Pub Date : 2021-02-16DOI: 10.1177/8755123321995953
Alvin F. Simpson
I surveyed inservice instrumental music educators (N = 96) to determine their comfort level for teaching and performing on secondary band instruments. Research questions included the following: (a) How comfortable do inservice music educators feel teaching and performing on secondary instruments? (b) Does grade level affect educators’ comfort levels? (c) Does the educators’ primary instrument family relate to their perceived comfort level for teaching and playing on secondary instruments? and (d) Does the format of instrument classes during preparation programs influence educators’ comfort for teaching and playing secondary instruments? Participants reported moderate comfort on most instruments, with brass being most comfortable. Participants indicating woodwind as a primary instrument reported an overall higher comfort level for teaching and performing on brass instruments, whereas low comfort levels on double reeds. High school educators felt least comfortable teaching and performing on secondary instruments. Participants who took Split-Families and Semester-Families preservice classes felt more comfortable performing on secondary instruments versus those who took Individual-Instrument courses.
{"title":"Inservice Music Educators’ Perceived Comfort for Teaching and Performing on Secondary Band Instruments","authors":"Alvin F. Simpson","doi":"10.1177/8755123321995953","DOIUrl":"https://doi.org/10.1177/8755123321995953","url":null,"abstract":"I surveyed inservice instrumental music educators (N = 96) to determine their comfort level for teaching and performing on secondary band instruments. Research questions included the following: (a) How comfortable do inservice music educators feel teaching and performing on secondary instruments? (b) Does grade level affect educators’ comfort levels? (c) Does the educators’ primary instrument family relate to their perceived comfort level for teaching and playing on secondary instruments? and (d) Does the format of instrument classes during preparation programs influence educators’ comfort for teaching and playing secondary instruments? Participants reported moderate comfort on most instruments, with brass being most comfortable. Participants indicating woodwind as a primary instrument reported an overall higher comfort level for teaching and performing on brass instruments, whereas low comfort levels on double reeds. High school educators felt least comfortable teaching and performing on secondary instruments. Participants who took Split-Families and Semester-Families preservice classes felt more comfortable performing on secondary instruments versus those who took Individual-Instrument courses.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"39 1","pages":"11 - 19"},"PeriodicalIF":0.0,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8755123321995953","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42767516","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 : 2021-02-01DOI: 10.1177/8755123320985086
B. Silvey
After several minutes of online searching, I could not find this manuscript anywhere. It turns out that it has not been written yet, but I am sure there are many of us who have attempted this as a one-shot investigation in the past. And when trying to craft an appropriate title for my dissertation in graduate school, I may have taken two or three shots at finalizing that one, but it all remains pretty hazy. I hope that my attempt at creating a somewhat clickbait title has gotten you to read at least this far. Although creating a title for a manuscript seems easy, I have been thinking more about the importance of titles in my own scholarly work. According to the American Psychological Association (2020), “the title should summarize the main idea of the paper simply and, if possible, in a way that is engaging for readers” (p. 31). Unless we are searching for manuscripts that align with our own interests, the title may be the deciding factor in whether an article is read or downloaded by the casual reader. Therefore, if you potentially want more people to read your manuscript, this advice seems like a sensible place to begin when formulating your title. One problem with titles can be wordiness. This is probably why the original title for these comments, “The Effects of Drinking Inexpensive, Moderately Expensive, and Expensive Bourbon on Creating Manuscript Titles While Reading Student Comments About Your Teaching and Contemplating a New Career Path,” was shortened by an editor before publication. There is research evidence suggesting that articles with longer titles are downloaded less than articles with shorter titles (Hallock & Dillner, 2016). When thinking about how to title your next manuscript, there are three types of titles that have been identified as most common: (1) declarative, (2) descriptive, and (3) question (Wager et al., 2016). Declarative titles often include the main finding of the research that was conducted. Using my silly example, I could have written “Drinking Bourbon Makes for Better Manuscript Titles.” (I really think it does, but I have no empirical evidence to make this assertion.) This style might encourage potential readers to engage further with the manuscript due to their interest in a particular topic or finding. “Gayand Straight-Sounding Auditory Cues Elicit Stereotyping About Teaching Effectiveness” (Taylor & Raadt, 2020) is a recent and real example of a declarative title. Although I have no previous research experience with auditory cues or teaching stereotypes, my intrigue at the title caused me to download and read an article I might otherwise have scrolled past without much thought. “The Effects of Bourbon Drinking on Creating Manuscript Titles” is an example of a descriptive title. It is easy to tease out the variables (i.e., bourbon drinking, manuscript titles) and ponder their potential relationship. A would-be reader knows that some number of individuals in my study drank bourbon and created manuscript title
