-
Equity via relations of equality: Bridging the classroom-society divide Int. J. Music Educ. (IF 0.462) Pub Date : 2021-04-01 Lauren Kapalka Richerme
Although music educators have asserted the importance of naming systemic inequities, the mechanisms through which practices within music classrooms, such as community formation, may directly challenge the systemic inequities beyond them remain undertheorized. The purpose of this philosophical inquiry is to investigate the nature of equity and to consider which music education practices might best support
-
Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey Int. J. Music Educ. (IF 0.462) Pub Date : 2021-03-30 Alican Gülle, Cenk Akay, Nezaket Bilge Uzun
Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught
-
What are the affordances of the digital music space in alternative education? A reflection on an exploratory music outreach project in rural Australia Int. J. Music Educ. (IF 0.462) Pub Date : 2021-03-10 Helen J English, Matt Lumb, Jane W Davidson
In Australia, access to music education is inequitable due to the challenges of distance, different state education systems and a lack of resources in schools. As a means to address this social justice issue, we explore here the viability and effects of a digitally based music outreach programme undertaken in collaboration with Hands on Learning (HOL), an alternative education provider. The programme
-
Can indigenous music learning processes inform contemporary schooling? Int. J. Music Educ. (IF 0.462) Pub Date : 2021-02-24 James Isabirye
This autoethnographic study investigated possibility of incorporating indigenous pedagogies into Ugandan school music and, possibly, general education. School music education in Uganda currently occurs within a colonial-influenced system that does not connect with learners’ indigenous cultures. The colonial system fosters belief that “western” is modernity and “indigenous” is backwardness that should
-
Teaching creative music in El Sistema and after-school music contexts Int. J. Music Educ. (IF 0.462) Pub Date : 2021-02-02 Sean Corcoran
El Sistema music programmes have blossomed over the past decade, with the aim of fostering social development through intensive orchestral music instruction. Many scholars agree that creative music making can facilitate student agency development, increase a sense of belonging and promote creative expression by allowing students to bring their perspectives to the learning context. With these benefits
-
Classical soloists’ life histories and the music conservatoire Int. J. Music Educ. (IF 0.462) Pub Date : 2021-02-02 Tim Palmer, David Baker
This article explores the life histories of virtuoso classical music soloists with particular reference to conservatoire provision. Detailed life-history interviews were conducted with six virtuosi between May 2018 and January 2019. These participants were three singers, two cellists and a concert pianist. Resultant qualitative data were stored in an NVivo software database and understood through a
-
Stylistic pluralism and the experiences of classically trained teachers of singing in the Republic of Ireland Int. J. Music Educ. (IF 0.462) Pub Date : 2021-02-02 Hannah Fahey
Throughout much of the 20th century, the Western classical vocal aesthetic dominated tertiary singing training in the Republic of Ireland. At the turn of the 21st century, and reflecting similar movements internationally, Irish institutions, examining boards and private teaching studios diversified to include musical theatre and popular styles of singing in degree programmes and syllabi. The purpose
-
The self-directed learning of adult music students: A comparison of teacher approaches and student needs Int. J. Music Educ. (IF 0.462) Pub Date : 2021-02-02 Kaitlyn S Leahy, Tawnya D Smith
Adult music learners may expect to be more independent and therefore more inclined to engage in self-directed learning than younger learners; however, adults may not feel encouraged or supported to self-direct. In this qualitative study, the relationships between six adult instrumentalists and their teachers were examined using Grow’s Staged Self-Directed Learning (SSDL) Model to determine if there
-
Preservice music teachers’ self-efficacy and concerns before and during student teaching Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-28 Bradley J Regier
The purpose of this study was to investigate the experiences and contextual factors that influenced preservice music teachers’ self-efficacy and concerns from pre-student teaching to student teaching. Data were collected for this case study through an open-response questionnaire about participants’ (N = 4) efficacious teaching experiences, 10 weekly e-journal reflections written during pre-student
-
