Music Majors' Attitudes Toward Private Lesson Teaching After Graduation

2007 ◽  
Vol 55 (4) ◽  
pp. 326-343 ◽  
Author(s):  
William E. Fredrickson
Keyword(s):  
Graduate Students ◽  
Reading Skills ◽  
Music Students ◽  
Degree Programs ◽  
Music Majors ◽  
Music Reading ◽  
Music Lessons ◽  
Attitudes Toward Teaching ◽  
Private Lesson ◽  
Private Music Lessons

The purpose of this study was to survey current music students across degree programs and levels on their attitudes toward teaching private music lessons. Results showed few differences between undergraduate and graduate students. Across degrees, educators and performers were most alike on statements about wanting to teach, liking the idea of watching students learn, and looking forward to being better teachers themselves. They differed in that educators focused more on correct notes than expressive elements and were more willing to take on students who are less skilled or able, teach improvisation, and focus on music reading skills. Performers hoped for students who were self-motivated. Educators focused less on teaching for money, connecting teaching to their own playing, and saw themselves as less likely to give up teaching to do other things. These data suggest that music majors across degrees and levels see a need for training to teach.

scholarly journals Setting a Strong Foundation for Music Students within Jackson Public Schools.docx

2019 ◽  
Author(s):  
Ramon Jackson
Keyword(s):  
Reading Skills ◽  
Music Students ◽  
Sight Reading ◽  
Breathing Techniques

This specific issue can be addressed by developing a plan to enhance student’s sight-reading skills, prepare them for auditions and improve tonality though optimal and appropriate breathing techniques.

scholarly journals MULTIMEDIA LEARNING IMPLEMENTATION AND VOCABULARY MASTERY FOR ENHANCHING STUDENTS’ JAPANESE LANGUAGE READING SKILL AT SMKN 1 PURWOKERTO

IZUMI ◽  
2014 ◽  
Vol 3 (2) ◽  
pp. 76
Author(s):  
Haryono Haryono
Keyword(s):  
Graduate Students ◽  
Reading Skills ◽  
Multimedia Learning ◽  
Education Technology ◽  
Language Education ◽  
Japanese Language ◽  
Learning Material ◽  
Rosetta Stone ◽  
Strong Relation ◽  
Japanese Companies

The present research is the implementation of the 2013 doctoral disertation report funded by DIKTI. The research is a part of IPTEKS scheme for community devotion that have strong relation to language education technology. It concern with the use of multimedia learning and vocabulary mastery on students’ Japanese language  reading skills at SMK 1 Purwokerto. The method is implemented experimentally by giving multimedia learning treatment such as Rosetta Stone and Tell Me More Japanese. Through some presentation with the use of those multimedia learning material, the purpose of this research is to know the extent to which the level of their vocabulary mastery and to encourage students in order to have an approriate skill to read Japanese documents. With the implementation of this multimedia learning training, graduate students of SMK Negeri I Purwokerto will be increased and for the future they have a good job at Japanese companies in Indonesia

scholarly journals Perfectionistic self-presentation and emotional experiences in music students: A three-wave longitudinal study

2019 ◽  
Vol 48 (6) ◽  
pp. 766-776
Author(s):  
Andrew P. Hill ◽  
Karen Burland ◽  
Elaine C. King ◽  
Stephanie E. Pitts
Keyword(s):  
Longitudinal Study ◽  
Music Students ◽  
Degree Programs ◽  
Emotional Experiences ◽  
Cross Sectional ◽  
Self Presentation ◽  
Positive Feelings ◽  
Negative Feelings ◽  
Academic Year ◽  
Over Time

Research has shown that perfectionism predicts emotional experiences among amateur, professional and adolescent musicians. In examining these relationships, previous research has measured trait perfectionism and employed cross-sectional designs. The current study builds on existing research by examining whether perfectionistic self-presentation (as opposed to trait perfectionism) predicts negative and positive emotional experiences in music students over time. One hundred and forty-three music students ( M age 18.92 years, SD = 2.96) enrolled in music-related degree programs completed measures of perfectionistic self-presentation (perfectionistic self-promotion, non-display of imperfection, and non-disclosure of imperfection) and emotional experiences (positive and negative feelings) at the start, middle and the end of the academic year. Path analysis revealed that perfectionistic self-promotion at the start of the year predicted lower positive feelings in the middle of the year, and non-disclosure of imperfection in the middle of the year predicted lower positive feelings at the end of the year. In addition, negative feelings in the middle of the year also predicted higher non-disclosure of imperfection at the end of the year. The findings suggest that the desire to present oneself perfectly and avoid disclosure of imperfections may contribute to less positive emotional experiences among music students.

