Music Education
- Sounds of Learning
- Recent Doctoral Graduates’ Incentives & Barriers
Associated with Completing Music Education Doctoral Programs
- Cross-Cultural Competence of Student Teachers in Music Education
- Variables Affected by Race, Ethnicity, and Culture as Mediators of Music Learning
- Pre-service Music Teachers’ Cross-Cultural Awareness,
Exposures, and Attitudes
- The Relationship Between Large Ensemble Sight–Reading Rating and Individuals’ Sight-Singing Success
- Individual Versus Group Outcomes in the Music Ensemble:
Teacher and Student Perceptions of Music Literacy Instruction
- The Effect of Within-Ensemble Testing on Individual Sight-Singing Success
- A Comparison of Aural and Visual Instrument Preferences
of Third and Fifth-grade Students
- Time Allocation in Beginning String Classes for Left Hand Technique, Right Hand Technique and Music Reading
- A Descriptive Study of High School and University Students’ Focus of Attention in Fast and Slow Orchestral Excerpts
- String Vibrato Analysis
The Impact of Music Education
Ed Asmus, University of Miami
Paul Haack, University of Minnesota
Don Hodges, MRi
Mary Luehrsen, NAMM Foundation
Kristen Madsen, Grammy Foundation
Patricia Sink, MRi
David Teachout, MRi
Sounds of Learning: The Impact of Music Education critically examines the roles of music education in the lives of school age children. Music impacts the totality of a child's development and also effects the environments that directly influence the child, home, school, and community. The goal of this project is to expand the understanding of music's role in a quality education. Sounds of Learning is an initiative of the NAMM Foundation. Additional funding has been provided by the Fund for Improvement of Education from the U.S. Department of Education and the Grammy Foundation. An extensive review of the literature and a database of research studies are available at http://www.uncg.edu/mus/soundsoflearning.html.
To date, more than $730,000 has been spent in support of 11 funded research projects:
Phase 1
Johnson, C. & Memmott, J. (University of Kansas). Examination of the association between school music programs participation and standardized test results. JRME, 54:4, Winter 2006.
Campbell, P., Connell, C., & Beegle, A. (University of Washington). Musical values of American adolescents. JRME, 55:3, Fall 2007.
Phase 2
Darrow, A. (Florida State University). The effects of participation in a music mentorship program on the self-esteem and attitudes of at-risk students and students with developmental disabilities.
McPherson, G. (University of Illinois). Meaning of music for students in school-based and non-school based musical activities.
Misenhelter,1 D. & Kaiser,2 K. (1University of Arkansas, 2Ithaca College). Functions of music in music education: A curricular look.
Williams, D. (University of South Florida). Musical meaning: Teenage participation in musical activities in and out of school.
Phase 3
Bergee, M. (University of Missouri). Music education and adequate yearly progress as defined by the No Child Left Behind Act (NCLB, 2002).
Zdzinksi, S. (University of Miami)
Phase 4
Abeles, H. (Teachers College, Columbia University). The impact of participation in an established music program on the academic performance and personal development of at-risk elementary school students.
Barrett,1 M., Bush,2 J., Schmidt,2 M., & Stauffer,2 S. (1University of Tasmania, 2Arizona State University). Impacts of an effective music program: Outcomes and values.
Raiber, M. (University of Oklahoma). The effects of integrated music instruction on academic achievement among students involved in arts-based school reform.
Phase 5
To be announced, spring 2008
Requests for proposals and application forms can be found at http://www.music-research.org/Grants/guidelines.html. Phase 6 RFPs will be announced fall 2008.
Recent Doctoral Graduates’ Incentives & Barriers
Associated with Completing Music Education Doctoral Programs
David J. Teachout, MRi
The purpose of this study was to examine positive influences and barriers associated with entering and completing a music teacher education doctoral program. Subjects (N = 73), recent doctoral graduates in music education (RDG), were asked to rate 48 positive influence items and 54 barrier items. The highest ranked positive influence was “Opportunity to teach at the college level in a tenure-track position.” The highest ranked barrier was “Needing time to research and write the dissertation.” Using the top 48 positive influence and barrier items, two factor analysis procedures were calculated. Three positive influence factors (“Reputation of and Connection with Faculty/University,” “Desire to Affect Future Music Teachers and the Profession,” and “Career Advancement”) and four barrier factors (“Family/Time Considerations,” “Financial Challenges,” “Problems with Professors or Program,” and “Distance”) were identified.
Cross-Cultural Competence of Student Teachers in Music Education
Constance McKoy, MRi
Survey data have been collected for a study investigating the cross-cultural competence of music student teachers in 21 southeastern colleges and universities. Specifically, the study examined subjects’ responses as related to three survey dimensions: factors that either foster or constrain readiness for teaching in culturally diverse educational environments, and educational experiences during teacher preparation relative to multicultural education and multicultural music education. Data analyses are on-going.
Variables Affected by Race, Ethnicity,
and Culture as Mediators of Music Learning
Constance McKoy, MRi
Vicki Lind, Kansas City, MO
Abby Butler, Wayne State University
Based upon a synthesis of research in general and music education, a conceptual model was developed which frames the relationships and interactions of dimensions and related variables associated with the teaching and learning process within the contexts of race, ethnicity, and culture (Figure 1). The model was designed to categorize current research knowledge, clarify the factors and constructs comprising the music learning process, and facilitate the formulation of hypotheses and theories that can guide additional research in this area.