{"title":"Comments From the Editor: The Effects of Bourbon Drinking on Creating Manuscript Titles","authors":"B. Silvey","doi":"10.1177/8755123320985086","DOIUrl":"https://doi.org/10.1177/8755123320985086","url":null,"abstract":"After several minutes of online searching, I could not find this manuscript anywhere. It turns out that it has not been written yet, but I am sure there are many of us who have attempted this as a one-shot investigation in the past. And when trying to craft an appropriate title for my dissertation in graduate school, I may have taken two or three shots at finalizing that one, but it all remains pretty hazy. I hope that my attempt at creating a somewhat clickbait title has gotten you to read at least this far. Although creating a title for a manuscript seems easy, I have been thinking more about the importance of titles in my own scholarly work. According to the American Psychological Association (2020), “the title should summarize the main idea of the paper simply and, if possible, in a way that is engaging for readers” (p. 31). Unless we are searching for manuscripts that align with our own interests, the title may be the deciding factor in whether an article is read or downloaded by the casual reader. Therefore, if you potentially want more people to read your manuscript, this advice seems like a sensible place to begin when formulating your title. One problem with titles can be wordiness. This is probably why the original title for these comments, “The Effects of Drinking Inexpensive, Moderately Expensive, and Expensive Bourbon on Creating Manuscript Titles While Reading Student Comments About Your Teaching and Contemplating a New Career Path,” was shortened by an editor before publication. There is research evidence suggesting that articles with longer titles are downloaded less than articles with shorter titles (Hallock & Dillner, 2016). When thinking about how to title your next manuscript, there are three types of titles that have been identified as most common: (1) declarative, (2) descriptive, and (3) question (Wager et al., 2016). Declarative titles often include the main finding of the research that was conducted. Using my silly example, I could have written “Drinking Bourbon Makes for Better Manuscript Titles.” (I really think it does, but I have no empirical evidence to make this assertion.) This style might encourage potential readers to engage further with the manuscript due to their interest in a particular topic or finding. “Gayand Straight-Sounding Auditory Cues Elicit Stereotyping About Teaching Effectiveness” (Taylor & Raadt, 2020) is a recent and real example of a declarative title. Although I have no previous research experience with auditory cues or teaching stereotypes, my intrigue at the title caused me to download and read an article I might otherwise have scrolled past without much thought. “The Effects of Bourbon Drinking on Creating Manuscript Titles” is an example of a descriptive title. It is easy to tease out the variables (i.e., bourbon drinking, manuscript titles) and ponder their potential relationship. A would-be reader knows that some number of individuals in my study drank bourbon and created manuscript title","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"39 1","pages":"3 - 4"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8755123320985086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45390121","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 : 2021-02-01DOI: 10.1177/8755123320965935
Tianna M. Gilliam
The purpose of this study was to assess the effects of three choral configurations on a soprano section’s sound. The first configuration resembled a choir section without an assigned standing position, the second configuration grouped singers by timbre, and the third used acoustic-compatibility placement. Three conductors configured a university soprano section (N = 13) who were audio-recorded singing in each configuration and answered questions about their perceptions. Audio recordings were analyzed acoustically using long-term average spectra and perceptually through pitch analysis and listener perceptions. Results indicated that participants sang with significantly increased spectral energy in the acoustic-compatibility configuration (p < .001), and both singer and listener participants preferred intentional standing configurations over the random standing configuration. Findings from this study suggest that choral directors can use intentional configurations in conjunction with 2 ft intersinger spacing to improve singer comfort and overall sound.