Biochemical and Galvanic Skin Responses to Music Stimuli by College Students in Biology and Music

1992 ◽  
Vol 74 (3_suppl) ◽  
pp. 1079-1090 ◽  
Author(s):  
Sherman D. VanderArk ◽  
Daniel Ely
Keyword(s):  
Plasma Cortisol ◽  
Physiological Responses ◽  
Music Students ◽  
Music Majors ◽  
Physiological Changes ◽  
Biology Students ◽  
Before And After ◽  
Behavioral Therapies ◽  
Skin Responses ◽  
Galvanic Skin Responses

The purpose of this study was to examine biochemical and physiological responses to musical stimuli. Specifically, university music and biology students' plasma levels of norepinephrine, endorphin, and Cortisol, and their galvanic skin responses were measured before and after listening to two different musical selections in an anechoic chamber and during controlled silence. The results indicated that biochemical variables changed significantly in both groups during listening to music but were not different during the controlled silence. These data suggest that music majors may listen more analytically to music. GSR responses were significantly higher for music majors than biology majors, and plasma Cortisol increased in music students but decreased in biology students. Music which elicits specific emotions induces physiological changes which may be beneficial to relaxation and behavioral therapies.

scholarly journals Music Teacher Dispositions: Self-Appraisals and Values of University Music Students

2018 ◽  
Vol 66 (1) ◽  
pp. 111-125 ◽  
Author(s):  
Robert H. Woody ◽  
Danni Gilbert ◽  
Lynda A. Laird
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Music Students ◽  
Music Majors ◽  
Education Majors ◽  
Music Teaching ◽  
Education Students ◽  
Music Education Majors

For music teachers to be most effective, they must possess the dispositions that best facilitate their students’ learning. In this article, we present and discuss the findings of a study in which we sought to explore music majors’ self-appraisals in and the extent to which they value the disposition areas of reflectivity, empathic caring, musical comprehensiveness, and musical learnability orientation. Evidence from a survey of 110 music majors suggested that music education students possess and value the dispositions of reflectivity, musical comprehensiveness, and musical learnability orientation more highly after they have matured through their college careers. Additionally, based on their responses to music teaching scenarios, it appears that senior music education majors possess greater empathic caring than do their freshman counterparts.

Enhanced Learning for Young Music Students

2016 ◽  
Vol 103 (2) ◽  
pp. 41-46 ◽  
Author(s):  
Diane Briscoe
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Musical Instrument ◽  
Music Students ◽  
Home Practice ◽  
Music Lessons ◽  
Enhanced Learning

Factors that determine the rate of a child’s progress on a musical instrument include the quality, quantity, and regularity of home practice. Because a young pupil sometimes lacks the skills necessary to practice independently at times, music teachers could encourage and motivate parents/guardians to participate more fully in their child’s music education. Sandler and Hoover-Dempsey discovered a number of variables that seem to influence parents’ willingness to become more active in school-related activities. These findings provide music teachers with insights into how to motivate adults to become more involved in their child’s music lessons.

The Effects of Texture and Number of Parts on the Ability of Music Majors to Detect Performance Errors

1997 ◽  
Vol 45 (1) ◽  
pp. 51-66 ◽  
Author(s):  
James L. Byo
Keyword(s):  
Graduate Students ◽  
Repeated Measures ◽  
Music Majors ◽  
Error Type ◽  
Musical Excerpts ◽  
Performance Errors ◽  
Main Effects ◽  
Recorded Performances

The purpose of this study was to examine graduate and undergraduate music majors' ability to detect pitch arid rhythm errors in one-, two-, and three-part settings of texturally contrasting musical excerpts. A stimulus audiotape consisting of 12 excerpts resulted from the following arrangement by texture and number of parts: 4 one-part excerpts, 2 two-part and 2 three-part homorhythmic excerpts, and 2 two-part and 2 three-part polyrhythmic excerpts. Subjects ( N = 150) listened to purposefully marred recorded performances of these excerpts and attempted to identify pitch and rhythm errors by circling appropriate places on correctly notated scores. Results of analyses of variance with repeated measures on correct responses indicated significant main effects of degree status (graduate students were more accurate than were undergraduates); number of parts (subjects were most accurate in one-part settings, less accurate in two-part settings, and least accurate in three-part settings); texture (subjects were more accurate in homorhythmic texture than in polyrhythmic texture); and. error type (subjects were more accurate detecting rhythm errors than pitch errors). Significant interactions indicated that these variables did not function independently of each other.

