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Author(s):  
Kathryn D. Brimhall

The purpose of this review of literature was to investigate the unique issues facing female band directors at the high school and college levels. A search of 5 different databases was conducted, and 39 studies met the inclusion criteria for this study. Results of this review of literature are presented according to the following themes: (a) historical background, (b) underrepresentation and lack of female mentors, (c) motherhood, and (d) discrimination. Although the number of female high school and college band directors continues to increase, there are many different issues that women may face professionally. Despite these issues, women continue to persevere as they fight for their place on the podium. Recommendations for female music educators are provided, as well as suggestions for future research.


2021 ◽  
Vol 1 (1) ◽  
pp. 109-119
Author(s):  
Samuel Agbenyo

Empfindsamer Stil is a German expression whose meaning has historically been debated as either a “human emotional disposition” or “a musical style”. This descriptive bibliographic study seeks to investigate the historical development of Empfindsamer Stil, its application in musical contexts, as well as its nexus with literacy works, to inform music instruction. Given the COVID-19 pandemic research environment, most of the data were collected virtually and reported thematically. Findings indicate that Empfindsamer Stil is characterized by an emphasis on the expression of a variety of deeply felt emotions within a musical work, with Carl Philipp Emanuel Bach being the principal exponent. The study also reveals that historians of philosophy across time failed to agree on the meaning of the term Empfindsamer Stil. It was therefore concluded that language is dynamic and evolving. Music educators must ensure to explore the history-contextual significance of musical terminologies, especially those that may be alien within the specific musico-cultural milieu of the learner. Also, in teaching, applying, and assessing lessons involving terminologies, music teachers must take a cue from specific historical epochs and cultures to maximize relevance and fairness. Future studies in music history, in correlation with modern psychology and literary works, will therefore help clarify further whether the term Empfindsamer Stil is best explained as a phenomenon of human emotional disposition or a musical style. Also, more research will better explain the interdependent coexistence of music and various literary works.


2021 ◽  
pp. 025576142110639
Author(s):  
Nancy L. Summitt ◽  
Brian N. Weidner

This study investigated expert vocalists’ approaches to practice in terms of planning, time, and strategy usage. Participants were 79 university voice professors and members of professional choirs. The researchers sent each participant the Vocal Practice Survey (VPS)which collected data on the participants’ professional backgrounds, attitudes toward specific practice strategies, and personal practice habits. Results indicated variety in expert vocalists’ approaches to practice, including number of practice sessions per week, length of practice sessions, and structure of practice sessions. Most participants reported using practice resources, especially a piano and a mirror. Participants reported a broad range of frequency in strategy use, with holistic practice strategies dominating. Comments from participants indicated that group rehearsals also served as individual practice opportunities, that there were differences between students’ and experts’ practice, and that an important role of practice was facilitating vocal health. The findings of this study provide a point of reference for comparing vocal practice to instrumental practice and for further development of research of vocal musicians at varying levels of expertise. The researchers also provide recommendations for music educators regarding the instruction and promotion of effective individual vocal practice.


2021 ◽  
pp. 105708372110612
Author(s):  
Emily M. Mercado

The purpose of this instrumental case study was to examine preservice music educators’ (PMEs) perceptions of a semester-long fieldwork experience first delivered in person and then asynchronously online. Using the community of inquiry (CoI) framework, I analyzed the PMEs’ perceptions of their teaching presence in both fieldwork experiences. Participants cited benefits and challenges with lesson plan organization, in-person and asynchronous instruction, and building consensus about effective teaching. Notably, the asynchronous fieldwork provided a non-reactive environment where the script and delivery of content took precedent over a rehearsal mindset, which was more responsive and occurred during the in-person fieldwork. Based on these findings, music teacher educators might consider asynchronous fieldwork when in-person fieldwork is unavailable or as a stepping stone to prepare PMEs for in-person fieldwork experiences.


2021 ◽  
pp. 105708372110540
Author(s):  
Kristina R. Weimer ◽  
Daniel J. Albert

Two university music education faculty aimed to expand mentoring beyond a one-to-one relationship to a more collaborative approach by creating a year-long online mentoring network of experienced and novice music educators. The purpose of this article is to describe the network’s structure and content, and discuss outcomes and recommendations based on participating teachers’ perspectives and experiences. Network materials promoted discussion and reflection on various music teaching and learning topics; the sharing of strategies, ideas, and resources; and mutual support and encouragement. Participants discussed topics with direct application for their classes and shared rewarding teaching moments, student successes, positive assessment outcomes, and struggles with fatigue and lack of student engagement. They stated the network provided a supportive space that facilitated connection and reflection, empathetic feedback, and teaching strategy and resource suggestions. Recommendations included more active opportunities to engage with and build relationships with each other, synchronous activities via videoconferencing platforms, and more facilitator participation.


2021 ◽  
pp. 105708372110566
Author(s):  
Jamey Kelley ◽  
Kelsey Nussbaum ◽  
Michael O. Crawford ◽  
Jared B. Critchfield ◽  
Sam H. Flippin ◽  
...  

The purpose of this quantitative descriptive study was to examine personal and professional self-care practices reported by K–12 music teachers while also exploring the relationships between self-care and age, gender, years of experience, and several other contextual variables. The research team designed an instrument, based on a previous measure created by psychologists, to examine self-care behaviors. A sample of 337 music educators completed the instrument. We found very few meaningful relationships between self-care and demographic or contextual variables, although some patterns in common self-care practices were identified. Across both personal and professional domains, teachers reported a high level of activity in maintaining interpersonal relationships. Within the professional domain, participants reported activities most often that pertained to professional development. The least reported behaviors within the personal domain pertained to promotive habits for physical well-being such as taking time off when ill, regularly exercising, or healthful eating.


2021 ◽  
pp. 030573562110506
Author(s):  
Karen Salvador ◽  
Christina Svec ◽  
Jessica Glaser ◽  
Amy Sierzega ◽  
Alice Broadway

Recent research describing the practices of specialist elementary general music teachers and students is limited, and few research studies specifically examine how practicing music educators think about their music teaching practices. In this mixed-methods case study, we bridged these areas of research by examining music educators’ expressed beliefs about music teaching and learning in light of descriptive analysis and hierarchical linear models (HLM) of time sampling data of their teaching practices in elementary music classrooms. Participants ( N = 7) shared beliefs that everyone is musical and that music educators must therefore create an environment in which children develop their musicianship by singing, moving, and playing. Time sampling data indicated that teachers spent most of their time talking, while students spent most of their time sitting still and silent. Children in younger grades spent significantly more time in movement activities than those in older grades. HLM analyses provided predictive implications for teachers’ use of singing and movement. In this article, we present findings from qualitative analysis of planning artifacts, reflections, and interviews and from HLM of time sampling data, and discuss potential meanings for music teaching and music teacher education.


2021 ◽  
Vol 15 (4) ◽  
pp. 447-451
Author(s):  
Matthew K. Carter

In a recent virtual talk at the Hitchcock Institute for Studies in American Music, music theorist Philip Ewell considered how music educators and researchers might begin to “undo the exclusionist framework of our contemporary music academy.” Ewell's enterprise resonated with me not only as one who teaches undergraduate courses in music theory, history, performance, and ear training, but also as an instructor in a recently adopted Popular Music Studies program at the City College of New York (CCNY). The CCNY music department's shift in focus from a mostly white, mostly male, classical-based curriculum towards a more diverse and polystylistic repertory of popular music chips away at the exclusionist framework to which Ewell refers.


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