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Education, music, and the lives of undergraduates: colleagiate a cappella and the pursuit of happiness Music Education Research (IF 1.0) Pub Date : 2022-06-21 Pete Dale
Published in Music Education Research (Ahead of Print, 2022)
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Forum Journal of Research in Music Education (IF 1.306) Pub Date : 2022-06-15 Peter Miksza
I write this Forum for the July 2022 issue of the Journal of Research in Music Education at the onset of a new period of geo-political instability and war while, at the same time, we continue to experience the lingering effects of a the global COVID-19 pandemic and strive to maintain our collective health and well-being.1 I remain inspired by the work our colleagues in music education continue to do
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Comparing the aesthetic experience of classic–romantic and contemporary classical music: An interview study Psychology of Music (IF 2.204) Pub Date : 2022-06-10 Iris Mencke, Christoph Seibert, Elvira Brattico, Melanie Wald-Fuhrmann
Current models of aesthetic experience of music (AEM) have emerged in the recent years capitalizing on evidence from psychology and neuroscience research, thus modeling mainly cognitive and information processes in the brain. However, a large part of the empirical research on which these models are based is related to Western tonal music, while another style of Western music, namely, contemporary classical
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Psychosocial change across a drum corps season Psychology of Music (IF 2.204) Pub Date : 2022-06-09 DaSean Lucas Young, Lisa Rosenthal, Thalia R Goldstein
Drum corps is a marching arts (MA) activity that combines movement, music, and visual performance. Education in the MA emphasizes performance, endurance, and group cohesion. However, research on the psychosocial effects of participation in MA education is rare. In the current study, we measured resilience, self-efficacy, goal orientation, and flow, over the course of a season of drum corps, hypothesizing
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Separating the art from the artist: The role of narratives on music enjoyment and appreciation Psychology of Music (IF 2.204) Pub Date : 2022-06-08 Joe Steinhardt, Nikki McClaran
This study tests the effect to which narratives influence the enjoyment and appreciation of popular music. Two experiments tested how narratives about artists influenced listener perception of their songs. Experiment 1 found that narratives about artists influence how their music is appreciated and enjoyed. Experiment 2 found that this influence was due to narratives increasing how much listeners like
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University musicians’ use of component cognitive skills in practice: A self-report study Psychology of Music (IF 2.204) Pub Date : 2022-06-07 Robert H Woody
This study’s procedure, carried out by university musicians in a naturalistic practice environment, explored the effect of attention to musical cognitive skills on self-reported characteristics of practicing. One hundred university music majors carried out a practice session that targeted an expressive performance skill, and while doing so, responded to written prompts to report their thought processes
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Love of one’s musical instrument as a predictor of happiness and satisfaction with musical experience Psychology of Music (IF 2.204) Pub Date : 2022-06-07 Robert J Sternberg, Emily Rose Hurwitz, Angel Hsing-Chi Hwang, Melanie K Kuhl
In this study, we performed a first assessment of the construct validity of a theory and measure of love for music students’ musical instruments. In all, 288 undergraduates at a large and selective Northeastern university in the United States completed measures of their love of their musical instrument with respect to intimacy, passion, and commitment, the three components of a triangular theory of
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The musician’s personality: Do personality traits vary according to ensemble membership? Psychology of Music (IF 2.204) Pub Date : 2022-06-06 Zahava L Heydel, Randyl D Smith, Nels Grevstad
Despite many decades’ worth of investigations into associations between music and personality, the empirical findings are quite scant and scattered. Perhaps, this is because musicians are a diverse group of people, with far-reaching musical interests and wide-ranging personalities. Little research, however, has investigated whether musicians’ choice of musical genre bears a relationship to their personalities
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Affective priming caused by musical chords on human facial expressions Psychology of Music (IF 2.204) Pub Date : 2022-06-06 Edson Massayuki Huziwara, Átila Moreira Cedro, Raone Mateus Rodrigues, Thaís Porlan de Oliveira, Renato Bortoloti, Antônio Jaeger
The emotional valence of a given stimulus is more quickly identified when such stimulus is preceded by another stimulus with a congruent valence (e.g., a positive word preceded by another positive word), a phenomenon termed affective priming. The present study investigated whether affective priming occurs when chords (consonant/dissonant, high/low pitch) are used as primes, and faces (happy or sad)
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The influence of socioeconomic status, parents, peers, psychological needs, and task values on middle school student motivation for school music ensemble participation Psychology of Music (IF 2.204) Pub Date : 2022-06-06 Jacob D. Holster
