Effects of Two Instructional Methods on High School Band Students' Sight-Reading Proficiency, Music Performance, and Attitude

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.

Download Full-text

Relationships between Motivation Variables and Selected Criterion Measures of High School Band Directing Success

Journal of Research in Music Education ◽

10.2307/3344992 ◽

1981 ◽

Vol 29 (3) ◽

pp. 183-198 ◽

Cited By ~ 8

Author(s):

Florentino J. Caimi

Keyword(s):

High School ◽

Teacher Effectiveness ◽

Music Performance ◽

Performance Criterion ◽

Ethical Values ◽

Band Director ◽

High School Band ◽

Ensemble Performance ◽

School Band

The level of musicianship achieved by the high school band is often attributed to the director. The personality subcategory referred to as motivation is increasingly becoming recognized as an important factor in teacher effectiveness. Motivational characteristics that contribute to the success of the high school band director are unclear. The purpose of this study was to investigate relationships between eight motivational vari ables and three criteria of high school band directing success. The criteria of band directing success were: (1) ensemble musicianship, (2) ensemble music performance, and (3) students' ratings of their director. A combination of two motivational vari ables–conscious concern for security and subconscious concern for home and parents–were statistically significant predictors of the ensemble performance criterion, while subconscious concern with ethical values was a statistically significant predictor of the ensemble musicianship criterion. The number of students in the high school was also found to be a statistically significant predictor of band directing success.

Download Full-text

Self-Efficacy, Self-Evaluation, and Music Performance of Secondary-Level Band Students

Journal of Research in Music Education ◽

10.1177/0022429415595611 ◽

2015 ◽

Vol 63 (3) ◽

pp. 298-313 ◽

Cited By ~ 10

Author(s):

Michael P. Hewitt

Keyword(s):

High School ◽

Middle School ◽

Gender Differences ◽

Self Efficacy ◽

Music Performance ◽

Negative Relationship ◽

School Level ◽

Self Evaluation ◽

Band Students ◽

School Band

In the present study, relationships between two components of self-regulation (self-efficacy and self-evaluation) and gender, school level, instrument family, and music performance were examined. Participants were 340 middle and high school band students who participated in one of two summer music camps or who were members of a private middle school band program. Students indicated their level of self-efficacy for playing a musical excerpt before performing it and then self-evaluated their performance immediately afterward. Findings suggest that there is a strong and positive relationship between self-efficacy and both music performance and self-evaluation. There was also a strong negative relationship between self-evaluation calibration bias and music performance, indicating that as music performance ability increased, students were more underconfident in their self-evaluations. Gender differences were found for self-evaluation calibration accuracy, as female students were more accurate than males at evaluating their performances. Middle school males were more inclined than females to overrate their self-efficacy and self-evaluation as compared to their actual music performance scores. These gender differences were reversed for high school students. There were no other statistically significant findings.

Download Full-text

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

Journal of Research in Music Education ◽

10.1177/0022429411414910 ◽

2011 ◽

Vol 59 (3) ◽

pp. 290-309 ◽

Cited By ~ 16

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.

Download Full-text

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

Journal of Research in Music Education ◽

10.1177/0022429410395579 ◽

2011 ◽

Vol 59 (1) ◽

pp. 85-100 ◽

Cited By ~ 9

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.

Download Full-text

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

Update Applications of Research in Music Education ◽

10.1177/8755123311418478 ◽

2011 ◽

Vol 30 (1) ◽

pp. 23-31 ◽

Cited By ~ 5

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.

Download Full-text

Time Usage of Middle and High School Band Directors in Sight-Reading Adjudication

Update Applications of Research in Music Education ◽

10.1177/87551233070250020105 ◽

2007 ◽

Vol 25 (2) ◽

pp. 36-46 ◽

Cited By ~ 3

Author(s):

Evelyn K. Orman ◽

Cornelia Yarbrough ◽

Sheri Neill ◽

Jennifer A. Whitaker

Keyword(s):

High School ◽

Band Directors ◽

Sight Reading ◽

High School Band ◽

Time Usage ◽

School Band

Download Full-text

The Perceived Influence of Social Media on High School Band Students’ Decision to Participate in a College Marching Band

Update Applications of Research in Music Education ◽

10.1177/8755123320905340 ◽

2020 ◽

Vol 38 (3) ◽

pp. 38-47

Author(s):

Jason P. Cumberledge

Keyword(s):

High School ◽

Social Media ◽

Personal Communication ◽

Future Research ◽

Marching Band ◽

Media Technology ◽

High School Band ◽

Face To Face ◽

Band Students ◽

School Band

The purpose of this study was to investigate the perceived influence of social media on high school band students’ future decision to participate in a college marching band. Participants ( N = 158) were high school band students. Results indicated that social media could be influential in high school band students’ decision to participate in a college marching band, as high social media usage rates were reported. Results also indicated that personal communication, such as face-to-face conversations with family and friends and direct email contact from band directors, strongly influenced their decision to join a college marching band. These results suggest that recruitment strategies containing direct modes of communication resonate with prospective college students. Suggestions for future research are provided, as social media technology is quickly evolving and investigations are needed to guide and inform the recruitment practices of college marching band programs.

Download Full-text

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

Update Applications of Research in Music Education ◽

10.1177/87551233211041693 ◽

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.

Download Full-text