{"title":"Effects of Three Common Choral Configurations on Acoustic and Perceptual Measures of a Soprano Section’s Sound","authors":"Tianna M. Gilliam","doi":"10.1177/8755123320965935","DOIUrl":"https://doi.org/10.1177/8755123320965935","url":null,"abstract":"The purpose of this study was to assess the effects of three choral configurations on a soprano section’s sound. The first configuration resembled a choir section without an assigned standing position, the second configuration grouped singers by timbre, and the third used acoustic-compatibility placement. Three conductors configured a university soprano section (N = 13) who were audio-recorded singing in each configuration and answered questions about their perceptions. Audio recordings were analyzed acoustically using long-term average spectra and perceptually through pitch analysis and listener perceptions. Results indicated that participants sang with significantly increased spectral energy in the acoustic-compatibility configuration (p < .001), and both singer and listener participants preferred intentional standing configurations over the random standing configuration. Findings from this study suggest that choral directors can use intentional configurations in conjunction with 2 ft intersinger spacing to improve singer comfort and overall sound.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"39 1","pages":"54 - 66"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8755123320965935","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43349815","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 : 2021-01-19DOI: 10.1177/8755123321989299
Alec D. Scherer
The purpose of this study was to examine inservice high school band directors’ perceptions and applications of democratic rehearsal procedures in concert band rehearsals. Respondents (N = 216) were members of the National Association for Music Education who were currently teaching concert band at the high school level. Respondents indicated that “identify and describe opportunities for individual and ensemble performance improvement” and “student-led sectionals” were considered the most important democratic rehearsal procedures for their students to experience. These same procedures were also the most frequently used democratic rehearsal procedures. Analysis of open-ended responses revealed that respondents believed student ownership, student engagement, and student growth as musicians and leaders were advantages to implementing democratic rehearsal procedures. Potential disadvantages included issues related to student ability, rehearsal time limitations, unfamiliar classroom dynamics, and availability of classroom resources. Implications for music teachers are discussed.
{"title":"High School Band Directors’ Perceptions and Applications of Democratic Rehearsal Procedures in Concert Band Rehearsals","authors":"Alec D. Scherer","doi":"10.1177/8755123321989299","DOIUrl":"https://doi.org/10.1177/8755123321989299","url":null,"abstract":"The purpose of this study was to examine inservice high school band directors’ perceptions and applications of democratic rehearsal procedures in concert band rehearsals. Respondents (N = 216) were members of the National Association for Music Education who were currently teaching concert band at the high school level. Respondents indicated that “identify and describe opportunities for individual and ensemble performance improvement” and “student-led sectionals” were considered the most important democratic rehearsal procedures for their students to experience. These same procedures were also the most frequently used democratic rehearsal procedures. Analysis of open-ended responses revealed that respondents believed student ownership, student engagement, and student growth as musicians and leaders were advantages to implementing democratic rehearsal procedures. Potential disadvantages included issues related to student ability, rehearsal time limitations, unfamiliar classroom dynamics, and availability of classroom resources. Implications for music teachers are discussed.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"39 1","pages":"47 - 55"},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8755123321989299","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46400245","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 : 2021-01-19DOI: 10.1177/8755123320988528
Bryan Powell
The recent increase in popular music education in K–12 school music programs is in part due to the expansion of modern band programming throughout the United States. Modern band is a term used to describe school music ensembles that include popular music instruments and focus on performing music that is meaningful to the students while incorporating songwriting. The purpose of this literature review was to examine relevant research related to modern band music programs in the United States and provide implications for music teaching and learning. Music researchers and professionals have recently addressed specific issues related to increasing the diversity of school music programs, addressing elements of culturally responsive curricula, and positively affecting the social and emotional development of students through modern band. Throughout this literature review, I provide implications for music teachers and discuss areas for future research.