There are a multitude of influences on adolescents’ decisions to enroll in elective instrumental music ensembles. While some music teachers might rely on external rewards such as end-of-year trips to encourage retention from year to year, middle school students’ sociocultural and psychological characteristics may best account for their intentions to continue in band or orchestra. I examined needs satisfaction
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An Exploratory Study of Music Teachers’ Flow Experiences Between Performing and Teaching Music Journal of Research in Music Education (IF 1.306) Pub Date : 2022-06-06 Sangmi Kang
The purpose of this study was to examine music teachers’ experiences with flow while performing and teaching music. A model with four flow antecedents (Challenge, Skills, Goal Clarity, and Feedback) and three dimensions of flow state (Absorption, Enjoyment, and Intrinsic Motivation) was adopted to investigate music teachers’ flow experiences in performing and teaching. Two hundred twenty-five music
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Antiquity in the history of music: A critical review of the music textbooks for secondary education in Spain Int. J. Music Educ. (IF 0.955) Pub Date : 2022-06-06 Marta Martínez-Rodríguez
The history of music is shaped through narratives that sometimes contain a number of issues regarding cultural stereotypes, historiographic approaches, Eurocentrism or colonialism. For this reason, its transmission and the way it is taught must be the object of study and careful consideration. The present research analyses – on the basis of narratological and organological premises – the contents that
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How musicality changes moral consideration: People judge musical entities as more wrong to harm Psychology of Music (IF 2.204) Pub Date : 2022-06-04 Tanushree Agrawal, Joshua Rottman, Adena Schachner
A growing literature shows that music increases prosocial behavior. Why does this occur? We propose a novel hypothesis, informed by moral psychology: evidence of others’ musicality may promote prosociality by leading us to judge musical individuals as having enhanced moral standing. This effect may be largely indirect, by increasing perceptions of how intelligent and emotionally sensitive musical individuals
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Sensorimotor synchronization with music and metronome in school-aged children Psychology of Music (IF 2.204) Pub Date : 2022-06-04 Luiz Rogério Jorgensen Carrer, Sabine Pompéia, Monica Carolina Miranda
Sensorimotor synchronization (SMS), the coordination of body movements with external stimuli (e.g., dancing, clapping along with music, sport activities), increases throughout childhood when assessed by finger-tapping (FT) tasks following rhythmic auditory cues using metronomes. However, metronomes may support less rhythmic entrainment than naturalistic auditory cues like music, so they may be less
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Scale of basic psychological needs to musical activity: Measuring basic psychological needs in musical activity Psychology of Music (IF 2.204) Pub Date : 2022-06-03 Silvia Arribas-Galarraga, Laura Moreno Bonet, Jose Antonio Cecchini, Izaskun Luis-de Cos
Basic psychological needs (BPN) are a central construct of the self-determination theory (SDT). However, there is a lack of instruments specifically adapted to measuring these in the field of music. The aim of this study was to validate a Spanish-language scale of satisfaction and dissatisfaction of BPN in musical activity. The participants were 339 musicians aged 18–65 years old. Internal consistency
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Predicting anxiety, depression, and wellbeing in professional and nonprofessional musicians Psychology of Music (IF 2.204) Pub Date : 2022-06-03 Catherine Loveday, George Musgrave, Sally-Anne Gross
People working in the music industry report significantly higher levels of anxiety and depression than the general population, but to date, studies have not explored the differences between professional musicians and those who perform music primarily for recreation. In this study, 254 musicians from 13 countries completed measures of anxiety, depression, and wellbeing as well as answering questions
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Correlation of piano lesson success of music teacher candidates with their piano exam anxiety levels and their opinions on causes of anxiety Int. J. Music Educ. (IF 0.955) Pub Date : 2022-06-02 Mehmet Kayhan Kurtuldu
This study aimed at analysing the correlation between the anxiety level of music teacher candidates during piano exams and possible causes of anxiety and their exam performance. The teacher candidates in the study group were given a questionnaire for piano exam anxiety. Anxiety levels of students and their opinions on causes of anxiety were determined with the data collected through the questionnaire
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‘It’s music and we came to play instruments’: teaching for engagement in classroom music Music Education Research (IF 1.0) Pub Date : 2022-06-02 Emily Wilson
ABSTRACT This paper presents findings from ethnographic case study research that investigated teacher practices and student engagement in classroom music. The data collection was undertaken in a primary (elementary) and a secondary school in Australia and focussed on the classroom practice of two teachers and four classes of students aged 10 to 16 years. The two teachers invited to participate in the
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Editorial Music Education Research (IF 1.0) Pub Date : 2022-05-29 Mary Stakelum
(2022). Editorial. Music Education Research. Ahead of Print.
