Music performance anxiety (MPA) affects young musicians, and especially those in higher music education, due to the evaluation and performance demands of this context and their professional and personal expectations, with implications for health and wellbeing. This study investigates the following predictors of anxiety: gender, age, performance experience, health problems, coping strategies and medication

Music students experiencing the potentially debilitating effects of playing-related injury (PRI) often first turn to their music teachers for help. This paper aims to document music instructors’ lived experience and perceptions surrounding PRI and better understand how teachers currently support students’ musculoskeletal health. Using a qualitative description approach, in-depth interviews with 10

The aim of this study is to explore the lived experience of students ( N = 1,282) in general education engaging in collective free improvisation (CFI). Fourteen music teachers implemented a CFI lesson in 69 classes in Flanders (Belgium). Lived experience was measured using a Dutch version of the Flow State Scale for Occupational Tasks. This scale reflects the degree of Sense of Control, Positive Emotional

This study, aiming to evaluate the piano teaching and post-process gains of music teacher candidates based on their experiences with the flipped classroom model (FC), was designed as a case study. The study group consisted of 24 music teacher candidates studying in the 2022 to 2023 academic semester in the Music Education Program. The research design includes implementation of piano teaching with the

For professional musicians, all aspects of music play an integrated role in music-making. However, for first year music students, who usually begin their studies identifying as performers, some may question the value of learning these other areas of music. This study investigates the responses of 80 first year undergraduate music students to questions about aspects of the music study they were about

The aim of this study is to provide a systematic review of the effects of active and passive music engagement on cognitive development. Out of the 66 studies uncovered by the initial search, methods, and conclusions of 12 quantitative, 2 qualitative, and 12 review studies were analyzed. The present review shows active music engagement may improve cognitive skills in near transfer domains, such as verbal

The purpose of this content analysis is to analyze available peer-reviewed middle school general music literature to determine the ways in which middle school general music has been conceived of in extant literature in the United States. The researchers performed a content analysis of peer-reviewed empirical and practitioner articles relating to middle school general music ( N = 45), creating a coding

Previous researchers have identified the barriers faced by international teaching assistants (ITAs), yet few studies have specifically explored these barriers within music disciplines. Teaching assistants at American universities often encounter linguistic and sociocultural challenges, while those working in music schools may face additional obstacles due to the unique nature of the subject. The qualitative

The purpose of this study was to investigate U.S. undergraduate music education degree alumni ( n = 3,731) perceptions of and satisfaction with their baccalaureate educational experiences, professional skills development, and careers post-graduation. A secondary aim was to determine the extent to which key aspects of undergraduate music education degree programs and/or demographic variables predicted

The COVID-19 pandemic profoundly impacted the wellbeing of students and teachers around the world. Job demands-resource theory has been an integral theoretical framework to understand how workers navigate strenuous conditions. Further, the study demands-resource model was conceptualized to understand how students’ school-based responsibilities affect their wellbeing and performance. There is a gap

In this study, it was aimed to develop a music listening skill test for primary school teacher candidates to determine their levels of perception of basic musical structures through listening. A total of 260 teacher candidates studying in the department of primary education (early childhood and elementary education) of a public university in Türkiye formed the study group of the research. KR-20 internal

Higher music education (HME) institutions, globally, have increasingly been expected to incorporate research into teaching in music performance programs (MPPs). This feature of “musical academization” arguably conflicts with a longstanding focus on the development of practical playing skills as part of a music performance education. Whilst academic literature has outlined how to conduct research supervision

It is a strange paradox that whilst music is increasingly considered an important part of health and wellbeing, musicians themselves endure physical and psychological challenges within a competitive industry. We compared music student wellbeing in two higher education schools of music; one in the UK, the other in Switzerland, to explore cultural similarities and differences. The study was completed

Performance anxiety is a significant factor that hinders musicians from showcasing their potential. Students receiving professional music education may experience negative effects in both their education and professional lives due to this anxiety. It is important to identify the factors that contribute to performance anxiety in order to overcome it. With this perspective, the research measured the

Music performance is now recognised as a multisensory experience where both sound and sight contribute to its transmission and reception. The challenge for music education is to disseminate recent performance science research findings in this area into the curriculum using engaging and meaningful strategies. Practice without access to key research does not adequately prepare future music professionals

Music education students frequently encounter high-pressure situations that significantly impact their performance and development. These scenarios, which range from public recitals to evaluative sessions, present both challenges and opportunities for growth. This paper examines the nature of these high-pressure environments and explores their effects on music students. We offer practical strategies

We examined the perspectives and experiences of collegiate voice instructors regarding methods used to address wellness in the collegiate voice studio. Collegiate voice instructors ( N = 835) from 13 states were invited to participate in a researcher-designed survey. A total of 74 respondents completed the survey. All respondents strongly agreed that students’ wellness impacts their performance abilities

