scholarly journals An Artistic Virtue? Student Perceptions of Humility in Music Participation

2020 ◽  
Vol 39 (1) ◽  
pp. 50-58
Author(s):  
William J. Coppola
Keyword(s):  
Music Education ◽  
Student Perceptions ◽  
Music Educators ◽  
Band Directors ◽  
Social Scientists ◽  
Music Participation ◽  
Band Students ◽  
Social Nature ◽  
Middle Schoolers ◽  
Different Types

Humility is considered to be an important social virtue, particularly in interpersonal contexts. Given the highly social nature of music participation, researchers have begun exploring the potential role that humility might play in music education. The purpose of this study was to examine how middle school, high school, and undergraduate band students ( N = 116) perceived the virtue of humility, including whether they viewed it to be a social strength among various types of musicians. Results indicated that students viewed humility to be a positive quality and a social strength for different types of musicians (i.e., band directors, section leaders, famous musicians). However, middle schoolers struggled to articulate a meaning of humility consistent with accepted definitions put forth by social scientists. Based on these findings, I offer recommendations for music educators to model and promote humility as a positive and necessary virtue in their ensembles and classrooms.

Effect of Sex Identification on Instrument Assignment by Band Directors

2004 ◽  
Vol 52 (2) ◽  
pp. 130-140 ◽  
Author(s):  
Christopher M. Johnson ◽  
Erin E. Stewart
Keyword(s):  
Music Education ◽  
Online Survey ◽  
The United States ◽  
Sex Identification ◽  
Band Directors ◽  
Education Students ◽  
Beginning Band ◽  
Band Students ◽  
Full Head ◽  
A Site

The purpose of this study was to investigate the effect of sex identification on the assignment of instruments to beginning band students. Participants were band directors solicited at music conferences and music education students solicited from major universities across the United States. Participants completed an online survey about instrument assignments. Half the participants were sent to a Web site that had full-head pictures of eight students and assigned them to one of six beginning band instruments. The other half of the participants were given a site address that had pictures of the same students, but only the lips and dental aspects of the students' faces were visible. Results indicated that the ability to identify the sex of subjects only had an effect on the assignment of an instrument for one of the eight students. Furthermore, when data were analyzed factoring in the sex of the respondent, one other difference became apparent. Since this difference was for the sole African-American stimulus, it is possible that this difference may have been related to the student s race. These findings show that, generally, differences in instrument assignment were not linked to the subjects' ability to identify the sex of the student.

Marching Forward: The Music Education Innovation and Legacy of James R. Wells (1931 – )

2018 ◽  
Vol 41 (2) ◽  
pp. 156-178
Author(s):  
Glen A. Brumbach
Keyword(s):  
Music Education ◽  
Student Leadership ◽  
Music Educators ◽  
Band Directors ◽  
Comprehensive Musicianship ◽  
School Year ◽  
Education Innovation ◽  
Late Twentieth ◽  
Instrumental Ensembles ◽  
Insight Into

James R. Wells, retired professor of West Chester University in West Chester, Pennsylvania, could be considered one of the most influential and innovative band directors of the late twentieth century. Wells influenced and mentored many current leaders in the music education field as well as created educational music programs that continue today. In the 2016–2017 school year, Wells’s ensemble music adjudication festival programs involved more than 220,000 students. To gain further insight into the origin and development of these leaders and programs, I conducted an oral history case study with Wells. I collected interviews, e-mail correspondence, and artifacts provided by former students and colleagues of Wells’s to provide additional facts and corroborate Wells’s memories. Results demonstrated Wells incorporated comprehensive musicianship and aesthetic education in marching band pedagogy, professional development and educational experiences for music educators through films, workshops, and adjudicated festivals. He also empowered student leadership and promoted gender equality in instrumental ensembles. Knowledge gained from this study provides insight into the origin of these important music education individuals and programs. I hope that the findings in this study serve as an inspiration to future music educators as they continue to improve and create new experiences and opportunities for students.

