments and developing skills on secondary instruments that may lend themselves to inclusion of popular music styles. A list of suggestions is offered for developing confidence and proficiency in individual performance.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"4 - 6"},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49252014","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 : 2021-12-03DOI: 10.1177/87551233211061119
Rhonda S. Hackworth
The purpose of this literature review was to identify scholarship pertaining to teachers’ vocal health and to discuss implications for music teachers. The review includes studies where researchers have addressed vocal health issues for K–12 teachers of all subjects as well as issues unique to music teachers. Risk factors, measurement, and treatments for teachers’ voice disorders were also explored. Much is written about the prevalence and treatment of voice disorders in the teaching profession, but there is less information about the prevention of the disorders. More research is needed that specifically concentrates on prevention, and vocal hygiene education in teacher training programs should be increased. Education about vocal health is needed, coupled with strategies for ensuring that teachers make the connection between what they learn in vocal hygiene education and how they manage their vocal health on a daily basis.
{"title":"Vocal Health Implications for Music Teachers: A Literature Review","authors":"Rhonda S. Hackworth","doi":"10.1177/87551233211061119","DOIUrl":"https://doi.org/10.1177/87551233211061119","url":null,"abstract":"The purpose of this literature review was to identify scholarship pertaining to teachers’ vocal health and to discuss implications for music teachers. The review includes studies where researchers have addressed vocal health issues for K–12 teachers of all subjects as well as issues unique to music teachers. Risk factors, measurement, and treatments for teachers’ voice disorders were also explored. Much is written about the prevalence and treatment of voice disorders in the teaching profession, but there is less information about the prevention of the disorders. More research is needed that specifically concentrates on prevention, and vocal hygiene education in teacher training programs should be increased. Education about vocal health is needed, coupled with strategies for ensuring that teachers make the connection between what they learn in vocal hygiene education and how they manage their vocal health on a daily basis.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"42 1","pages":"12 - 21"},"PeriodicalIF":0.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48942503","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 : 2021-12-01DOI: 10.1177/87551233211061483
S. Kang
In a diverse society, it is crucial to transform one’s attitudes from ethnocentric to ethnorelative to deeply engage in, negotiate, and reconcile various cultural manifestations. Using the umbrella term of intercultural development, I reviewed empirical studies of cross-cultural endeavors, contexts, and outcomes among music students and teachers in K–12 and higher education settings. Intercultural development takes place in various contexts, including classroom projects, university partnerships, service learning, and professional development. According to the literature, music students and teachers working in intercultural settings have elicited learning outcomes related to their intercultural development. The outcomes included intercultural competence and sensitivity, musical and pedagogical understanding, and critical awareness of power dynamics. Based on the literature review, I provide implications for intercultural development in music teaching and learning, and suggest future research directions for scholars.
{"title":"Intercultural Development Among Music Students and Teachers: A Literature Review","authors":"S. Kang","doi":"10.1177/87551233211061483","DOIUrl":"https://doi.org/10.1177/87551233211061483","url":null,"abstract":"In a diverse society, it is crucial to transform one’s attitudes from ethnocentric to ethnorelative to deeply engage in, negotiate, and reconcile various cultural manifestations. Using the umbrella term of intercultural development, I reviewed empirical studies of cross-cultural endeavors, contexts, and outcomes among music students and teachers in K–12 and higher education settings. Intercultural development takes place in various contexts, including classroom projects, university partnerships, service learning, and professional development. According to the literature, music students and teachers working in intercultural settings have elicited learning outcomes related to their intercultural development. The outcomes included intercultural competence and sensitivity, musical and pedagogical understanding, and critical awareness of power dynamics. Based on the literature review, I provide implications for intercultural development in music teaching and learning, and suggest future research directions for scholars.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"45 - 53"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43212888","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 : 2021-11-15DOI: 10.1177/87551233211056632
R. Palese, Robert A. Duke
We asked school- and college-aged instrumentalists (N = 32) to imagine an ideal performance of a brief passage of music, record a performance of the passage, and describe discrepancies they noticed between their imagined and actual performances. The more experienced participants took at least as much time to imagine their idealized performances as it took to perform them; less experienced participants took less time to imagine what they were about to play. There were no differences among experience levels in the numbers or types of discrepancies identified. The differences between more and less experienced participants were also evident in a subsequent practice period. More experienced musicians’ practice included more frequent moments of pause, whereas school-aged participants seldom paused and tended to address performance issues other than those identified in their commentaries.
{"title":"Thinking Time in Music Practice","authors":"R. Palese, Robert A. Duke","doi":"10.1177/87551233211056632","DOIUrl":"https://doi.org/10.1177/87551233211056632","url":null,"abstract":"We asked school- and college-aged instrumentalists (N = 32) to imagine an ideal performance of a brief passage of music, record a performance of the passage, and describe discrepancies they noticed between their imagined and actual performances. The more experienced participants took at least as much time to imagine their idealized performances as it took to perform them; less experienced participants took less time to imagine what they were about to play. There were no differences among experience levels in the numbers or types of discrepancies identified. The differences between more and less experienced participants were also evident in a subsequent practice period. More experienced musicians’ practice included more frequent moments of pause, whereas school-aged participants seldom paused and tended to address performance issues other than those identified in their commentaries.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"34 - 44"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47274118","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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