Pub Date : 2021-11-11DOI: 10.1177/87551233211055815
E. S. Palmer, J. Vodicka, Tina Huynh, Christine D’Alexander, Lisa Crawford
Building upon the work of Ladson–Billings, Lind and McKoy, and Shaw, our proposed framework takes into consideration the depth and breadth of musical experiences and contexts, musical content, and the diversity of musical cultures. The proposed framework includes four quadrants: (a) teacher competencies, (b) informed choices, (c) authenticity, and (d) holistic and comparative lessons. The framework provides K–16 teachers with tangible, accessible, and actionable methods for implementing a teaching pedagogy that has often been misunderstood or implemented without fidelity, and therefore ineffective. Each quadrant’s description and detail provide educators with guidance, supporting their individual musical growth, facilitating authentic relationships with students, authentic performances, and careful idea development for lesson planning that is inclusive of multiple musical perspectives and origins. Muñiz and Richards et al. acknowledged that community support and teacher capacity are essential for culturally relevant pedagogy to be implemented effectively, thus increasing students’ academic growth.
{"title":"Grounded Framework for Culturally Relevant and Responsive Music Teaching","authors":"E. S. Palmer, J. Vodicka, Tina Huynh, Christine D’Alexander, Lisa Crawford","doi":"10.1177/87551233211055815","DOIUrl":"https://doi.org/10.1177/87551233211055815","url":null,"abstract":"Building upon the work of Ladson–Billings, Lind and McKoy, and Shaw, our proposed framework takes into consideration the depth and breadth of musical experiences and contexts, musical content, and the diversity of musical cultures. The proposed framework includes four quadrants: (a) teacher competencies, (b) informed choices, (c) authenticity, and (d) holistic and comparative lessons. The framework provides K–16 teachers with tangible, accessible, and actionable methods for implementing a teaching pedagogy that has often been misunderstood or implemented without fidelity, and therefore ineffective. Each quadrant’s description and detail provide educators with guidance, supporting their individual musical growth, facilitating authentic relationships with students, authentic performances, and careful idea development for lesson planning that is inclusive of multiple musical perspectives and origins. Muñiz and Richards et al. acknowledged that community support and teacher capacity are essential for culturally relevant pedagogy to be implemented effectively, thus increasing students’ academic growth.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"24 - 33"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47027510","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 : 2021-11-10DOI: 10.1177/87551233211056995
John-Rine A. Zabanal
Self-care is a topic that has gained traction among helping professionals. It is considered a preventive health care measure used to promote physical and mental health as well as personal well-being. In this article, I use a self-care framework created for social workers and adapt it to music educators with the intention of aiding music teachers in practicing and maintaining their own self-care. The self-care framework is categorized into two dimensions—personal and professional self-care—which each contains various domains. Pragmatic strategies grounded in relevant literature in music education are described in each category within the self-care framework. By providing a self-care framework and relevant strategies, I aim to improve knowledge of self-care practices of music teachers.
{"title":"Research-to-Resource: Applying a Self-Care Framework to Music Education","authors":"John-Rine A. Zabanal","doi":"10.1177/87551233211056995","DOIUrl":"https://doi.org/10.1177/87551233211056995","url":null,"abstract":"Self-care is a topic that has gained traction among helping professionals. It is considered a preventive health care measure used to promote physical and mental health as well as personal well-being. In this article, I use a self-care framework created for social workers and adapt it to music educators with the intention of aiding music teachers in practicing and maintaining their own self-care. The self-care framework is categorized into two dimensions—personal and professional self-care—which each contains various domains. Pragmatic strategies grounded in relevant literature in music education are described in each category within the self-care framework. By providing a self-care framework and relevant strategies, I aim to improve knowledge of self-care practices of music teachers.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"40 1","pages":"5 - 10"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44610013","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 : 2021-11-01DOI: 10.1177/87551233211054093
Alyssa Grey
Music education method courses include pedagogical content essential for successful classroom instruction. Preservice music educators, however, have expressed concerns with their method course experiences. Researchers have found that modeling, peer teaching experiences, various forms of feedback, and video recordings can help improve undergraduates’ teaching skills development. This research-to-resource article provides example applications and recommendations for enhancing preservice music educators’ method course experiences.