Examining College Music Majors’ Perceived Barriers and Motivation to Exercise

2020 ◽  
Vol 35 (4) ◽  
pp. 181-187
Author(s):  
Matthew W. Seitz ◽  
Jacob J. Levy ◽  
Barbara A. Murphy
Keyword(s):  
Physical Exercise ◽  
Self Efficacy ◽  
Self Determination Theory ◽  
Music Students ◽  
Music Majors ◽  
Exercise Motivation ◽  
Music Culture ◽  
Demographic Questionnaire ◽  
Barriers To Exercise ◽  
College Music

Previous research has revealed music majors, in general, do not identify as exercisers, subjecting them to various health risks. Influenced by self-determination theory, the current study examined exercise motivation and self-efficacy in overcoming barriers to exercise in relation to number of times per week collegiate music majors reported they engaged in physical exercise. One hundred six college music majors completed a demographic questionnaire regarding their participation in marching music activities and how many days per week they engaged in physical exercise. They also completed two standardized questionnaires that assessed their motivation to exercise (i.e., Behavioural Regulation in Exercise Questionnaire-2) and their confidence in overcoming barriers to exercise (i.e., Barriers Specific Self-Efficacy Scale). Results indicated that music majors who espoused a stronger identified motivation to exercise and had greater self-efficacy in their perceived ability to overcome barriers to exercise reported a greater frequency of exercise engagement. Sex difference were also found, with female music students being less confident (than their male counterparts) in their ability to overcome barriers to exercise. These findings highlight the motivations, obstacles, and perceptions of exercise in the music culture, providing a helpful start for comprehending what drives individuals in this domain.

Attitudes of String Teachers and Performers Toward Preparation for and Teaching of Private Lessons

2013 ◽  
Vol 61 (2) ◽  
pp. 217-232 ◽  
Author(s):  
William E. Fredrickson ◽  
John M. Geringer ◽  
David A. Pope
Keyword(s):  
Cross Section ◽  
Educational Opportunities ◽  
Music Students ◽  
Pedagogical Issues ◽  
Private Lessons ◽  
String Instrument ◽  
Private Lesson ◽  
String Teachers ◽  
Music Faculty

The present study was designed to examine attitudes toward private lesson teaching of a cross-section of string instrument instructors ( N = 1,617). The participant pool was drawn from the membership of the American String Teachers Association (ASTA). Results were similar in many ways to responses in previous studies also involving music faculty and music students. These groups indicated that they liked teaching, liked the challenges of teaching musicians, and believed preparation for teaching is important. Depending on the age of their students, they also enjoyed talking about pedagogical issues with students. Engaging the membership of organizations such as ASTA will be necessary if the profession is to find additional ways to provide educational opportunities for musicians interested in teaching.

Effects of Background Music on Musical Task Performance and Subsequent Music Preference

1979 ◽  
Vol 49 (1) ◽  
pp. 39-45 ◽  
Author(s):  
John M. Geringer ◽  
Janice K. Nelson
Keyword(s):  
Task Performance ◽  
Preference Test ◽  
Background Music ◽  
Music Students ◽  
Music Majors ◽  
Music Preference ◽  
Musical Excerpts ◽  
Task Conditions ◽  
Subsequent Preference

The present study examined the effects of background music on performance of a musical task and on subsequent preference for that music. 60 music and 60 non-music majors heard background music in music-only or music-plus-task conditions, and a third group heard no music in a task-only condition. A preference test of four musical excerpts, including the background music excerpt, was administered subsequently to all three groups of subjects. Although music majors scored higher than non-majors, background music did not differentially affect task scores. Music students exhibited a differential preference following both musical conditions, while non-music subjects demonstrated differential preference only following the music-only condition.

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