Broadening student musicians’ career horizons: The importance of being and becoming a learner in higher education Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-26 Guadalupe López-Íñiguez, Dawn Bennett
Research in higher music education acknowledges a persistent divide between performance studies and the realities of musicians’ work. Alongside this is global pressure for curriculum that is more supportive of students’ metacognitive engagement, experiential learning and career preparation. However, scholars assert that the provision of these curricular elements is insufficient unless students recognise
-
Teaching music in England today Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-24 Jonathan Savage
This research explores the issues and challenges facing music teachers in England today. It aims to understand these and provide a more detailed understanding of their views about the potential opportunities and limitations of music education. It does this through an analysis of new data drawn from an online question (n.621) and telephone interviews (n.38) with music teachers from across all regions
-
Negotiating versatility and specialisation: On music teachers’ identification with subject positions in Norwegian municipal schools of music and performing arts Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-21 Anne Jordhus-Lier
The Norwegian municipal school of music and performing arts has diverse tasks it must manage; the school not only intends to offer its students opportunities to specialise, but it also aims to facilitate social inclusion and be a school ‘for everyone’. Handling these two seemingly opposing tasks requires a great deal from its staff. This article explores how music teachers negotiate versatility and
-
Appraising the extent of digital divide between music teachers and students in Anambra state secondary schools, Nigeria Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-19 Eyiuche Rita Modeme, Adebowale Adeogun
The study investigated the extent of existence of digital divide between music teachers and students in selected secondary schools in Anambra state. Two objectives and two research questions guided the study using mixed-research design. Three education zones consisting of nine public secondary schools, 18 music teachers and 270 music students formed the sample for the study. Structured questionnaires
-
The singing effect during melodic dictation Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-19 Fernando Gabriel Batista Lima, Caroline Caregnato, Ronaldo da Silva
To sing while taking melodic dictation is a strategy employed by some Ear Training students as an aid, but there is a disagreement among the literature about its efficiency. Thus, it is important to disambiguate this question examining the contributions related to vocalization. The purpose of this research is to investigate the influence singing during melodic dictation can have over this activity
-
Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-18 Hal Abeles, Lindsay Weiss-Tornatore, Bryan Powell
As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches
-
Peer mentoring in an extracurricular music class Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-18 Andrew Goodrich
The purpose of this study was to explore how high school students mentored beginning fifth-grade students in an extracurricular music class for double-reed instruments. In this study, I investigated the role of peer mentoring with how high school mentors shared their knowledge and experiences, and the role of the teacher in this process. The following questions guided this study: How did the participants
-
Professional reflexivity and the paradox of freedom: Negotiating professional boundaries in a Jewish Ultra-Orthodox female music teacher education programme Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-18 Heidi Westerlund, Sidsel Karlsen, Alexis Kallio
Embracing an ethos of sharing music and practices across cultural boundaries, the multicultural vision of music (teacher) education has paid scarce attention to the paradox of freedom that arises between such freedoms and the complex politics that frame and constrain teachers’ choices and values. In this article, we explore these demands of professional reflexivity through an instrumental case study
-
Influences on teacher efficacy of preservice music educators Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-11 Ryan A Fisher, Nancy L Summitt, Ellen B Koziel, Armand V Hall
The purpose of this study was to explore the factors that influence preservice music teacher efficacy. Participants in this study were undergraduate music education students (N = 124), a convenience sample taken from six mid-South university music education programs in the United States. To explore the factors influencing preservice music teacher efficacy, a survey was sent to participants. The survey