{"title":"Research-to-Resource: Rethinking Method Course Instruction","authors":"Alyssa Grey","doi":"10.1177/87551233211054093","DOIUrl":"https://doi.org/10.1177/87551233211054093","url":null,"abstract":"Music education method courses include pedagogical content essential for successful classroom instruction. Preservice music educators, however, have expressed concerns with their method course experiences. Researchers have found that modeling, peer teaching experiences, various forms of feedback, and video recordings can help improve undergraduates’ teaching skills development. This research-to-resource article provides example applications and recommendations for enhancing preservice music educators’ method course experiences.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"40 1","pages":"5 - 9"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45560268","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 : 2021-10-23DOI: 10.1177/87551233211051946
C. Bennett
In this literature review, I examined choral education research that extends beyond Eurocentric norms and in which researchers focused on the transmission of culturally diverse music and/or culturally diverse transmission practices that may connect to culturally diverse choral singers. I focused on practical implications for teaching culturally diverse music with intention and care. Research findings and implications illuminate possibilities for authentic, respectful, and culturally responsive teaching preparation, such as ways to decide on the song(s) one will teach, locate informants and resources, and learn about particular music. Additionally, one can draw meaningful insights for transmission and implementation, such as considerations for teaching context, foreign languages, vocal tone, expression, and movement.Ultimately, I summarized reported practices around building community, collaborative learning, and “horizontal leadership,” which may be apt for building firsthand appreciation and awareness of (culturally diverse) choir peers.
{"title":"Teaching Culturally Diverse Choral Music With Intention and Care: A Review of Literature","authors":"C. Bennett","doi":"10.1177/87551233211051946","DOIUrl":"https://doi.org/10.1177/87551233211051946","url":null,"abstract":"In this literature review, I examined choral education research that extends beyond Eurocentric norms and in which researchers focused on the transmission of culturally diverse music and/or culturally diverse transmission practices that may connect to culturally diverse choral singers. I focused on practical implications for teaching culturally diverse music with intention and care. Research findings and implications illuminate possibilities for authentic, respectful, and culturally responsive teaching preparation, such as ways to decide on the song(s) one will teach, locate informants and resources, and learn about particular music. Additionally, one can draw meaningful insights for transmission and implementation, such as considerations for teaching context, foreign languages, vocal tone, expression, and movement.Ultimately, I summarized reported practices around building community, collaborative learning, and “horizontal leadership,” which may be apt for building firsthand appreciation and awareness of (culturally diverse) choir peers.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"40 1","pages":"60 - 70"},"PeriodicalIF":0.0,"publicationDate":"2021-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43738461","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 : 2021-10-12DOI: 10.1177/87551233211052583
J. Potter
The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers (N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.
{"title":"Preservice Elementary Teachers and Music in the Elementary Classroom","authors":"J. Potter","doi":"10.1177/87551233211052583","DOIUrl":"https://doi.org/10.1177/87551233211052583","url":null,"abstract":"The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers (N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"16 - 23"},"PeriodicalIF":0.0,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45201545","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 : 2021-10-09DOI: 10.1177/87551233211050011
Karen Koner, Abigayle Weaver
The purpose of this study was to explore the effects of mindfulness practices on high school band students. This action research project took place in spring 2020, during the COVID-19 pandemic stay-at-home orders. Four students enrolled in the high school band participated in five weeks of mindfulness practice interventions over the virtual format alongside their instrumental music director. Mindfulness practices included diaphragmatic breathing, relaxation imagery, cued relaxation, and stretching. Throughout the five weeks, student participants discussed improved focus, improvement of stress management, and increased frequency of mindfulness practice. However, four months after data collection was complete, three of the four student participants continued to practice mindfulness techniques on their own time to assist with nervousness, anxiety, and stress.