Previous research has shown that classroom activities in music composition, involve the use of composition strategies during the creative process. This implies that teaching composition strategies may be beneficial to improve compositions in regards to their craftsmanship and their originality. Practical guides on composing for experienced musicians suggest using composition strategies as a way to

Using a deductive approach, this article explores how synthesizing existing theoretical frameworks—UNESCO’s domains of education encompassing formal, informal, and nonformal learning, Folkestad’s dimensions of learning (the situation, learning style, ownership, and intentionality), and Green’s characterizations of informal learning—can enhance our understanding of students’ experiences of music-making

This study explored the potential of artificial intelligence (ChatGPT) to generate lesson plans for music classes that were indistinguishable from music lesson plans created by humans, with current music teachers as assessors. Fifty-six assessors made a total of 410 ratings across eight lesson plans, assigning a quality score to each lesson plan and labeling if they believed each lesson plan was created

The limited number of STEAM educational experiences in Spain was the motivation behind this study, whose goal was to identify the contributions and essential components of integrated STEAM teaching, specifically the approach that relates the arts (music) to science subjects (mathematics). To this end, a multiple case study was carried out in primary classrooms at three schools. The interviews carried

Intercultural competence is essential in schools attended by students of different ethnicities, cultures, and religions. A number of studies have suggested that music facilitates the transmission of values and emotions inherent in intercultural competence. The role of teachers is considered essential as well. Thus, it is important to consider music teachers’ perceptions on intercultural competence

The aim of the present research was to investigate the evolutionary course of rhythmic development in pre-school children in a private kindergarten (age 4–5 years) in Athens, Greece, through Lucy Green’s ‘Playing by ear’ method. Tools and strategies taken from qualitative methodology, and more specifically from action-research were used. What was investigated was to what extent the ‘Playing by ear’

This quantitative study delves into the music learning needs of working-age individuals in Thailand, focusing on those aged 21 to 59 years outside the music profession. The research, conducted in October 2023, collected responses from 503 participants through an online structured questionnaire. The findings revealed that “As a hobby/for relaxation” emerged as the primary motivation for enrolling in

This article investigates musical grit and sisu, inner fortitude, as predecessors of flow, flourishing and personal growth. Grit has been identified as an important factor for success. Our aim was to increase knowledge of the benefits of intensified music education for building grit, resilience and fortitude. Data were collected with mixed methods in 2020 from two schools and 96 children. Surveys were

This paper describes music teacher educator growth during a Self-Study of Teacher Education Practices (S-STEP) conducted over the course of one academic year. Research questions included: (a) How do the researchers describe the experience of conducting a S-STEP; and (b) What is the perceived impact of the S-STEP on our understanding of our students and the curriculum? Data included researcher journals

Communities of Practice are integral as a network for engaging in regular interactions, sharing resources, and offering support. As online collegiate communities continue to expand, exploration of virtual courses—specifically, the music student teaching seminar—seems necessary. The purpose of this instrumental case study was to describe music student teachers’ (MSTs, N = 20) and instructors’ experiences

Students undertaking higher education music degrees represent a rich tapestry of experiences, cultures and needs. However, equity and inclusion issues related to music students with disability in higher education are frequently addressed in generic ways, and without consultation or consideration of their unique requirements. With limited research available, this qualitative study within an Australian

Within the field of American secondary school wind band teaching, women have been historically and persistently underrepresented, making it important to consider ways to (1) expand pre-service teachers’ opportunities to engage with successful female band directors, and (2) to explore undergraduate women’s insights into becoming female band directors themselves. The purpose of this survey-based study

Educational researchers increasingly focus on psychosocial factors, implying the need for an improvement of school settings regarding child wellbeing. However, so far, studies which focus music-related wellbeing of primary school aged children are rare. The paper explores the essential question which empirically based frameworks offer concrete foundations for corresponding educational practices in

Intonation education plays a crucial role in music education. However, research in this field is relatively scarce. To address this research gap, this review conducts a comprehensive analysis by extensively searching the SCOPUS, WoS, and ERIC databases using the keywords “music,” “education,” and “intonation,” resulting in 326 retrieved articles. After rigorous selection, 13 highly relevant articles

The purpose of this study was to gather and explicate the narratives of adolescent males in Bogotá, Colombia about their experiences in school choral music instruction. The data were analyzed to explore the participants’ reasons for continued or discontinued participation in school-based singing activity. There were twelve participants, ages 12 to 17 years, representing four schools with music program

