University Marching Band Members Noise Dosages and Hearing Health-Related Knowledge

Objectives: (1) To measure sound exposures of marching band and non-marching band students during a football game, (2) to compare these to sound level dose limits set by NIOSH, and (3) to assess the perceptions of marching band students about their hearing health risk from loud sound exposure and their use of hearing protection devices (HPDs). Methods: Personal noise dosimetry was completed on six marching band members and the band director during rehearsals and performances. Dosimetry measurements for two audience members were collected during the performances. Noise dose values were calculated using NIOSH criteria. One hundred twenty-three marching band members responded to a questionnaire analyzing perceptions of loud music exposure, the associated hearing health risks, and preventive behavior. Results: Noise dose values exceeded the NIOSH recommended limits among all six marching band members during rehearsals and performances. Higher sound levels were recorded during performances compared to rehearsals. The audience members were not exposed to hazardous levels. Most marching band members reported low concern for health effects from high sound exposure and minimal use of HPDs. Conclusion: High sound exposure and low concern regarding hearing health among marching band members reflect the need for comprehensive hearing conservation programs for this population.

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

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.

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

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.

Band Together: How College Marching Band Students Perceived Community During the COVID-19 Pandemic

COVID-19 mitigations significantly altered college marching band operations during the fall 2020 football season. Modified band operations may have affected students’ sense of community and togetherness. The purpose of this study was to investigate college marching band students’ perceptions of community and other band experiences during the COVID-19 pandemic. College marching band students ( N = 765) from 10 universities across the United States responded to survey questions related to several aspects of pandemic marching band operations, including (a) mitigation strategies, (b) perceived mitigation effectiveness, (c) band community, (d) perceived band experiences, and (e) the extent to which some aspects of band modifications could continue postpandemic. Results indicated that feelings of community and opportunities for togetherness in marching band were substantially reduced during the pandemic. Implications including the importance of music performance, virtual learning, and monitoring of student physical and mental health are discussed.

Students’ Social Perceptions of Humility and Arrogance Among Band Directors

In this study, I build on growing research examining humility in musical contexts by investigating whether band students perceive humility to be a positive and desirable social quality or a social weakness among band directors. Middle school, high school, and undergraduate band students ( N = 117) evaluated the likability, knowledgeability, and preference for humble and arrogant band director targets by assessing recorded interviews with each director following a fictitious performance. The humble target demonstrated nonsuperiority and other-orientedness and acknowledged his room for growth in his interview, while the arrogant target spoke with a degree of self-importance, an inflated self-view, and a desire for credit and prestige in his interview. Results indicated that overall, participants expressed greater likability toward the humble director and overwhelmingly preferred him to the arrogant director (82.76%) but did not ascribe greater knowledgeability to either target. These differences were contingent on school level and whether participants were presented with the humble or arrogant target first. Findings support the pertinence of modeling humility in music teaching and refute the implicit premise that teachers who behave in an arrogant manner might appear more competent or capable among students.

Beats in a Box (Beginner)

This chapter describes a lesson designed for young band students learning to read whole, half, and quarter notes. The lesson can also work for older students using more complicated rhythms. It works well with groups of five to ten students so that everyone can get a chance to make a rhythm on the SMART Board. In this activity students compose and perform short rhythmic compositions. Using quarter notes, half notes, and whole notes (or whatever suits your learning objectives), students create rhythms that correspond to a given time signature. Students then perform the rhythms by clapping, or with instruments.

The Impact of Music Practice Instruction on Middle School Band Students’ Independent Practice Behaviors

The purpose of this study was to investigate the impact of music practice instruction on middle school band students’ ability to articulate and incorporate practice strategies. Participants were middle school band students at a large suburban middle school ( N = 105). Using a pretest–posttest quasi-experimental design, participants were divided into control ( n = 53) and experimental ( n = 52) groups. Participants in the experimental group received 3 weeks of practice strategy instruction during ensemble warm-up time, and the control group continued with their typical warm-up routine. Pretest and posttest data included self-reported practice strategy lists ( N = 105) and video of individual practice sessions ( n = 20). Both self-reported and video data were coded and analyzed using descriptive statistics as well as pretest–posttest within-groups comparisons. Thirteen hours of video data were further analyzed using an observational measure of self-regulation. Analyses revealed that experimental group participants identified and utilized significantly more practice strategies following the instructional intervention. Posttest experimental group practice sessions also revealed a more mature approach to practicing, including more strategic behaviors, greater variety in musical objectives, and longer periods spent focused on short excerpts of music. Implications for future research and middle school instrumental classroom practice are discussed.

An Artistic Virtue? Student Perceptions of Humility in Music Participation

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.