-
The creation and validation of a Jazz Theory Measure: Implications for improvisation education Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-07 Brian E Russell, Charles R Ciorba
The purpose of this study was to create and validate a measure for jazz theory knowledge assessment. The Jazz Theory Measure (JTM) was created by exploring publications on jazz improvisation instruction and research studies that utilized jazz theory as a significant aspect of the study (i.e., dependent variable, independent variable, data collection). Latent jazz theory components (i.e., Key Knowledge
-
(Re)organizing the music curriculum as multicultural music education Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-06 Alethea Cassandra de Villiers
Cultural hegemony permeates society and is spread through social institutions. These institutions socialize people into the norms, values and beliefs of the dominant social groups. Moreover, cultural hegemony is spread and perpetuated through education in the form of compulsory education, a national curriculum, national assessments, as well as the hidden curriculum. The cultural hegemony of Western
-
Exploring the aids of social media for musical instrument education Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-05 Sum Yi Lei, Dickson K.W. Chiu, Mavis Man-wai Lung, Cheuk Ting Chan
With the rapid development of information communication technology, social media has become a necessary part of people’s daily life. Recently, many music teachers have applied social media to augment their classes and enhance their teaching. This article explores the use of social media for musical instrument education, with a focus on the violin and piano. A qualitative semi-structured interview was
-
Preservice music teachers in Korea and their collaborative reflection with peers Int. J. Music Educ. (IF 0.462) Pub Date : 2021-01-05 Jihae Shin
Recently, many researchers and scholars have focused on reflective teaching to support good practices in teaching. For effective reflection, it is necessary to encourage teachers’ reflection by promoting collaboration during which they can discuss various teaching issues and problems while supporting each other. The purpose of this study was to investigate Korean preservice music teachers’ experience
-
Fluctuating emotions and motivation: Five stages of the rehearsal and performance process Int. J. Music Educ. (IF 0.462) Pub Date : 2020-10-03 Andrew Thomas Sutherland, Jane Southcott
Participating in large-scale musical performances as part of a secondary school ensemble can be exhilarating. Although students experience such events differently, emotional state is not uniform throughout the process. Developing musicians may put themselves under pressure to perform well and once the event is over, the feelings of anxiety and anticipation are replaced by relief, euphoria or in some
-
Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles Int. J. Music Educ. (IF 0.462) Pub Date : 2020-08-30 Diego Calderón-Garrido, Josep Gustems-Carnicer, Xavier Carrera
Many recent proposals in music education relate to digital technologies. Technology can act as a mediator in the teaching-learning processes. Educators’ digital competence comprises the knowledge and skills in both instrumental and didactic use and methodological use that each teacher possesses. This work focuses on music education teachers at Spanish universities. It examines their knowledge of different
-
Identity formation in music teacher education: The role of the curriculum Int. J. Music Educ. (IF 0.462) Pub Date : 2020-08-21 Marshall Haning
The purpose of this descriptive quantitative research was to examine undergraduate music teacher education curricula in the context of professional identity formation and in comparison with teacher education curricula in other subjects. Comprehensive course listings for undergraduate degree programs in music teacher education, mathematics teacher education, and English teacher education were gathered
-
A combined music and writing program helps second graders learn to spell Int. J. Music Educ. (IF 0.462) Pub Date : 2020-08-18 Véronique Gaboury, Natalie Lavoie, Andrée Lessard
This quasi-experimental study aimed to assess the effects of a music and writing program on lexical spelling in Grade 2 elementary school students. A music and writing program was developed and tested in an experimental group (n = 24) comprising a Grade 2 class in a French-language elementary school in Québec (Canada). Another Grade 2 class at the same school served as a control group (n = 23). Both
-
Counterpoint in the music classroom: Creating an environment of resilience with peer mentoring and LGBTQIA+ students Int. J. Music Educ. (IF 0.462) Pub Date : 2020-08-08 Andrew Goodrich
LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual) students face significant challenges that include peer harassment and health risks surpassing those of students who do not identify as being gay. Learning environments that include peer mentoring promote resilience and help LGBTQIA+ students gain a sense of well-being. Researchers in music education have recently begun to explore
-
Popular education and music education: Lessons from a strings program in Erechim, Brazil Int. J. Music Educ. (IF 0.462) Pub Date : 2020-07-30 Juliana Machado, Leandro Carlos Ody, Beatriz Ilari
In this exploratory study, we describe the learning experiences of adolescents from a social project called Orquestrando Talentos, which offered violin and viola lessons in two high-needs schools for low-income students in Erechim, Southern Brazil. Grounded on the central tenets of popular education, on Paulo Freire’s work, and on earlier studies on the experiences of students from community-based
-
Effectual thinking and music education: One view of creative adaptation in an underserved urban middle school Int. J. Music Educ. (IF 0.462) Pub Date : 2020-07-23 Josef Hanson
This descriptive case study superimposed Effectuation Theory onto the experiences of an American music educator and the challenges and opportunities facing him in an economically disadvantaged teaching context. Luke Guerra, the primary participant, possessed 11 years of teaching experience in an underserved urban middle school. His military experience, lack of canonical content knowledge, social activism
-
Handling of incongruences in music notation during singing or playing Int. J. Music Educ. (IF 0.462) Pub Date : 2020-07-20 Natalia Chitalkina, Marjaana Puurtinen, Hans Gruber, Roman Bednarik
During music reading, performers create expectations of the upcoming music. When these expectations are violated due to changes in the notation, performers have to adjust their reading and adapt their motor responses to match this new information. In this study, we examine how selected background, outcome, and process measures reflect the successful handling of incongruences during music reading. Twenty-four
-
Hacking, disability, and music education Int. J. Music Educ. (IF 0.462) Pub Date : 2020-07-04 adam patrick bell, David Bonin, Helen Pethrick, Amanda Antwi-Nsiah, Brent Matterson
The purpose of our study was to examine how hacking – as discussed and displayed by participants of Monthly Music Hackathon NYC – could inform making music education practices more accessible and inclusive, if at all, for people with disabilities. Free and open to the public, Monthly Music Hackathon NYC hosts non-competitive community-based events in which participants – musicians, educators, coders
-
Children’s verbal explanations of their visual representation of the music Int. J. Music Educ. (IF 0.462) Pub Date : 2020-07-01 Sandra Fortuna, Luc Nijs
Recent findings in music research are increasingly confirming the embodied nature of music cognition. Assuming that a bodily engagement with music may affect the children’s musical meaning formation, we investigated how young children’s interaction with music, based on verbal description after listening versus body movement description while listening, may be reflected in the verbal explanation of
-
On the design and validation of a rubric for the evaluation of performance in a musical contest Int. J. Music Educ. (IF 0.462) Pub Date : 2020-06-26 Marcos Álvarez-Díaz, Luis Magín Muñiz-Bascón, Antonio Soria-Alemany, Alberto Veintimilla-Bonet, Rubén Fernández-Alonso
Evaluation of music performance in competitive contexts often produces discrepancies between the expert judges. These discrepancies can be reduced by using appropriate rubrics that minimise the differences between judges. The objective of this study was the design and validation of an analytical evaluation rubric, which would allow the most objective evaluation possible of a musical solo performance
-
Pursuing diversity from the podium: Insights from Australia for wind band conductors and educators on achieving gender parity for women composers Int. J. Music Educ. (IF 0.462) Pub Date : 2020-06-12 Rachel Howley
Gender in music has been explored over recent decades with growing recognition of the challenges that are faced by women in the field. There has been substantial work exploring the Western music canon but little that addresses the music of Australian women, and more specifically, repertoire written for the wind band genre. With thousands of Australian children every year starting their musical journey
-
Factors associated with fourth graders' music knowledge assessed by SCAAP Int. J. Music Educ. (IF 0.462) Pub Date : 2020-06-03 Xumei Fan, Ning Jiang, Ashlee Lewis