{"title":"An Exploratory Case Study of Mindfulness Techniques in a High School Band Program During the COVID-19 Pandemic","authors":"Karen Koner, Abigayle Weaver","doi":"10.1177/87551233211050011","DOIUrl":"https://doi.org/10.1177/87551233211050011","url":null,"abstract":"The purpose of this study was to explore the effects of mindfulness practices on high school band students. This action research project took place in spring 2020, during the COVID-19 pandemic stay-at-home orders. Four students enrolled in the high school band participated in five weeks of mindfulness practice interventions over the virtual format alongside their instrumental music director. Mindfulness practices included diaphragmatic breathing, relaxation imagery, cued relaxation, and stretching. Throughout the five weeks, student participants discussed improved focus, improvement of stress management, and increased frequency of mindfulness practice. However, four months after data collection was complete, three of the four student participants continued to practice mindfulness techniques on their own time to assist with nervousness, anxiety, and stress.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"40 1","pages":"71 - 81"},"PeriodicalIF":0.0,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43133272","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 : 2021-10-09DOI: 10.1177/87551233211049542
J. Song
The purpose of this literature review was to analyze and synthesize pedagogical approaches related to developing music education philosophy for preservice music teachers. The literature that I identified covered procedures and strategies that preservice music teachers could apply to their teaching practice. On my analysis of the existing literature, I categorized the development of a philosophy into a four-stage process of (1) discovery, (2) articulation, (3) application, and (4) reflection and revision. Results found in the literature included clear expectations and practical tools for each stage, such as dialogues, reading, writing, and constructive feedback, providing a critical view of music education philosophy and guidelines for effective teaching. Understanding the four-stage process may help preservice music teachers and music teacher educators to establish a concrete plan for the development of music education philosophy, allowing preservice music teachers to acquire more confidence in their transition to inservice teaching.
{"title":"Strategies for the Development of Music Education Philosophy for Preservice Music Teachers: A Literature Review","authors":"J. Song","doi":"10.1177/87551233211049542","DOIUrl":"https://doi.org/10.1177/87551233211049542","url":null,"abstract":"The purpose of this literature review was to analyze and synthesize pedagogical approaches related to developing music education philosophy for preservice music teachers. The literature that I identified covered procedures and strategies that preservice music teachers could apply to their teaching practice. On my analysis of the existing literature, I categorized the development of a philosophy into a four-stage process of (1) discovery, (2) articulation, (3) application, and (4) reflection and revision. Results found in the literature included clear expectations and practical tools for each stage, such as dialogues, reading, writing, and constructive feedback, providing a critical view of music education philosophy and guidelines for effective teaching. Understanding the four-stage process may help preservice music teachers and music teacher educators to establish a concrete plan for the development of music education philosophy, allowing preservice music teachers to acquire more confidence in their transition to inservice teaching.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"41 1","pages":"7 - 15"},"PeriodicalIF":0.0,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43868405","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: 10.1177/87551233211043843
B. Silvey
For researchers who conduct quantitative analyses that involve statistical software such as SPSS or R, nothing is more perilous than hitting the execute button and waiting for those p values to appear on the screen. In the case of p ≤ .05, there is usually great rejoicing and a satisfaction that achieving statistical significance means that your study may result in a publishable article. However, if the output shows p ≥ .05, the need for a stiff drink and psychotherapy develops suddenly. If only the number had been different! All of that hard work for nothing! Due to the distorted nature of this easy and lazy categorization that places research findings into those that matter and those that do not, it should come as no surprise