{"title":"Modern Band: A Review of Literature","authors":"Bryan Powell","doi":"10.1177/8755123320988528","DOIUrl":"https://doi.org/10.1177/8755123320988528","url":null,"abstract":"The recent increase in popular music education in K–12 school music programs is in part due to the expansion of modern band programming throughout the United States. Modern band is a term used to describe school music ensembles that include popular music instruments and focus on performing music that is meaningful to the students while incorporating songwriting. The purpose of this literature review was to examine relevant research related to modern band music programs in the United States and provide implications for music teaching and learning. Music researchers and professionals have recently addressed specific issues related to increasing the diversity of school music programs, addressing elements of culturally responsive curricula, and positively affecting the social and emotional development of students through modern band. Throughout this literature review, I provide implications for music teachers and discuss areas for future research.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"39 1","pages":"39 - 46"},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8755123320988528","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45480643","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 : 2020-11-27DOI: 10.1177/8755123320978776
John-Rine A. Zabanal
The purpose of this study was to examine invited orchestras and their selected repertoire at the Midwest Clinic from 1990 through 2019. A majority of invited orchestras (N = 261) were from the United States and primarily consisted of high school musicians. The most performed piece for full orchestra was Symphony No. 8, op. 88 by Dvořák and for string orchestra was Serenade, op. 48 by Tchaikovsky. The most performed full orchestra composer was Dvořák and string orchestra composer was Balmages. The most performed arranger for full orchestra was Meyer and for string orchestra was Dackow. Female composers and arrangers were vastly underrepresented compared with males and a majority of performed pieces conformed to the Western European music tradition. Orchestra directors may use findings from this study as a reference list of the most performed full and string orchestra pieces as well as popular composers and arrangers.
{"title":"An Examination of Orchestras and Repertoire Performed at the Midwest Clinic From 1990 Through 2019","authors":"John-Rine A. Zabanal","doi":"10.1177/8755123320978776","DOIUrl":"https://doi.org/10.1177/8755123320978776","url":null,"abstract":"The purpose of this study was to examine invited orchestras and their selected repertoire at the Midwest Clinic from 1990 through 2019. A majority of invited orchestras (N = 261) were from the United States and primarily consisted of high school musicians. The most performed piece for full orchestra was Symphony No. 8, op. 88 by Dvořák and for string orchestra was Serenade, op. 48 by Tchaikovsky. The most performed full orchestra composer was Dvořák and string orchestra composer was Balmages. The most performed arranger for full orchestra was Meyer and for string orchestra was Dackow. Female composers and arrangers were vastly underrepresented compared with males and a majority of performed pieces conformed to the Western European music tradition. Orchestra directors may use findings from this study as a reference list of the most performed full and string orchestra pieces as well as popular composers and arrangers.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"39 1","pages":"29 - 38"},"PeriodicalIF":0.0,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8755123320978776","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41619184","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 : 2020-11-17DOI: 10.1177/8755123320973464
Hyesoo Yoo
The inclusion of musics from varied cultural traditions in school music curricula has become increasingly important. Research findings indicate that providing students with opportunities to learn musics from diverse cultures can increase acceptance and appreciation of different cultures, enrich music and cultural experiences, and nurture intercultural competence. The following research-to-resource article provides eight instructional strategies for integrating culturally diverse musics into music classes more effectively. These eight strategies can help expose students to culturally diverse musics in more traditional ways and deepen their knowledge of music styles.
