High School Students’ Participation in Music Activities Beyond the School Day

2011 ◽  
Vol 30 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Tammy L. Kuntz
Keyword(s):  
High School ◽  
High School Students ◽  
Cultural Groups ◽  
School Students ◽  
Music Participation ◽  
High School Band ◽  
Band Students ◽  
School Day ◽  
School Band ◽  
Music Activities

The purpose of this qualitative study was to investigate the music activities that high school band students are involved in and how these activities might lead to lifelong music participation. Specific research questions were the following: (a) In what activities are high school band students involved? (b) What are high school band directors doing to encourage lifelong participation in music? (c) How do students describe their plans for musical involvement in the future? Three focus group discussions at one rural school ( n = 5), one suburban school ( n = 5), and one urban school ( n = 4) were conducted to discover ways students participated in music activities beyond the school day. These opportunities ranged from cultural groups, to community youth events, to time with friends listening to music. Influences of family members and the desire to maintain connections seem to be beneficial in creating musicians with a desire for music participation as adults.

Differences in Myers-Briggs Personality Types Among High School Band, Orchestra, and Choir Members

2011 ◽  
Vol 59 (1) ◽  
pp. 85-100 ◽  
Author(s):  
Christin Reardon MacLellan
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Type ◽  
Personality Types ◽  
School Students ◽  
High School Band ◽  
Band Students ◽  
School Norms ◽  
Myers Briggs ◽  
School Band

The purpose of this study was to explore personality type differences among high school band, string orchestra, and choir students according to ensemble membership. Participants ( N = 355) were high school students who had participated in their school’s band, orchestra, or choir for 1 year or more. The author administered the Myers-Briggs Type Indicator (MBTI) to determine the personality type for each participant. Personality types were compared among the three ensembles as well as with published MBTI high school norms. Results indicated that personality type differences existed among the ensembles and that there were significant differences in the comparisons with MBTI norms. A significant personality type difference was found between orchestra and choir students along the Extraversion-Introversion dichotomy, indicating that choir students were more likely to be Extraverted when compared to orchestra students. There were no significant differences among the ensembles on the Sensing-Intuition, Thinking-Feeling, or Judging-Perceiving scales. Compared to high school norms, the students in each ensemble were significantly more likely to be Intuitive and Feeling. The band students were significantly more likely to be Perceiving, and the choir students were significantly more likely to be Extraverted.

Passing the Baton: Building Student Autonomy and Democracy in the Large Ensemble Setting

2021 ◽  
pp. 875512332110416
Author(s):  
Matthew D. Schatt
Keyword(s):  
High School ◽  
High School Students ◽  
School Setting ◽  
Large Ensemble ◽  
School Students ◽  
High School Band ◽  
Student Autonomy ◽  
Band Students ◽  
Democratic Experience ◽  
School Band

The purpose of this study was to explore the phenomena of participation in a democratic large ensemble experience in a secondary public school setting. Specific research questions included (a) Do high school band students feel capable of performing a music work without teacher intervention? (b) In what ways do high school band students describe the experience of performing in a student-led large ensemble? (c) What music decisions were most often made by high school band students in a student-led large ensemble? and (d) Were there any changes in high school students’ perceptions of autonomy following a student-led large ensemble music rehearsal and performance experience? Findings illustrated that the democratic experience increased student autonomy and music discrimination across larger distances in the classroom as students listened to other nonsimilar sections. Furthermore, student voice, self-efficacy, and personal affect also increased as a result of the experience. Students felt empowered to offer their rehearsal critiques; however, a lingering concern is that participants continued to feel that their peers would not listen to their opinions on rehearsal issues or strategy usage.

