Contributions of School Music Educators to the Research Literature as Published in the Journal of Research in Music Education, 1953–1993

1995 ◽  
Vol 16 (2) ◽  
pp. 122-135 ◽  
Author(s):  
John W. Grashel ◽  
Anne Lowe
Keyword(s):  
Music Education ◽  
Music Educators ◽  
Research Literature ◽  
School Music

Inspiring the Next Generation of Music Educators: A Multiple Case Study of High School Music Experiences and Career Choice

2020 ◽  
pp. 002242942097578
Author(s):  
Tiger Robison ◽  
Scott N. Edgar ◽  
John Eros ◽  
Kimberly H. Councill ◽  
William E. Fredrickson ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Music Education ◽  
Multiple Case Study ◽  
Music Educators ◽  
Future Research ◽  
School Music ◽  
Multiple Case ◽  
High School Music

The purpose of this instrumental multiple case study was to explore the roles that high school music educators and the experiences they provide play in influencing high school students’ decisions to pursue a career in music education. Four bounded systems, consisting of programs led by ensemble directors with documented records and reputations for helping matriculate music education students into undergraduate music education programs, were studied. Findings were organized into the following themes: (a) formative attraction to the profession, (b) differing approaches to encouragement, (c) forms of encouragement, and (d) life as a music teacher. Specific implications for practice for multiple stakeholders and implications for future research are provided based on these findings.

Achievement Goals in Music Contexts: A Review of Literature

2019 ◽  
Vol 38 (2) ◽  
pp. 10-19
Author(s):  
Leonard Tan ◽  
Hui Xing Sin
Keyword(s):  
Music Education ◽  
Achievement Goals ◽  
Motivational Climate ◽  
Music Educators ◽  
Research Literature ◽  
Review Of Literature ◽  
Mastery Goals ◽  
Domain Specific ◽  
Motivational Climates ◽  
Mastery Approach

The purpose of this article was to review and synthesize the research literature on achievement goals in music contexts. It is structured in four parts: (a) adaptive dispositions and outcomes, (b) motivational climate, (c) music and other domains, and (d) implications for music education. Researchers have found that learners who endorse mastery goals, in particular, mastery-approach ones, also tend to possess a range of adaptive dispositions. Music educators may therefore consider creating motivational climates that foster mastery goals. Achievement goals have also been found to be largely domain specific. Based on the review, implications for music education are offered.

The effect of participation in a popular band program on students’ musical and extra-musical outcomes in Korea

2020 ◽  
Vol 38 (3) ◽  
pp. 370-382
Author(s):  
Joo Yeon Jung ◽  
Jihae Shin ◽  
Soojin Lee
Keyword(s):  
Music Education ◽  
South Korea ◽  
Popular Music ◽  
Integrated Curriculum ◽  
Music Educators ◽  
Music Curriculum ◽  
Bob Dylan ◽  
School Music ◽  
Mainstream School ◽  
Younger Generation

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 into its mainstream school music curriculum. Recently, the popular band has been gaining its popularity as a new kind of ensemble program inside and outside the school in South Korea. Thus, the purpose of this study was to analyze the effects of a popular band program, the “Little Bob Dylan Band,” on students’ musical and extra-musical outcomes. Thirty-five students participated in the program, and, in this study, both students and their parents completed a survey and were individually interviewed. Results indicated that the program enabled students to have new and deepened musical experiences in their lives. In addition, students were able to develop artistic originality through an integrated curriculum that involved cooperation with peers while creating and playing music together.

scholarly journals Reasons to teach music: establishing a place in the contemporary curriculum

2000 ◽  
Vol 17 (1) ◽  
pp. 32-42 ◽  
Author(s):  
Stephanie Pitts
Keyword(s):  
Twentieth Century ◽  
Music Education ◽  
Questionnaire Survey ◽  
Music Educators ◽  
Small Scale ◽  
Music Teaching ◽  
Musical Identity ◽  
British Music ◽  
School Music ◽  
History Of

Studies in the history of music education reveal much about the place and purpose of music in the changing curriculum. In this article, the ideas of some significant British music educators of the twentieth century are considered, in an evaluation of the apparent goals of music teaching that have been articulated over the decades. The connections between rationale and practice are discussed, with published ideas placed alongside the views of contemporary teachers in a small-scale questionnaire survey. The conclusion is proposed that school music, as a small part of the child's musical identity, must be modest in its intentions but ambitious in its provision.

The rights and wrongs of school music: a brief comment on Malcolm Ross's paper

1997 ◽  
Vol 14 (1) ◽  
pp. 23-27 ◽  
Author(s):  
Charles Plummeridge
Keyword(s):  
Music Education ◽  
Empirical Evidence ◽  
Critical Evaluation ◽  
Music Educators ◽  
Theory And Practice ◽  
Insufficient Attention ◽  
The Arts ◽  
School Music ◽  
The Many

In this article consideration is given to some of the issues raised in Malcolm Ross's provocative critique of music education and music educators (TJJME, 1995, 12, 185–201). Ross's claim that there is empirical evidence to support a view of school music as a failing arts subject requires closer examination and critical evaluation. Whilst his contention that the arts subjects cannot really be taught in schools is both interesting and challenging, teachers will question some of Ross's underlying pedagogical and aesthetic arguments. They are also likely to conclude that he pays insufficient attention to the many developments that have taken place in the theory and practice of music education.

scholarly journals Music Booster Groups: Alleviating or Exacerbating Funding Inequality in American Public School Music Education?