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Music and facial emotion recognition and its relationship with alexithymia Psychology of Music (IF 2.204) Pub Date : 2022-05-17 María García-Rodríguez, Jesús M Alvarado, José-Fernando Fernández-Company, Virginia Jiménez, Anelia Ivanova-Iotova
The objective of this study was to determine the influence of alexithymia on the ability to identify emotions through visual and auditory stimuli. We assessed Alexithymia using the Toronto Alexithymia Scale (TAS-20). As visual stimuli, we employed the images of faces from the Ekman 60 Faces Test, while the auditory stimuli consisted of fragments of instrumental music. A total of 303 students participated
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Mind, body, and soul: The effects of bodily movement on listeners’ perceptions of choral performances Int. J. Music Educ. (IF 0.955) Pub Date : 2022-05-18 David W Langley
The purpose of this study was to examine what effect performer’s bodily movement may have on listeners’ (N = 103) perceptions of a choral ensemble performance. A 34-voice choir was audio/video recorded performing two different musical excerpts. Each excerpt was recorded twice, once with movement and once without movement, for a total of four audio/video recordings. Additionally, the audio from each
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Hidden elitism: the meritocratic discourse of free choice in Finnish music education system Music Education Research (IF 1.0) Pub Date : 2022-05-20 Lauri Väkevä, Heidi Westerlund, Leena Ilmola-Sheppard
ABSTRACT This study presents an analysis of hidden elitism in music education through the free choice argument – that individuals are fundamentally free to choose to study music – as a meritocratic power structure. Qualitative Soft Systems Methodology (SSM) is applied to understand music education as a social system with a special structure in which its purpose regulates its functions and makes them
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The positive learning transfer from a musical play early-learning system® to young children’s linguistic and spatial skills Music Education Research (IF 1.0) Pub Date : 2022-05-20 C. Caracci, K. Martel, M.T. Le Normand
ABSTRACT The benefits of musical play in cognitive development have recently received an upsurge of interest in the field of early childhood music education research. This study examines the positive learning transfer from a musical play early-learning system® to cognitive development. Specifically, we investigated the effects of early musically enriched multicultural play activities on linguistic
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Reconfiguring music education for future-making: how? Music Education Research (IF 1.0) Pub Date : 2022-05-20 Thade Buchborn, Pamela Burnard, David G. Hebert, Gwen Moore
ABSTRACT Global and societal changes present profound challenges and complexities for the future of music education practice and research. In these times of rapid change, four members of the MER editorial board reflect on the need to challenge normalising discourses of music education and encourage new understandings and/or territories within the field. In this viewpoint paper, we proffer four provocations
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Student teachers’ views of their own musical skills to teach the National Core Curriculum in Finland Music Education Research (IF 1.0) Pub Date : 2022-05-17 Henna Suomi, Lenita Hietanen, Heikki Ruismäki
ABSTRACT As in many other countries, Finnish primary school teacher education has reduced substantially the amount of music studies during recent decades. From the perspective of the National Core Curriculum, there is a reason to reflect on teacher education and primary school student teachers’ skills to teach music. The present study investigates 392 student teachers’ musical skills in five different
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How do teachers of primary school approach the music assessment in Chile? Differences and similarities between professors’ experience and ministerial guidelines Br. J. Music Educ. (IF 0.892) Pub Date : 2022-05-16 Andrea Sepúlveda-Ortega, David Magnitzky-Vargas
This research reflects the considerations of music teachers when assessing their students, the tools used and their consistency with guidelines issued by the Chilean Ministry of Education, along with theoretical approaches to assessment. In this way, we have analysed the theoretical contribution of renowned scholars such as Pujol, Santos Guerra, Chacón, and Fautley, as well as the music curricula of
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Investigating how composing teaching and assessment in English secondary school classrooms reinforce myths about composers and their creative practices Br. J. Music Educ. (IF 0.892) Pub Date : 2022-05-16 Kirsty Devaney
Although composing has been a significant part of formal classroom music education in England for over 30 years, there still remains uncertainty about how to teach and assess composing in secondary schools. This research investigates the under-researched area of teaching and learning of composing in upper secondary schools in England whereby students (aged 14–18) may opt to study music for a national