Practice Rooms and Practice Fields: Connections in Character Development

2021 ◽  
Vol 107 (4) ◽  
pp. 35-41
Author(s):  
Jared B. Critchfield
Keyword(s):  
Music Education ◽  
Student Perceptions ◽  
Character Development ◽  
Music Teachers ◽  
Music Educators ◽  
Music Students ◽  
Related Field ◽  
Music Classroom ◽  
Moral Atmosphere ◽  
Positive Character

Most music teachers desire to positively influence the development of their students’ character; however, the practicalities of doing so have been understudied in music education. This article draws on research from the related field of sports education and presents possible strategies for developing strong character in music students. Cultivating a moral atmosphere, developing a teaching orientation that encourages student mastery, and listening to student perceptions about their experience in the music classroom are research-driven approaches that music educators can use to encourage positive character development in music students.

Observations of Children with Disabilities in Four Elementary Music Classrooms

2016 ◽  
Vol 36 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Ellary A. Draper
Keyword(s):  
Music Education ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Music Educators ◽  
Elementary Music ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Music Participation ◽  
Music Therapists

Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to engage in behaviors related to the objectives on their Individualized Education Programs and describe their peer interactions, on-task behaviors, and music participation. Students had multiple opportunities to practice Individualized Education Programs goals. Students were most often on-task and interacted with peers extemporaneously and in assigned groups. Opportunities for individual responses and music performances were rare but most often accurate. Results indicate that students’ opportunities to show what they know and can do are often controlled by the teacher, suggesting that music educators, music therapists, and special educators can collaborate to improve and plan for opportunities for students with disabilities.

Factors Influencing Future Music Participation: A Review of Literature Based on the Theory of Planned Behavior

2020 ◽  
Vol 38 (3) ◽  
pp. 18-28
Author(s):  
Hyesoo Yoo
Keyword(s):  
Theory Of Planned Behavior ◽  
Music Education ◽  
Planned Behavior ◽  
Behavioral Intentions ◽  
Music Educators ◽  
Review Of Literature ◽  
Music Participation ◽  
Factors Influencing ◽  
Intention To Persist ◽  
Perceived Behavior Control

The theory of planned behavior (TPB) has been employed as a theoretical framework that predicts and explains an individual’s intention to engage in a certain behavior. The TPB postulates that an individual’s behavior is influenced by behavioral intentions, and behavioral intentions are caused by three distinct factors: attitude toward behavior, subjective norms, and perceived behavior control. To holistically understand factors influencing students’ intentions for continued music participation, this article examines music education studies focused on various factors related to student intention to persist in music based on the TPB. This review of literature will support researchers in determining the direction of future investigation of students’ intentions for continued engagement in music. Furthermore, understanding and documenting these factors in student intention could aid music educators in creating teaching strategies focused on increasing student continuation in musical activities.

Lessons Not Learned: Why is There Still a Crisis-Level Shortage of Accounting Ph.D.s?

2014 ◽  
Vol 28 (2) ◽  
pp. 313-330 ◽  
Author(s):  
R. David Plumlee ◽  
Philip M. J. Reckers
Keyword(s):  
Student Perceptions ◽  
Structural Changes ◽  
Ad Hoc ◽  
Doctoral Programs ◽  
Cumulative Impact ◽  
Program Administrators ◽  
Accounting Faculty ◽  
Present Information ◽  
Different Types

SYNOPSIS: In 2005, an ad hoc committee appointed by the American Accounting Association (AAA) documented a crisis-level shortage of accounting Ph.D.s and recommended significant structural changes to doctoral programs (Kachelmeier, Madeo, Plumlee, Pratt, and Krull 2005). However, subsequent studies show that the shortage continues and the cumulative costs grow (e.g., Fogarty and Holder 2012; Brink, Glasscock, and Wier 2012). The Association to Advance Collegiate Schools of Business (AACSB) recently called for renewed attention to the problem (AACSB 2013b). We contribute to the literature by providing updated information regarding responses by doctoral programs and, from the eyes of potential candidates, of continuing impediments to solving the doctoral shortage. In this paper, we present information gathered through surveys of program administrators and master's and Accounting Doctoral Scholars Program (ADS) students. We explore (1) the cumulative impact of the Ph.D. shortage as of 2013, including its impact on accounting faculty composition, across different types of institutions, (2) negative student perceptions of Ph.D. programs and academic accounting careers, which discourage applicants from pursuing Ph.D. programs, and (3) impediments facing institutions in expanding doctoral programs.