Effects of Conductor Expressivity on Secondary School Band Members’ Performance and Attitudes Toward Conducting

2016 ◽  
Vol 64 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Brian A. Silvey ◽  
Bryan D. Koerner
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Band Directors ◽  
Eighth Grade ◽  
School Students ◽  
High School Band ◽  
Evaluation Task ◽  
School Band ◽  
Main Effects

We investigated the effects of expressive and unexpressive conducting on secondary school band members’ and experts’ audio evaluations of band performance expressivity. A conductor, who demonstrated either expressive or unexpressive conducting techniques, led both an eighth-grade and a high school band in four separate “run-throughs” of a one-minute excerpt from David Holsinger’s A Childhood Hymn. Each excerpt was conducted both expressively and unexpressively at two separate rehearsals, resulting in four performances for each band. Participants ( N = 165) involved with the audio evaluation task included the band members as well as experts (i.e., public school band directors). Results indicated significant main effects for evaluator group (eighth grade, high school, or experts) and ensemble level (eighth grade or high school). No significant main effect was found for conductor expressivity, but a significant three-way interaction between conductor expressivity, evaluator group, and ensemble level was found, with experts assigning lower ensemble expressivity scores than the band members. To determine whether the performers in this study would notice any differences between the conducting conditions, we replicated a survey from Price and Winter to gauge their opinions about the conductor. Our results indicated that eighth-grade and high school students preferred being conducted expressively rather than unexpressively.

An Exploratory Case Study of Mindfulness Techniques in a High School Band Program During the COVID-19 Pandemic

2021 ◽  
pp. 875512332110500
Author(s):  
Karen M. Koner ◽  
Abigayle Weaver
Keyword(s):  
High School ◽  
Instrumental Music ◽  
Mindfulness Practice ◽  
Action Research Project ◽  
High School Band ◽  
Exploratory Case Study ◽  
Band Students ◽  
Mindfulness Practices ◽  
School Band

The purpose of this study was to explore the effects of mindfulness practices on high school band students. This action research project took place in spring 2020, during the COVID-19 pandemic stay-at-home orders. Four students enrolled in the high school band participated in five weeks of mindfulness practice interventions over the virtual format alongside their instrumental music director. Mindfulness practices included diaphragmatic breathing, relaxation imagery, cued relaxation, and stretching. Throughout the five weeks, student participants discussed improved focus, improvement of stress management, and increased frequency of mindfulness practice. However, four months after data collection was complete, three of the four student participants continued to practice mindfulness techniques on their own time to assist with nervousness, anxiety, and stress.

Changes in Psychological State Measures and Time of Day

1974 ◽  
Vol 35 (1) ◽  
pp. 219-222 ◽  
Author(s):  
K. Barton ◽  
R. B. Cattell
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Time Of Day ◽  
Junior High School Students ◽  
The Other ◽  
Psychological State ◽  
School Students ◽  
Methodological Implication ◽  
School Day

Psychological state measures were obtained on over two thousand junior high school students. Half of the students were tested relatively early in the day and the other half late in the day. Results indicated that self-reported measures of anxiety, stress, regression and depression tended to be higher for the group tested near the end of the school day than for those tested early in the day. A major methodological implication is that we should have separate norms for ‘time of day’ when we are dealing with state measures.

High School Band Students’ and Directors’ Perceptions of Verbal and Nonverbal Teaching Behaviors

2011 ◽  
Vol 59 (3) ◽  
pp. 290-309 ◽  
Author(s):  
Jennifer A. Whitaker
Keyword(s):  
High School ◽  
Band Directors ◽  
Teacher Talk ◽  
Student Response ◽  
Teaching Behaviors ◽  
Self Assessment ◽  
High School Band ◽  
Band Students ◽  
School Band ◽  
Expressive Conducting

This study was designed to examine the use and perception of selected teaching behaviors of high school band directors. Videotaped rehearsals of six band directors’ top-performing ensembles were analyzed for conductor magnitude, sequential pattern components, and instructional pacing. Directors and students rated video excerpts of their rehearsals, completed a questionnaire, and participated in interviews. Teaching behaviors were generally consistent with previous research. Student evaluations of excerpts containing drill, all strict conducting, and more teacher talk were rated lowest. Highest rated excerpts contained more or relatively equal amounts of student response and teacher talk, some expressive conducting, and varying facial expressions. Directors rated excerpts containing little variety in facial expression and more or equal amounts of teacher talk highest. Lowest rated excerpts contained drill or structured rehearsal; all or mostly strict, or no conducting; and longer student activity times. Students were able to identify and discuss their director’s teaching behaviors, had a respect for their director’s musical abilities and knowledge regardless of rapport, desired more praise, and thought of disapproving feedback as necessary critique. Directors were most critical of their conducting behaviors, spent time reflecting on their teaching, and believed self-assessment was beneficial to improve one’s teaching.

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