2019 ◽  
Vol 67 (1) ◽  
pp. 6-22 ◽  
Author(s):  
Kenneth Elpus ◽  
Adam Grisé
Keyword(s):  
Public School ◽  
Music Education ◽  
Household Income ◽  
Short Form ◽  
The United States ◽  
Music Educators ◽  
Median Household Income ◽  
School Communities ◽  
Irs Form 990 ◽  
School Music

As fundraising has become a key component of American public school music educators’ professional responsibilities, in many places, parent organizations have taken an increasingly outsized role in raising private funds to supplement public school music budgets. The purpose of this study was to understand the finances of public school music parents’ associations and music booster groups and to understand the relation between the socioeconomic status of school communities and the amount of money raised by their local music booster groups. Using Internal Revenue Service (IRS) fiscal 2015 data for 5,575 music booster groups throughout the United States, we found evidence that, collectively, music booster groups raised at least $215 million in support of public school music education. At least four groups raised over $1,000,000; at least 31 raised over $500,000; and at least 723 raised over $100,000 each. We found that total booster revenues were significantly associated with local median household income. Each additional $1,000 of local median household income was associated with an additional $305 in revenue for booster groups filing IRS Form 990-EZ (“short form”) and with an additional $1,637 in revenue for booster groups filing the full IRS Form 990.

Factors that Affect Participation in Secondary School Music: Reducing Barriers and Increasing Access

2020 ◽  
Vol 106 (4) ◽  
pp. 43-49
Author(s):  
Mara E. Culp ◽  
Matthew Clauhs
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Music Education ◽  
Music Teachers ◽  
Music Educators ◽  
Graduation Requirements ◽  
Education For All ◽  
Course Selection ◽  
School Music

Students often enter secondary schools with increased autonomy over course selection and how they meet graduation requirements. Those who once participated in school music may discontinue music studies for a variety of reasons. Music teachers should be mindful of factors that may affect a student’s ability or desire to participate in school music. This article discusses these factors and suggests practices to increase access to music education for all students. By examining practices and considering ways they can be altered or expanded to provide more options and be more inclusive, music educators may be able to provide more opportunities for all students.

Error Detection in Music Education: A Review of Literature

2021 ◽  
pp. 875512332110209
Author(s):  
Rachel A. Sorenson
Keyword(s):  
Music Education ◽  
Error Detection ◽  
Ecological Validity ◽  
Internal Validity ◽  
Personal Characteristics ◽  
Music Educators ◽  
Research Literature ◽  
Detection Ability ◽  
Confounding Variables ◽  
Testing Error

The ability to accurately detect performance errors is a fundamental skill for music educators and has been a popular topic of research within the field of music education. In fact, it has been suggested that roughly half of all ensemble rehearsals are dedicated to error detection. The purpose of this literature review was to synthesize the research literature related to error detection among preservice and inservice music educators. The majority of error detection studies have centered on the topics of (a) defining errors and error hierarchy, (b) developing tests and programmed materials, (c) personal characteristics related to error detection ability, and (d) factors that influence error detection ability. Results from existing error detection studies suggest that not only are there valid and reliable methods for testing error detection ability, but certain variables have the potential to increase or decrease that ability. In addition, findings revealed that a tension exists between designing error detection studies with high ecological validity (real world, contextual relevance) and those with high internal validity (elimination of confounding variables). Based on these findings, I offer several recommendations for inservice music educators and music education faculty.

Music Education, Curriculum Design, and Assessment: Imagining a More Equitable Approach

2020 ◽  
Vol 106 (4) ◽  
pp. 57-65
Author(s):  
Jennifer Mellizo
Keyword(s):  
Music Education ◽  
Curriculum Design ◽  
Music Educators ◽  
Education Curriculum ◽  
High Quality ◽  
Planning Strategy ◽  
School Music ◽  
Music Classrooms ◽  
Content Pedagogy

Although it is not their intent, conventional curricula may place some students at a disadvantage in school music classrooms. This article offers a practical planning strategy that music educators can use to confront and resist some of these curricular tendencies in subtle yet important ways. By reimagining long-standing norms related to content, pedagogy, and assessment, we can build a system that provides more students with access to a high-quality, equitable, and personally meaningful music education.

Latinx Students and Secondary Music Education in the United States

2018 ◽  
Vol 37 (3) ◽  
pp. 5-11
Author(s):  
Samuel Isai Escalante
Keyword(s):  
Music Education ◽  
Research Question ◽  
The United States ◽  
Research Literature ◽  
Student Population ◽  
Music Teacher ◽  
Secondary Music ◽  
Music Ensembles ◽  
School Music ◽  
Systemic Factors

As of 2014, Latinx youth have comprised roughly a quarter of the U.S. population younger than 18 years. Yet Latinx students have not been found to participate in school ensembles at rates consistent with their proportion of the total student population. This disparity has yet to be fully explained by the research literature. The purpose of this review of literature is to synthesize what scholars understand about Latinx student participation in school ensembles. Literature was chosen based on the following research question: What factors may contribute to the disparity between the Latinx student population and the rate of Latinx participation in secondary school music ensembles, nationally? This review revealed several factors that may influence participation rates of Latinx students in secondary music ensembles, including curricular and systemic factors, music teacher attitudes toward diversity, Latinx parental involvement, and Latinx students’ interests. Implications for increasing participation and improving music education for Latinx students are discussed.

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