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Tensions, issues and strengths of Professor Lucy Green’s model of informal learning Music Education Research (IF 1.0) Pub Date : 2022-05-14 Anna Mariguddi
ABSTRACT Twenty years have passed since Green’s [2002. How Popular Musicians Learn: A way Ahead for Music Education. Aldershot: Ashgate] publication which proposed a model of informal learning based upon five key principles. The discussion it ignited within the discipline was vast, the debate is still on-going, and the approach is still being implemented internationally. It is timely to explore literature
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Detection of pitch errors in well-known songs Psychology of Music (IF 2.204) Pub Date : 2022-05-09 Michael W Weiss, Sandra E Trehub
We examined pitch-error detection in well-known songs sung with or without meaningful lyrics. In Experiment 1, adults heard the initial phrase of familiar songs sung with lyrics or repeating syllables (la) and judged whether they heard an out-of-tune note. Half of the renditions had a single pitch error (50 or 100 cents); half were in tune. Listeners were poorer at pitch-error detection in songs with
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Differences in Attention Allocation in Relation to Music Teacher Experience and Expertise Journal of Research in Music Education (IF 1.306) Pub Date : 2022-05-10 Laura K. Hicken, Robert A. Duke
To assess allocation of attention by music teachers with different levels of experience and expertise, we recruited five participant flautists: an artist teacher, two graduate students, and two undergraduates, all of whom observed nine brief video recordings of flute, clarinet, and saxophone players; a juggler; a baseball batter; and a ballerina. We tracked participants’ gaze using wearable eye-tracking
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Incorporation of informal music learning practices in a primary classroom in Cyprus Int. J. Music Educ. (IF 0.955) Pub Date : 2022-05-10 Maria Papazachariou-Christoforou
Recently, a growing interest from music educators and researchers has focused on the ways informal music learning practices could be integrated in schools’ classrooms, in a response to bridge the gap between the music studied at school and the hidden or private musical world of our students. This qualitative case study investigated the use of Green’s informal learning approach in three stages as derived
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Digital Listening Tools to Facilitate Children’s Self-Regulation of Instrumental Music Practice Journal of Research in Music Education (IF 1.306) Pub Date : 2022-05-04 Lydia Wan, Renée Crawford, Louise Jenkins
In this study, we explored the ways in which listening tools within technology-mediated environments can facilitate children’s self-regulation of instrumental music learning between lessons. This interpretive multiple case study utilized a software application assigned for 22 weeks to a piano teacher and four students (ages 8–10). Data sources include student and teacher semistructured interviews and
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Comparative music education in partnership: examining policy and provision of music in initial teacher education in Ireland and Northern Ireland Music Education Research (IF 1.0) Pub Date : 2022-05-03 John O’Flynn, Gwen Moore, Frances Burgess, Jayne Moore
ABSTRACT This article investigates policy and provision of music in initial teacher education (ITE) in Ireland and Northern Ireland through a novel approach to comparative music education in ITE. Employing literature reviews and a survey of music ITE policy and provision in the two jurisdictions, it draws on a range of primary and secondary sources and presents a summary of comparative findings from
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Time for change? Recurrent barriers to music education Br. J. Music Educ. (IF 0.892) Pub Date : 2022-05-02 Jennie Henley, David Barton
This article reports findings from a study that sought to identify barriers to music and music education in the UK. Emerging from empirical research involving n = 723 participants and clarified by an evidence base of over 10,000 research participants, the key findings presented in this paper relate to pupil and participant voice and involvement, location as a sub-theme of diversity and inclusion, collaboration
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Music studies as cultural capital accumulation and its impact on music genre preferences Int. J. Music Educ. (IF 0.955) Pub Date : 2022-05-01 Manuel Cuadrado-García, Juan D. Montoro-Pons, María-José Miquel-Romero
Music preferences have been shown to be determined by a diversity of factors such as cognitive, emotional, cultural, or experiential. Having studied music is also a factor that has been considered from a musicology standpoint and is linked to the accumulation of cultural capital, as analyzed in cultural economics, arts management, and the sociology of culture. Research on how music studies influence
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Effectiveness of targeted feedback in improving rhythm sightreading Music Education Research (IF 1.0) Pub Date : 2022-04-28 Wei Ji, Kevin O’Neill
