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.

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.

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.

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.

Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools

1991 ◽  
Vol 17 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Kimberly A. Schonert ◽  
Gordon N. Cantor
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Education ◽  
Moral Reasoning ◽  
School Setting ◽  
School Students ◽  
Behaviorally Disordered ◽  
Traditional School ◽  
Alternative Setting ◽  
The Impact

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.

scholarly journals Feasibility of a serious game coupled with a contact-based session led by lived experience workers for depression prevention in high-school students

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260224
Author(s):  
Mandy Gijzen ◽  
Sanne Rasing ◽  
Rian van den Boogaart ◽  
Wendy Rongen ◽  
Twan van der Steen ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Scale Up ◽  
School Setting ◽  
Serious Game ◽  
School Students ◽  
Preventive Program ◽  
High School Setting

Background Stigma and limited mental health literacy impede adolescents getting the help they need for depressive symptoms. A serious game coupled with a classroom session led by lived experience workers (LEWs) might help to overcome these barriers. The school-based Strong Teens and Resilient Minds (STORM) preventive program employed this strategy and offered a serious game, Moving Stories. The current study was carried out to assess inhibiting and promoting factors for scaling up Moving Stories once its effectiveness has been ascertained. Methods Moving Stories was offered in three steps: (1) introductory classroom session, (2) students playing the game for five days, (3) debriefing classroom session led by lived experience worker. Data was collected on the number of participating students, costs of offering Moving Stories, and was further based on the notes of the debriefing sessions to check if mental health first aid (MHFA) strategies were addressed. Results Moving Stories was offered in seven high-schools. Coverage was moderate with 982 participating students out of 1880 (52%). Most participating students (83%) played the Moving Stories app three out of the five days. Qualitative data showed that the MHFAs were discussed in all debriefing sessions. Students showed great interest in lived experience workers’ stories and shared their own experiences with depression. Conclusions Bringing Moving Stories to scale in the high-school setting appears feasible, but will remain logistically somewhat challenging. Future implementation and scale-up of Moving Stories could benefit from improved selection and training of LEWs that played such an important role in grabbing the full attention of students and were able to launch frank discussions about depressive disorder and stigma in classrooms. Trial registration The study is registered in the Dutch Trial Register: Trial NL6444 (NTR6622: https://www.trialregister.nl/trial/6444).

Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives

2020 ◽  
pp. 1-16
Author(s):  
Anita Gardner ◽  
Michelle Wong ◽  
Belinda Ratcliffe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Emotional Learning ◽  
School Setting ◽  
Autism Spectrum ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students ◽  
Teachers Perceptions ◽  
Core Characteristics

Abstract Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students With Intellectual Disability

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 175-193 ◽  
Author(s):  
Carly B. Gilson ◽  
Erik W. Carter
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Single Case ◽  
Self Regulation ◽  
School Setting ◽  
Social Behaviors ◽  
School Students ◽  
Based Instruction ◽  
Multiple Probe

Abstract The disappointing employment outcomes of students with intellectual disability (ID) can often be exacerbated by the social-related challenges they experience. Within high school transition programs, interventions targeting employment-related social behaviors and inclusive practices should emphasize individualization, self-regulation, and generalization. We used a multiple-probe-across-participants, single-case experimental design to examine the effects of video-based instruction on the individualized employment-related social behaviors (ERSB) of 5 high school students with ID with severe levels of impairment. For all participants, the intervention increased ERSB, sustained task engagement in the school setting, and maintained over time. Students and educators considered the intervention beneficial and enjoyable. We offer implications for supporting social skills development within secondary schools to prepare students for future inclusive employment opportunities.

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.

Game-Based Learning and Information Literacy

2017 ◽  
Vol 7 (4) ◽  
pp. 1-21 ◽  
Author(s):  
Scott Neal Wilson ◽  
Caroline E. Engler ◽  
Jessica E. Black ◽  
Derik K. Yager-Elorriaga ◽  
William Michael Thompson ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Information Literacy ◽  
Educational Games ◽  
Controlled Trial ◽  
School Setting ◽  
Literacy Skills ◽  
School Students ◽  
Information Literacy Skills ◽  
Improved Performance

In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information (information literacy skills) become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to increase high school students' information literacy skills. Using a randomized controlled trial in a high school setting, the games were integrated into a standard curriculum and tested for efficacy. Post-test results indicated that both games effectively transmit targeted skills. Additionally, improved performance (relative to controls) on end-of-instruction testing (EOI; end-of-year state testing) suggest that these skills transfer across important academic domains. The study provides strong evidence to support the use of these two educational games to supplement and enhance information literacy instruction.

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