This article investigates selected processes of self-regulated learning (SRL) in online string instrument lessons. We explore: (i) the factors that motivate teachers and students to commence and maintain online teaching and learning, (ii) the synchronous and asynchronous social interactions that occur between teachers, students and peers and (iii) the structuring of the online/physical learning environment

In South East Asia, a nexus of social conditions influences private music education, creating situations where students’ musical development could be neglected or actively impaired. Such musical inhibition has not been widely researched nor well understood. This basic qualitative research study aims to explore how twelve private studio teachers in Singapore and the Klang Valley of West Malaysia understand

The main aim of this study is to quantify and analyse scientific production on music education in different databases (WoS, Scopus, Dimensions and Lens) between 2000 and 2022. The selected sample comprises 17,373 articles, 3,394 journals, 23,145 authors and 23,473 keywords. A descriptive and inferential analysis of scientific output and structural analyses was performed using bibliometric techniques

In higher music education (HME) contexts, free improvisation is currently a rapidly evolving field across musical genres. Previous research indicates that teaching and learning improvisation can be challenging, depending on students’ experience and how improvised music-making is facilitated, but few studies address free improvisation in HME. Our study has explored this field by utilising qualitative

During the last decade, the Syrian crisis has, in various ways, imposed many fundamental changes upon Syrian society. It has pervaded cultural issues at large with a major effect on education. Ideo...

Institutional change is being called for to renew higher music education (HME). But what institutional pressures, specifically, are driving these calls, and how are HME organisations responding to ...

This study has as its purpose to ascertain and analyze the impact caused by the implementation of the Flipped Learning model on the students enrolled in the subject «music» of Spain’s public Compul...

The Music Performance Self-Efficacy Scale (MPSES) is an important scale designed to reflect the four sources of self-efficacy of Bandura by Zelenak, and has been used in many studies of music educa...

What might pre-service music teachers learn by stepping outside the formal curriculum? In between semesters student teaching in New York City, I investigated music education practices in the Vezo f...

This study examined demographic information for current music education faculty (N = 136), the factors that seem to influence music education faculty members’ levels of job satisfaction and primary...

Mission-driven nonprofit organizations sometimes struggle within a cycle of disempowerment resulting from oversaturation of data collection that is reactive to funder demands. In this article, we p...

Stress can affect teachers’ mental and physical health, student-teacher relationships, and energy levels. During the COVID-19 pandemic, educators around the world experienced stress in terms of wor...

Teacher preparation for generalist (non-specialist) elementary teachers in Ontario typically comprises one compulsory music class. In entry surveys, many generalists describe themselves as highly a...

Feedback is an important component of learning, and is an essential skill to develop in teacher education. However, research on feedback in music teaching and learning has not yet explored the proc...

The Norwegian schools of music and arts are publicly funded institutions which offer extra-curricular activities for children and adolescents in music and other art forms. According to Norwegian le...

COVID-19 containment measures brought many changes in our lives and forced teachers all around the world to adopt various new practices. Given its specific education requirements and numerous schoo...

Sight-singing and musical dictation are considered as complementary activities by different Ear Training pedagogues but, surprisingly, studies conducted with participants working individually were ...

This study aims to carry out a global evaluation of 13 Music Education Bachelor Degrees from Colombia, academic programs focused on the higher training of music teachers in this country, and to est...

Contemporary literature suggests that music education is stuck in a cycle of cultural reproduction in which music teachers and curriculum writers value Western art music more than culturally-divers...

This action research study provides insight into the learning of university music education students who participated in a popular musicianship experience. The participants were thirty-four music e...

Admission procedures to elementary school in Music Conservatoires in Portugal consist in the assessment of aural aptitude. This investigation aims at assessing the power of aural aptitude at predic...

Feedback is a powerful influence on learning and achievement in the instrumental music lesson, though this impact may render positive as well as negative implications to learning. The impact of fee...

Within an Orff-based program implemented in Israel, this mixed-methods study examined the effects of age on emerging rhythmic literacy in children. Participants (N = 132) were kindergarteners (n = ...

Musical Futures (MF) is an internationally recognised approach to music teaching aimed at developing high levels of student engagement through practical music making. Set up in the UK in 2003 Music...

Forced to navigate and negotiate their positionality and subjectivity, queer music educators confront unique challenges in heteronormative schooling environments. This minority group is often assoc...

The purpose of this study was to examine our music teacher educator (MTE) identity construction. Our research questions were: (a) How did we describe our MTE identity construction during our doctor...

Music, especially singing with others, is a highly emotive experience and has been a core of an early childhood education philosophy that has promoted a social image of the child, where children ar...

Musician-teacher identity is a “work-in-progress” spanning a career lifetime, yet little research appears to explore how this culminative development occurs, particularly from an individualized mus...