This study investigated factors associated with fourth graders' music knowledge assessed by the South Carolina Arts Assessment Program (SCAAP). Participants included 2,683 fourth-grade students nested within 35 elementary schools in South Carolina, United States. Hierarchical Linear Modeling (HLM) was used to examine both the student-level factors, including gender and ethnicity, and the school-level
-
The influences of facial expression and conducting gesture on college musicians' perceptions of choral conductor and ensemble expressivity Int. J. Music Educ. (IF 0.462) Pub Date : 2020-06-02 Jessica Nápoles, Brian A Silvey, Mark Montemayor
The purpose of this study was to examine the influences of facial expression and conducting gesture on perceptions of choral conductor and ensemble expressivity. College musicians (N = 156) viewed excerpts of two choral conductors who had been recorded conducting with either an expressive conducting gesture and a neutral/static face or an expressive facial expression and a neutral/static conducting
-
A music literacy-based rationale for popular music ensembles and experiences in music education Int. J. Music Educ. (IF 0.462) Pub Date : 2020-06-02 Brittany Nixon May, Paul Broomhead, Samuel Tsugawa
The purpose of this article is to utilize new conceptions of music literacy to support and encourage popular music experiences in music education. A new definition of music literacy is presented and authentic popular music resources that function as (newly defined) texts to develop music literacy are identified and discussed. Finally, considerations will be given for music educators on how to select
-
“He didn’t know what he was doin’”: Student perspectives of a White teacher’s Hip-Hop class Int. J. Music Educ. (IF 0.462) Pub Date : 2020-05-25 Adam J Kruse
In this article, I share findings from a research study about a high school Hip-Hop course in the United States and offer considerations toward informing culturally responsive teaching and decentering Whiteness in music education. I explored the experiences and perceptions of majority students of color in a Hip-Hop course taught by a White music educator who was largely inexperienced with Hip-Hop.
-
When theory and practice meet: Avenues for entrepreneurship education in music conservatories Int. J. Music Educ. (IF 0.462) Pub Date : 2020-05-03 Margarita Lorenzo de Reizabal, Manuel Benito Gómez
In the field of higher music education conservatories, and more specifically in the so-called ‘classical music’, the first steps towards research regarding entrepreneurship are being taken, although the main obstacles to overcome are still at a conceptual level (to define what is entrepreneurship in this field, what the profile of a musician entrepreneur is, what exactly is understood when we talk
-
Musical expression in the training of future primary education teachers in Galicia Int. J. Music Educ. (IF 0.462) Pub Date : 2020-05-03 Francisco César Rosa-Napal, Pablo-César Muñoz-Carril, Mercedes González-Sanmamed, Isabel Romero Tabeayo
In this article, we present the results of a study about the perceptions of students studying for a degree in primary education about their music-teaching knowledge and their training needs in that...
-
Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion Int. J. Music Educ. (IF 0.462) Pub Date : 2020-05-01 Renée Crawford
Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach
-
Exploring teachers’ approaches to popular music: Attitudes, learning practice, and issues in South Korea Int. J. Music Educ. (IF 0.462) Pub Date : 2020-04-28 You Jin Kim, Moo Kyoung Song
In recent years, a strong focus on popular music has increased in South Korean music education. Although this shift in the curricular content has led to studies on the formation of popular music repertories in the curriculum, few studies have attended to teachers’ attitudes and learning practices to popular music as related factors. To understand popular music education in South Korea, we investigated
-
Finding the “both/and”: Balancing informal and formal music learning Int. J. Music Educ. (IF 0.462) Pub Date : 2020-04-22 Juliet Hess
This article explores the informal and formal learning experiences of 20 activist-musicians. Multiple activist-musicians utilized the informal learning strategies Green identifies. More than half of the participants, however, bemoaned the lack of more formal music education. They noted that they valued informal musical learning practices and also wished that they had experienced more of a balance between
-
The effect of participation in a popular band program on students’ musical and extra-musical outcomes in Korea Int. J. Music Educ. (IF 0.462) Pub Date : 2020-04-17 Joo Yeon Jung, Jihae Shin, Soojin Lee