ABSTRACT Achieving fluency in sightreading—particularly rhythm reading—is cited by researchers as a universally problematic component of formal music education. This study employed an experimental design to examine the efficacy of focused practice on rhythm reading with targeted feedback. College music majors (n = 28) were sent a novel, challenging piece of sheet music every day for five days, and
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Alpha oscillations related to self-other integration and distinction during live orchestral performance: A naturalistic case study Psychology of Music (IF 2.204) Pub Date : 2022-04-29 Justin Christensen, Lauren Slavik, Jennifer J Nicol, Janeen D Loehr
Ensemble music performance requires musicians to achieve precise interpersonal coordination while maintaining autonomous control over their own actions. To do so, musicians dynamically shift between integrating other performers’ actions into their own action plans and maintaining a distinction between their own and others’ actions. Research in laboratory settings has shown that this dynamic process
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Innovative and disruptive pedagogies in music education: A systematic review of the literature Int. J. Music Educ. (IF 0.955) Pub Date : 2022-04-28 Javier Olvera-Fernández, Ramón Montes-Rodríguez, Almudena Ocaña-Fernández
This paper presents a Systematic Literature Review (SLR) about pedagogical innovation and disruption in music education. A rigorous SLR process was applied to the selection of papers related to innovative practices in music education at different educational levels and in a range of contexts. Although there are similar studies on innovation in education, there is no SLR on pedagogical innovation and
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“Don’t forget Shakespeare”: A qualitative pilot study into the performance evaluations of orchestra audition panelists Psychology of Music (IF 2.204) Pub Date : 2022-04-27 Jolan Kegelaers, Frank Bakker, Jan Kouwenhoven, Raôul Oudejans
Auditions form the gold standard for hiring practices in symphonic orchestras around the world. Nevertheless, research examining how auditions are evaluated by panel members remains sparse. The purpose of this brief research note is to present findings from a pilot project examining the feedback content of audition panelists during a realistic mock audition. Feedback received by 16 academy members
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Building a mental toolbox: Relationships between strategy choice and sight-singing performance in higher education Psychology of Music (IF 2.204) Pub Date : 2022-04-27 Justine Pomerleau-Turcotte, Francis Dubé, Maria Teresa Moreno Sala, Francois Vachon
Sight-singing is an inescapable component of music training in higher education and is often challenging for students. However, some strategies could help students perform. Yet, the extent to which students can use strategies to improve their sight-singing performance remains unclear. This article asks two questions to fill this gap: (1) Which strategies do students use when sight-singing? (2) Does
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The HEXACO personality profile of musicians Psychology of Music (IF 2.204) Pub Date : 2022-04-27 Szabolcs Ajtony Bandi, Tünde Lukácsi, Viktor Kemény, Dorian Vida, Sándor Imre Nagy, Bence Vas, György Révész
While it is reasonable to assume that the passion and drive toward musicianship has its roots within the personality, there are few studies focusing on the relationship between musical practice and personality and their findings are often contradictory. The aim of this study is to explore the differences in personality traits between musicians and nonmusicians. Altogether 355 responders participated
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Making sense of background music listening habits: An arousal and task-complexity account Psychology of Music (IF 2.204) Pub Date : 2022-04-27 Luca Kiss, Karina J Linnell
Although listening to background music is common, there is no consensus about its effects on cognitive-task performance. One potential mediating factor that could resolve the inconsistency in findings is arousal. To explore the role of arousal in mediating the effect of background music, this survey study directly explored people’s background music listening habits during a variety of everyday tasks
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Perception and identification of tones in different timbres: Using pupil diameter to investigate absolute pitch ability Psychology of Music (IF 2.204) Pub Date : 2022-04-27 Patricia Vanzella, Thenille Braun Janzen, Guilherme AD Oliveira, João R Sato, Francisco J Fraga
Absolute pitch (AP) is the ability to effortlessly identify or produce pitches without reference. However, behavioral research has shown that pitch perception and identification in certain timbres are more difficult for AP possessors. In this study, we investigate whether pitch identification and labeling in different timbres (piano and voice) would require different amounts of cognitive resource allocation
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Norm-disruptive learning and music teacher competency development: A thematic synthesis Int. J. Music Educ. (IF 0.955) Pub Date : 2022-04-27 Catherine Bennett, Kimberly Sena Moore