that statisticians disagree on the importance and use of p values (Wasserstein & Lazar, 2016). Indeed, many researchers and data scientists have called for the retirement of statistical significance altogether (Amrhein et al., 2019). Although a complete description and discussion of the debate surrounding significance testing is beyond the scope of these comments, there are many resources available for those individuals who like to fall asleep early (c.f., Brereton, 2020; Kennedy-Shaffer, 2019; Vidgen & Yasseri, 2016). Even though the mission of Update is to present “findings of individual studies without research terminology or jargon” (Update, n.d.), we often include quantitative studies that have varying degrees of statistical mumbo jumbo. (I won’t make any excuses, though, other than maybe I should do a better job as Editor.) Because you have woken from the slumber induced by reading the exhaustive list of the strengths and weaknesses of null hypothesis significance testing cited previously, I thought it would be better to present some ways that researchers are attempting to move beyond the p value. Many of our readers, in addition to be excellent practitioners, endeavor to consume even more sophisticated quantitative research, so knowing more about what is happening within the social sciences and other music education research journals could prove beneficial. In a terrific article by Resnick (2017), the case for and against redefining statistical significance is debated. He claims that there are more nuanced ways to move science forward, and asserts that researchers should consider several things when reporting their data. One consideration is to include effect sizes. For those unaware of effect sizes, they are a quantitative measure of the magnitude of an experimental effect, and are reported alongside p values. Rather than only report whether there was a statistical difference, researchers should include effect sizes to contextualize the importance and practicality of their findings. Depending on the type of statistical test that was computed, you might find Cohen’s d, Hedges g, or partial eta squared (η2) hanging out behind that p value. In other words, just because something is statistically significant does not m
对于那些使用SPSS或R等统计软件进行定量分析的研究人员来说，没有什么比按下执行按钮等待这些p值出现在屏幕上更危险的了。在p≤.05的情况下，通常会感到非常高兴和满足，因为达到统计显著性意味着你的研究可能会发表一篇文章。然而，如果输出显示p≥0.05，则突然出现了对烈性酒和心理治疗的需求。要是数字不一样就好了！所有这些努力都是徒劳的！由于这种简单而懒惰的分类的扭曲性质，将研究结果分为重要的和不重要的，统计学家在p值的重要性和使用上存在分歧也就不足为奇了（Wasserstein和Lazar，2016）。事实上，许多研究人员和数据科学家呼吁完全取消统计学意义（Amrhein et al.，2019）。尽管围绕显著性测试的辩论的完整描述和讨论超出了这些评论的范围，但对于那些喜欢早睡的人来说，有很多资源可用（c.f.，Brereton，2020；Kennedy Shaffer，2019；Vidgen和Yasseri，2016）。尽管更新的任务是呈现“没有研究术语或行话的个别研究结果”（更新，n.d.），但我们通常包括具有不同程度统计复杂性的定量研究。（不过，我不会找任何借口，除了也许我应该做得更好。）因为你已经从之前引用的零假设显著性测试的优点和缺点的详尽列表中醒来了，我认为最好介绍一些研究人员试图超越p值的方法。我们的许多读者，除了是优秀的从业者外，还努力消费更复杂的定量研究，因此，更多地了解社会科学和其他音乐教育研究期刊中正在发生的事情可能会被证明是有益的。在Resnick（2017）的一篇精彩文章中，支持和反对重新定义统计显著性的理由展开了辩论。他声称，有更微妙的方法来推动科学的发展，并断言研究人员在报告数据时应该考虑几件事。一个考虑因素是包括效果大小。对于那些不知道效应大小的人来说，它们是对实验效应大小的定量测量，并与p值一起报告。研究人员不应该只报告是否存在统计差异，而应该包括影响大小，以了解他们发现的重要性和实用性。根据计算的统计检验类型，你可能会发现Cohen的d、Hedges g或偏η平方（η2）在p值后面。换句话说，仅仅因为某件事在统计上有意义并不意味着它有任何真正的重要性。研究人员还可以通过使用置信区间（CI）报告研究结果，提供额外的统计信息和更多的回旋余地。这些区间是“该统计数据周围的一系列值，这些值被认为在一定概率下包含该统计数据的真实值”（Field，2009，第783页）。大多数研究人员使用95%的CI值。这是一种巧妙的方式来指示一系列值——从使用下限到上限——你有95%的信心将包括你的样本统计数据。在p值之后，你可能会看到这样的情况：p=.01，95%置信区间[1.2，2.5]。还有一些不涉及统计数据的问题可以帮助缓解p值引发的焦虑。首先要考虑的是，研究人员应该根据研究结果是新颖的还是重复的，将其置于背景中。如果没有人研究过这个问题、相关数据或进行过类似的方法，那么无论统计结果如何，研究界都应该在推断结果时行使自由裁量权。然而，如果这项研究是对以前研究的复制，或者是继续研究的一部分，我们就有更大的理由接受这些研究的潜在含义。最后，推动了研究数据的免费在线访问。这包括定量和定性数据。如果研究人员愿意让1043843 UPDX1010.177/87551233211043843更新：研究在音乐教育中的应用Silvey Research-article2021
{"title":"Comments From the Editor: How Big Are Your P Values?","authors":"B. Silvey","doi":"10.1177/87551233211043843","DOIUrl":"https://doi.org/10.1177/87551233211043843","url":null,"abstract":"For researchers who conduct quantitative analyses that involve statistical software such as SPSS or R, nothing is more perilous than hitting the execute button and waiting for those p values to appear on the screen. In the case of p ≤ .05, there is usually great rejoicing and a satisfaction that achieving statistical significance means that your study may result in a publishable article. However, if the output shows p ≥ .05, the need for a stiff drink and psychotherapy develops suddenly. If only the number had been different! All of that hard work for nothing! Due to the distorted nature of this easy and lazy categorization that places research findings into those that matter and those that do not, it should come as no surprise that statisticians disagree on the importance and use of p values (Wasserstein & Lazar, 2016). Indeed, many researchers and data