The increased attention to the use of popular music within the classroom is not new. In fact, music educators in many countries have discussed the incorporation of popular music into mainstream music education for decades. South Korea is no exception, and the younger generation has a genuine interest in and sensitivity toward popular music. Yet, South Korea has been slow to incorporate popular music
-
An investigation of musical ability beliefs and self-concept among fourth-grade students in the United States Int. J. Music Educ. (IF 0.462) Pub Date : 2020-03-31 Heather Nelson Shouldice
The purpose of this ethnographic case study was to explore the musical ability beliefs and musical self-concepts among eight fourth-grade students whose music teacher believed in universal human musicality—the idea that all human beings have the potential to be musical and can become competent music makers. Data collection lasted 12 weeks and included twice-weekly observations of the students’ music
-
Self-regulated learning skills of prospective music teachers in Turkey Int. J. Music Educ. (IF 0.462) Pub Date : 2020-03-23 Ebru Tuncer Boon
The purpose of this study was to investigate self-regulated learning skills of prospective music teachers in Turkey (N = 222). This study also investigated whether self-regulated learning skills of prospective music teachers differed according to their gender, academic year, daily practice hours, and most recent instrument exam grade. The data were collected through the Self-Regulated Learning Skills
-
Technology use in high school aural skills instruction Int. J. Music Educ. (IF 0.462) Pub Date : 2020-03-01 Nathan O Buonviri, Andrew S Paney
In this study, we investigated the use of digital technology for aural skills instruction in Advanced Placement Music Theory (APMT) classes in the United States. Our research questions focused on which technologies teachers use for aural skills, how they incorporate them, and what influences their decisions to use them. We created, piloted, and distributed a survey electronically to a stratified sample
-
Australian super veteran secondary school music teachers: Motivated and valuable Int. J. Music Educ. (IF 0.462) Pub Date : 2020-02-06 Jennifer Robinson
Veteran teachers are defined as having over 15 years’ teaching experience. This research introduces a new career stage of ‘super veteran’ for music teachers that have worked for 30 plus years and seeks to identify the influences on, and contributions of, Australian secondary school music teachers of this career stage. This article reports on survey data gathered in a larger qualitative study that contained
-
Peer tutoring for improvement in rhythm reading fluency and comprehension Int. J. Music Educ. (IF 0.462) Pub Date : 2020-01-30 David Duran, Jesús Ribosa, Giovanni Sánchez
Peer tutoring in music education is an under-researched but burgeoning area of study. This study aims to assess the effects of the same-age peer tutoring project Ritmos en dos on rhythm reading fluency and comprehension. For this purpose, 24 students from the third grade of secondary education participated in the project. This research utilises a mixed-methods sequential explanatory design, combining
-
Expertise in applied studio teaching: Teachers working with multiple levels of learners Int. J. Music Educ. (IF 0.462) Pub Date : 2020-01-27 Jennifer Blackwell
One-to-one lessons are ubiquitous in music education, and thus understanding the components of effective teaching in this environment is essential for student learning. This study explored whether the teaching elements identified in previous studies were evident with applied music teachers working with both college and pre-college students, and if those elements differed as a function of the level
-
Apprenticing the jazz performer through ensemble collaboration: A qualitative enquiry Int. J. Music Educ. (IF 0.462) Pub Date : 2019-12-11 Leon R de Bruin, Paul Williamson, Emily Wilson
The one-to-one teacher–student relationship is a common learning configuration within jazz education. However, opportunities to learn through engagement in ensemble performances and industry-level recording opportunities with esteemed jazz performers are rare classroom environments the tertiary jazz music institutions offer. This qualitative study examines ‘real-world’ jazz performance contexts within
-
Effects of student- and school-level music concert attendance on subjective well-being: A longitudinal study of Korean adolescents Int. J. Music Educ. (IF 0.462) Pub Date : 2019-12-11 Seulgi Kwon, Boungho Choi, Soowon Park
Students’ subjective well-being is not only an important prerequisite for positive development but also a desired outcome of education. Music concert attendance could be a critical factor in enhancing students’ subjective well-being. This study investigates the effect of music concert attendance on subjective well-being through an examination of the different effects of music concert attendance according