With an aim to inform pedagogical processes for the development of more diverse and equitable music teaching practice, we sought to uncover the nature of norm-disruptive learning for music teachers. We defined “norm-disruptive learning” as any facet of music teacher development that problematizes and expands beyond previously known philosophies, pedagogies, and repertoires. A thematic synthesis methodology
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The show must go on: Pandemic consequences on musicians’ job insecurity perception Psychology of Music (IF 2.204) Pub Date : 2022-04-26 Irene Alfarone, Ugo Merlone
The purpose of this article is to analyze the consequences of the COVID-19 pandemic on Italian musicians’ perception of job insecurity. We collected the answers of more than 200 Italian musicians, and the data showed that musicians’ perception of job insecurity increased in the post-pandemic period. Furthermore, we analyzed the different impact of two objective indicators of job insecurity, the pandemic
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Music therapeutic emotional processing (MEP): Expression, awareness, and pain predict therapeutic outcome Psychology of Music (IF 2.204) Pub Date : 2022-04-26 Suvi Saarikallio, Petri Toiviainen, Olivier Brabant, Nerdinga Snape, Jaakko Erkklä
Successful emotional processing is pivotal for the therapeutic change, and music can support emotional processing. However, we know little on how music-based emotional processing actually predicts clinical outcomes. This study investigated music therapeutic emotional processing (MEP) as a predictor of therapeutic outcome in treatment for depression. Data consisted of self-reports of 64 clients (age
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What elicits music-evoked nostalgia? An exploratory study among college students Psychology of Music (IF 2.204) Pub Date : 2022-04-26 Alycia J Sterenberg Mahon, Edward A Roth
The purpose of this study was to further explore how song (a) familiarity, (b) enjoyment, (c) autobiographical salience, and (d) emotional arousal as well as a person’s (e) current mood state and (f) nostalgia proneness predicted music-evoked nostalgia. This study also measured the strength of the relationship between self-reports of arousal and electrodermal activity (EDA). Thirty people were recruited
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Effects of Score Study and Conducting Gesture on Collegiate Musicians’ Ability to Detect Errors in a Choral Score Journal of Research in Music Education (IF 1.306) Pub Date : 2022-04-23 Mark Montemayor, Jessica Nápoles, Brian A. Silvey, Lia Wiese
The purpose of this study was to examine the effects of score study and conducting gesture on collegiate musicians’ ability to detect errors in a choral score. Is there a combined effect of gesture and score study that impacts undergraduate conductors’ identification of errors in a score? Participants (N = 53) viewed a sequence of four choral score excerpts presented via Zoom video conferencing. We
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Evaluation of the Early Childhood Music Education project’s influence on the development of 3- to 5-year-old children in Andalusia, Spain Br. J. Music Educ. (IF 0.892) Pub Date : 2022-04-21 Joseph Thapa, José A. Rodríguez-Quiles
In 2005, the Barenboim-Said Foundation launched the Early Childhood Music Education project in Andalusia (Spain) to promote music education for young children. Ten years later, an initial study was performed to evaluate the influence of the project on the development of the participating children. The results of this study form part of a broader ongoing research project, in collaboration with the University
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Atheist public school choir directors and their views on religious music performance Int. J. Music Educ. (IF 0.955) Pub Date : 2022-04-20 Christopher L. Clark
The purpose of this phenomenological study was to investigate the religious development, life experiences, and perspectives of six atheist high school choral music teachers on their current attitudes about performing sacred choral music within the public school education system. Six atheist choir directors participated in eighteen semi-structured interviews, resulting in 608 minutes of data. Main analysis
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A Music Teacher’s Blended Teaching and Learning Experience during COVID-19: Autoethnography of Resilience Int. J. Music Educ. (IF 0.955) Pub Date : 2022-04-20 Sean Beirnes, Clint Randles
The purpose of this co-autoethnographic qualitative case study was to chronicle the experiences of the first author as he taught general music in a blended, face-to-face, and online synchronous, environment during the COVID-19 pandemic. The co-autoethnography conveys a voice of a practicing teacher with advice and wisdom gained from living and working through the technological aspects of teaching and
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Bridging the Digital Divide: Distance music learning among older adult musicians Int. J. Music Educ. (IF 0.955) Pub Date : 2022-04-20 Samuel Tsugawa