The Philosophy of Assessment in Music Education

2019 ◽  
pp. 32-55
Author(s):  
Roger Mantie
Keyword(s):  
Music Education ◽  
Authentic Assessment ◽  
Music Educators ◽  
Local Communities ◽  
Self Determination ◽  
Common Theme ◽  
Education Assessment ◽  
Consequential Validity ◽  
Mandated Testing

Philosophies of assessment are rare, perhaps even more so in music education. This chapter, arranged in five “movements” intended to reflect various ways of examining assessment issues, considers prominent themes emerging from the music education assessment literature, such as accountability, authentic assessment, consequential validity, legitimacy, mandated testing, metaphor, power-knowledge, and self-determination. The author asks questions such as, To what extent should philosophical commitments be voluntary versus compelled? To what extent should music educators be able to collectively determine educative values and to what extent should others (policymakers, local communities) have a say in what should constitute valuable learning in music? A common theme throughout the chapter is the urge for caution and reflection so that well-intended assessment efforts do not undermine cherished goals for music education.

Could There Be Deleuzian Assessment in Music Education?

2019 ◽  
pp. 121-136
Author(s):  
Lauren Kapalka Richerme
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Education Policies ◽  
Philosophical Inquiry ◽  
Music Making ◽  
Musical Practices ◽  
Contemporary Education

Authors of contemporary education and arts education policies tend to emphasize the adoption of formal, summative assessment practices. Poststructuralist philosopher Gilles Deleuze’s emphasis on ongoing differing and imaginative possibilities may at first glance appear incompatible with these overarching, codified assessments. While Deleuze criticizes the increasing use of ongoing assessments as a form of control, he posits a more nuanced explanation of measurement. This philosophical inquiry examines four measurement-related themes from Deleuze’s writings and explores how they might inform concepts and practices of assessment in various music teaching and learning contexts. The first theme suggests that each group of connective relations, what Deleuze terms a “plane of immanence,” demands its own forms of measurement. Second, Deleuze emphasizes varieties of measurement. Third, those with power, what Deleuze terms the “majority,” always set the standard for measurement. Fourth, Deleuze derides continuous assessment. His writings suggest that music educators might consider that assessments created for one musical practice or style should not transcend their own “plane of immanence,” that a variety of nonstandardized assessments is desirable, that the effect of measurement on “minoritarian” musical practices must be examined carefully, and that it is essential to ponder the potentials of unmeasured music making.

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

2021 ◽  
Vol 30 (2) ◽  
pp. 51-64
Author(s):  
Mara E. Culp ◽  
Karen Salvador
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Educators ◽  
Diverse Learners ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Programs

Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.

High School Band Directors’ Perceptions and Applications of Democratic Rehearsal Procedures in Concert Band Rehearsals

2021 ◽  
pp. 875512332198929
Author(s):  
Alec D. Scherer
Keyword(s):  
High School ◽  
Music Education ◽  
Concert Band ◽  
Band Directors ◽  
School Level ◽  
High School Level ◽  
Classroom Dynamics ◽  
High School Band ◽  
Student Ownership ◽  
School Band

The purpose of this study was to examine inservice high school band directors’ perceptions and applications of democratic rehearsal procedures in concert band rehearsals. Respondents ( N = 216) were members of the National Association for Music Education who were currently teaching concert band at the high school level. Respondents indicated that “identify and describe opportunities for individual and ensemble performance improvement” and “student-led sectionals” were considered the most important democratic rehearsal procedures for their students to experience. These same procedures were also the most frequently used democratic rehearsal procedures. Analysis of open-ended responses revealed that respondents believed student ownership, student engagement, and student growth as musicians and leaders were advantages to implementing democratic rehearsal procedures. Potential disadvantages included issues related to student ability, rehearsal time limitations, unfamiliar classroom dynamics, and availability of classroom resources. Implications for music teachers are discussed.

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