scientists have called for the retirement of statistical significance altogether (Amrhein et al., 2019). Although a complete description and discussion of the debate surrounding significance testing is beyond the scope of these comments, there are many resources available for those individuals who like to fall asleep early (c.f., Brereton, 2020; Kennedy-Shaffer, 2019; Vidgen & Yasseri, 2016). Even though the mission of Update is to present “findings of individual studies without research terminology or jargon” (Update, n.d.), we often include quantitative studies that have varying degrees of statistical mumbo jumbo. (I won’t make any excuses, though, other than maybe I should do a better job as Editor.) Because you have woken from the slumber induced by reading the exhaustive list of the strengths and weaknesses of null hypothesis significance testing cited previously, I thought it would be better to present some ways that researchers are attempting to move beyond the p value. Many of our readers, in addition to be excellent practitioners, endeavor to consume even more sophisticated quantitative research, so knowing more about what is happening within the social sciences and other music education research journals could prove beneficial. In a terrific article by Resnick (2017), the case for and against redefining statistical significance is debated. He claims that there are more nuanced ways to move science forward, and asserts that researchers should consider several things when reporting their data. One consideration is to include effect sizes. For those unaware of effect sizes, they are a quantitative measure of the magnitude of an experimental effect, and are reported alongside p values. Rather than only report whether there was a statistical difference, researchers should include effect sizes to contextualize the importance and practicality of their findings. Depending on the type of statistical test that was computed, you might find Cohen’s d, Hedges g, or partial eta squared (η2) hanging out behind that p value. In other words, just because something is statistically significant does not m","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"40 1","pages":"3 - 4"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46511086","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 : 2021-09-28DOI: 10.1177/87551233211041693
Matthew D. Schatt
The purpose of this study was to explore the phenomena of participation in a democratic large ensemble experience in a secondary public school setting. Specific research questions included (a) Do high school band students feel capable of performing a music work without teacher intervention? (b) In what ways do high school band students describe the experience of performing in a student-led large ensemble? (c) What music decisions were most often made by high school band students in a student-led large ensemble? and (d) Were there any changes in high school students’ perceptions of autonomy following a student-led large ensemble music rehearsal and performance experience? Findings illustrated that the democratic experience increased student autonomy and music discrimination across larger distances in the classroom as students listened to other nonsimilar sections. Furthermore, student voice, self-efficacy, and personal affect also increased as a result of the experience. Students felt empowered to offer their rehearsal critiques; however, a lingering concern is that participants continued to feel that their peers would not listen to their opinions on rehearsal issues or strategy usage.
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Pub Date : 2021-09-28DOI: 10.1177/87551233211049427
Laura A. Stambaugh, Carolyn J. Bryan
Music reading is a central part of most band programs, yet research about music reading has rarely included articulation markings. The purpose of this study was to explore the effect of four experimental practice conditions to a control condition on woodwind players’ performance of slur, accent, and staccato markings. A secondary purpose was to examine the role of working memory in performing articulation. The practice conditions used visual and kinesthetic approaches: colored notation, tracing over articulation marks, and speaking syllables. University woodwind players (N = 26) practiced short etudes on 1 day, and they returned approximately 24 hours later for retention testing. Participants’ working memory was strongly related to playing articulation on the first day of practice. Woodwind players prioritized playing slurs over accents and staccatos, and there was some support for tracing with color to support accurate performance of articulation.
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