The purpose of this study was to examine the experiences of conductor-teachers and older adult musicians in a New Horizons ensemble engaged in distance online music-making and music learning. This study employed intrinsic and particularistic qualitative case study designs in which older adult musicians and conductor-teachers of a New Horizons orchestra were interviewed and observed for one year during
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Teacher perspective on music performance anxiety: an exploration of coping strategies used by music teachers Br. J. Music Educ. (IF 0.892) Pub Date : 2022-04-12 Erin MacAfee, Gilles Comeau
The purpose of this study was to explore music performance anxiety (MPA) from music teachers’ perspectives by identifying and describing common coping strategies teachers use to support students with MPA. A quantitative content analysis of scientific and non-scientific MPA literature identified preparation, open communication, realistic expectations, exposure therapy and deep breathing as the five
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Examining a collaborative community amongst music student teachers in Korea Br. J. Music Educ. (IF 0.892) Pub Date : 2022-04-11 Jihae Shin
Teacher collaboration has been recognised as one of the most influential factors positively affecting school teaching practice. To add to the literature in this area, I investigated a collaborative community of Korean preservice music teachers. The results showed that the collaborative community was a place where these preservice music teachers were able to share their thoughts about their passion
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Making sense of democratisation: a case study about extracurricular music workshops in France Br. J. Music Educ. (IF 0.892) Pub Date : 2022-04-11 Joris Cintéro
Since the early 2000s, education policy in France has strongly encouraged publicly funded conservatoires and music schools to forge partnerships with various stakeholders in sectors outside of specialised music education. This change in the objectives traditionally assigned to music schools and conservatoires has given rise to new ‘pedagogical projects’, among which extracurricular music workshops
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Does genre make a difference? Classical orchestra/popular band musicians’ motivation, self-efficacy, and practice experiences’ effects on deliberate practice Psychology of Music (IF 2.204) Pub Date : 2022-04-09 Simon Schmidt, Hans Gruber
This study investigates the motivational conditions, self-efficacy beliefs, and practice of classical (symphonic, wind) orchestra/popular (rock, pop) band musicians. It thus complements previous research which has shed light on individual aspects of music learning. In both individual and collective work, high quality practice performed in a sufficient amount of time was shown to be very effortful.
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Musical interaction in music therapy for depression treatment Psychology of Music (IF 2.204) Pub Date : 2022-04-09 Martin Hartmann, Anastasios Mavrolampados, Petri Toiviainen, Suvi Saarikallio, Katrien Foubert, Olivier Brabant, Nerdinga Snape, Esa Ala-Ruona, Christian Gold, Jaakko Erkkilä
Music therapy is efficacious for the treatment of depression. Compared to other psychotherapeutic forms, it allows for the emergence of various modes of mutual interaction, thus enabling multiple channels for emotional expression and fostering therapeutic alliance. Although musical interaction patterns between client and therapist have been regarded as predictors of therapeutic outcome in depression
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Positive mood induction through music: The significance of listener age and musical timbre Psychology of Music (IF 2.204) Pub Date : 2022-04-08 Alicja Ryczkowska
This experimental research aimed to verify whether the variables of listener age and musical timbre play significant roles in the process of the impact of music on human mood state in the context of the positive mood induction procedure using music. The stimulus material was in the form of two timbrally different versions of the same musical piece. Two participant groups in their early and late adulthood
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“The most relaxing song in the world”? A comparative study Psychology of Music (IF 2.204) Pub Date : 2022-04-08 Daniel Shepherd, Michael J Hautus, Edmund Giang, Jason Landon
The objectives of the current study were to obtain four physiological measures sensitive to stress and compare the nature of their decline after a stress task while listening to different sounds. Particular focus was placed on examining the ability of the song “Weightless”, which has been heralded as “the most relaxing song in the world,” to reduce acute stress as measured physiologically. A single-subjects
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Band Teacher Agency in a High-Stakes Performance Environment Journal of Research in Music Education (IF 1.306) Pub Date : 2022-04-08 Olivia G. Tucker
The purpose of this instrumental case study was to investigate band teacher agency in a high-stakes performance environment. Research questions were: (1) What experiences and professional relationships were most salient in the past (iterative), present (practical-evaluative), and future (projective) dimensions of band teacher agency in a high-stakes performance environment? and (2) How did high-stakes