{"title":"Research-to-Resource: Instructional Strategies for Teaching Culturally Diverse Musics in Ensembles","authors":"Hyesoo Yoo","doi":"10.1177/8755123320973464","DOIUrl":"https://doi.org/10.1177/8755123320973464","url":null,"abstract":"The inclusion of musics from varied cultural traditions in school music curricula has become increasingly important. Research findings indicate that providing students with opportunities to learn musics from diverse cultures can increase acceptance and appreciation of different cultures, enrich music and cultural experiences, and nurture intercultural competence. The following research-to-resource article provides eight instructional strategies for integrating culturally diverse musics into music classes more effectively. These eight strategies can help expose students to culturally diverse musics in more traditional ways and deepen their knowledge of music styles.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"39 1","pages":"5 - 10"},"PeriodicalIF":0.0,"publicationDate":"2020-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8755123320973464","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46091764","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 : 2020-10-08DOI: 10.1177/8755123320965138
Kristina R. Weimer
The purpose of this literature review was to examine education research on mentor identification, selection, preparation, and ongoing development. I organized the review in three main sections: (a) criteria for mentor identification and selection, (b) mentor preparation and development practices and processes, and (c) implications for music education. Potential mentors must possess a variety of professional and personal skills to effectively navigate their role and should be selected via a clearly defined and rigorous selection process. Sufficient preparation can increase mentor satisfaction, confidence, effectiveness, self-efficacy, and help enhance novice teacher effectiveness. The preparation and development process should be personalized and flexible, providing mentors a variety of materials and resources along with plentiful opportunities to reflect and interact with each other to share ideas, strategies, successes, and challenges.
{"title":"Mentor Identification, Selection, Preparation, and Development: A Literature Review","authors":"Kristina R. Weimer","doi":"10.1177/8755123320965138","DOIUrl":"https://doi.org/10.1177/8755123320965138","url":null,"abstract":"The purpose of this literature review was to examine education research on mentor identification, selection, preparation, and ongoing development. I organized the review in three main sections: (a) criteria for mentor identification and selection, (b) mentor preparation and development practices and processes, and (c) implications for music education. Potential mentors must possess a variety of professional and personal skills to effectively navigate their role and should be selected via a clearly defined and rigorous selection process. Sufficient preparation can increase mentor satisfaction, confidence, effectiveness, self-efficacy, and help enhance novice teacher effectiveness. The preparation and development process should be personalized and flexible, providing mentors a variety of materials and resources along with plentiful opportunities to reflect and interact with each other to share ideas, strategies, successes, and challenges.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"39 1","pages":"20 - 28"},"PeriodicalIF":0.0,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8755123320965138","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45615860","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 : 2020-10-01DOI: 10.1177/8755123320962285
B. Silvey
{"title":"Comments From the Editor: Looking Back (and Forward) With Gratitude","authors":"B. Silvey","doi":"10.1177/8755123320962285","DOIUrl":"https://doi.org/10.1177/8755123320962285","url":null,"abstract":"","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"39 1","pages":"3 - 3"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8755123320962285","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46582078","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 : 2020-09-21DOI: 10.1177/8755123320961083
Marshall Haning
Through the use of an intrinsic case study, I investigated student and teacher perceptions of a collaborative and student-directed music learning approach in a high school choral classroom. Students (N = 29) in a beginning high school choir were asked to choose and learn a piece of repertoire without substantive input or help from the choral teacher. Results indicated that students completed this project successfully and achieved a well-received public performance of the piece. Students reported a strong sense of accomplishment as well as increased collaboration skills and opportunities to apply their music knowledge. Although students and teacher acknowledged some social conflicts and relatively high levels of social loafing and off-task behavior during this project, these challenges did not seem to reduce the overall perception of success.
{"title":"“I Didn’t Know I Could do That!” Student and Teacher Perceptions of an Independent Choral Music Learning Project","authors":"Marshall Haning","doi":"10.1177/8755123320961083","DOIUrl":"https://doi.org/10.1177/8755123320961083","url":null,"abstract":"Through the use of an intrinsic case study, I investigated student and teacher perceptions of a collaborative and student-directed music learning approach in a high school choral classroom. Students (N = 29) in a beginning high school choir were asked to choose and learn a piece of repertoire without substantive input or help from the choral teacher. Results indicated that students completed this project successfully and achieved a well-received public performance of the piece. Students reported a strong sense of accomplishment as well as increased collaboration skills and opportunities to apply their music knowledge. Although students and teacher acknowledged some social conflicts and relatively high levels of social loafing and off-task behavior during this project, these challenges did not seem to reduce the overall perception of success.","PeriodicalId":75281,"journal":{"name":"Update (Music Educators National Conference (U.S.))","volume":"39 1","pages":"15 - 24"},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/8755123320961083","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48486318","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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