-
“My voice speaks for itself”: The experiences of three transgender students in American secondary school choral programs Int. J. Music Educ. (IF 0.462) Pub Date : 2019-12-11 Joshua Palkki
With the purpose of furthering lesbian, gay, bisexual, transgender, queer, questioning, and allies/agender/asexual (LGBTQA) dialogue in music education and to improve choral instruction for trans(gender) students, this multiple narrative case study explores the experiences of trans students in secondary school choral music programs in the United States. The emergent research design employed narrative
-
Lessons from Lithuania: Teacher beliefs and behaviors in teaching young children to sing Int. J. Music Educ. (IF 0.462) Pub Date : 2019-11-12 Debra G. Hedden
The purpose of this naturalistic case study was to uncover beliefs and behaviors of successful teachers who produced excellent children’s singing in Lithuania. The research questions guiding the study were: What particular beliefs did music teachers hold about their ability to teach children to sing and the necessary components to teach children good singing? What specific behaviors did music teachers
-
Phenomenology in five music education journals: Recent use and future directions Int. J. Music Educ. (IF 0.462) Pub Date : 2019-10-23 Debra Joubert, Liesl Van der Merwe
The purpose of this comparative case study is to explore the recent use of phenomenological inquiries in music education articles published in five selected journals listed in Thomson Reuters Web of Science between 2012 and 2015. The five music education journals are The British Journal of Music Education, Bulletin of the Council for Research in Music Education, International Journal of Music Education
-
Learning method preferences in a steel drum classroom: Exploring a learner-centered pedagogy through composition, peer teaching, and student-led Modern Band projects in a middle school setting Int. J. Music Educ. (IF 0.462) Pub Date : 2019-10-21 Christine A. Guzzetta
This action research discovers the learning preferences of middle school students enrolled in an advanced steel drum class in central Florida, specifically their attitudes toward the learner-centered approach while composing and learning music. Sixteen participants compare the traditional teacher-led formal instruction to student-led informal learning across three projects: composition, peer teaching
-
Alexander Technique classes for tertiary music students: Student and teacher evaluations of pre- and post-test audiovisual recordings Int. J. Music Educ. (IF 0.462) Pub Date : 2019-10-17 Janet Davies
Tertiary music students show patterns of playing-related musculoskeletal disorders (PRMDs) similar to professionals, indicating the need for effective education in management and prevention during student years. When problems occur, music students are most likely to seek advice from their instrumental teachers; therefore, it is important for teachers to be involved in ensuring education programs are
-
Intrapersonal skills and music performance in elementary piano students in Spanish conservatories: Three case studies Int. J. Music Educ. (IF 0.462) Pub Date : 2019-10-17 Emilia Campayo-Muñoz, Alberto Cabedo-Mas, David Hargreaves
This study is based on the premise that emotional skills—comprised of an intrapersonal dimension and an interpersonal dimension—help to achieve personal balance, which in turn can enhance performance. Following from this premise, the improvement of music students’ emotional skills might have a positive effect on their musical performance. The recognized relationship between music and emotion therefore
-
The classroom culture of a middle school music technology class Int. J. Music Educ. (IF 0.462) Pub Date : 2019-10-17 Daniel J. Albert
The purpose of this study was to examine the culture of an American middle school music technology classroom based in musical composition. Research questions explored students’ perceptions of how they co-create the classroom culture with the teacher and how the classroom culture influences participation in musical composition activities, if at all. Data sources for this ethnographic case study included
-
It’s all in your head: A meta-analysis on the effects of music training on cognitive measures in schoolchildren Int. J. Music Educ. (IF 0.462) Pub Date : 2019-10-15 Patrick K Cooper
The utility of music training in schools has received much attention in the United States. The purported positive cognitive benefits of music training for schoolchildren is one facet which has historically been used to advocate for the existence of public school music programs. The purpose of this study was to conduct a random-effects meta-analysis to measure the overall mean effects of music training
Contents have been reproduced by permission of the publishers.