Figure 1. Conceptual model illustrating dimensions of the music learning process mediated by race, ethnicity, and culture
Publications and Presentations
McKoy, C. L., Butler, A., & Lind, V. (2007, September), Framing Music Teaching and Learning within the Context of Culture: Implications for Music Teacher Education. Paper presented at the 2007 Symposium on Music Teacher Education, University of North Carolina at Greensboro.
Butler, A., Lind, V. & McKoy, C. L. (2007). Equity and access in music education: Conceptualizing culture as barriers to and supports for music learning. Music Education Research, 9 (2), 241-253. http://dx.doi.org/10.1080/14613800701384375
Butler, A., Lind, V., & McKoy, C. L. (2006, October), Equity and Access in Music
Education: Conceptualizing Culture as Barriers to and Supports for Music Learning, Paper presented at the conference, Toward Tanglewood II: Global Impact on Music Education, Wayne State University.
Butler, A., Lind, V., & McKoy, C. L. (2006, October). Equity and Access in Music
Education: Conceptualizing Culture As Barriers to and Supports for Music
Learning. Paper presented at the International Conference on Music Education,
Equity, and Social Justice, Teachers College, Columbia University.
Pre-service Music Teachers’ Cross-Cultural Awareness, Exposures, and Attitudes
Constance McKoy, MRi
In this pilot study, music student teachers were surveyed regarding cross-cultural friendships, attitudes about multicultural music education, beliefs about the influence of race/ethnicity on music and learning style preferences, and preferences for and comfort with teaching in multicultural educational environments. Respondents believed in the value of multicultural music instruction, and that race/ethnicity could influence music and learning style preferences. Respondents also were comfortable with teaching in racially and ethnically diverse educational environments, but were ambivalent regarding their preference for teaching in such environments.
Publications and Presentations
McKoy, C. L. (2006). Pre-service music teachers’ cross-cultural awareness, exposures, and attitudes: A preliminary study. Southern Music Education Journal, 2 (1), 78-94
McKoy, C. L. (2005, January). Pre-Service Music Teachers’ Multicultural Awareness, Attitudes, and Exposures. Poster session presented at the biennial meeting of the Southern Division of MENC: The National Association for Music Education, Tampa, FL.
McKoy, C. L. (2004, November). Pre-Service Music Teachers’ Multicultural Awareness, Attitudes, and Exposures. Poster session presented at the annual meeting of the North Carolina Music Educators Association, Winston-Salem, NC.
The Relationship Between Large Ensemble Sight–Reading Rating and Individuals’ Sight-Singing Success
Brett Nolker, MRi
In this study, the relationship between the music festival rating in ensemble sight-reading and the sight-singing success of individual singers was considered. Individual sight-singing scores for singers (N=101) from 6 high schools with consistent festival ratings in sight-singing (3 with “I” ratings for 3 or more years; 3 with ratings of “II” or lower for 3 or more years) were compared. Results revealed an overall mean score of 50.12% correct pitches (SD = 29.61), and 83.53% correct rhythms (SD = 18.41). ANOVA comparisons of mean correct pitches and rhythms, by ensemble festival ratings received, indicated no significant difference in individual success between scores of students in choirs that received consistent “I” ratings in sight-singing and scores of students enrolled in choirs that received consistent ratings of “II” or lower.
Individual Versus Group Outcomes in the Music Ensemble: Teacher and Student Perceptions of Music Literacy Instruction
Brett Nolker, MRi
Ensemble directors and students of high school bands and choirs were surveyed to isolate differential perceptions of the purpose and outcome of music reading instruction. Ensemble directors consistently indicated that music reading instruction in the ensemble was intended primarily for individual outcome. While band students’ responses were consistent with those of the directors, choir students indicated a perception that music reading instruction was primarily intended to promote a group outcome.
The Effect of Within-Ensemble Testing on Individual Sight-Singing Success
Brett Nolker
Individual digital recorders were used to facilitate the assessment of high school choir members as they participated in ensemble sight-singing. This study investigated the effects of a systematic individualized testing technique on the individual sight-singing success of high school choir students while within the choral rehearsal. While no significant difference was indicated between rhythm scores, data analysis revealed statistically significant mean differences on post-test pitch percentage scores between the treatment and control groups. These results indicate a potential positive effect on individual sight-singing success for the within-ensemble testing method used.
A Comparison of Aural and Visual Instrument Preferences of Third and Fifth-grade Students
Rebecca B. MacLeod, MRi
Instrument preferences of third and fifth-grade students (N = 90) were investigated for eight instruments commonly found in orchestra and band: flute, clarinet, saxophone, violin, cello, trumpet, French horn, and trombone. Overall ratings placed the eight instruments in the following order of preference: violin, flute, cello, clarinet, saxophone, trumpet, trombone, and French horn. A significant interaction between grade, gender, and instruments indicated little difference between genders in instrument preference at the third-grade level, but in fifth-grade, females preferred flute, violin, and cello more than males.
Time Allocation in Beginning String Classes for
Left Hand Technique, Right Hand Technique and Music Reading
Rebecca B. MacLeod, MRi
Time allocation in beginning string classes of the three main developmental skills in string playing: left hand, right hand, and music reading, was examined. Analysis of class time used by three experienced and three novice teachers found that 37% of class time was spent on activities and instruction that dealt with the development of the left hand; 27% was devoted to activities such as classroom management, tuning, directions, announcements, and down time; right hand activities 17%, left hand activities combined with music reading skills received 13%, and music reading alone received 4%.
A Descriptive Study of High School and University Students’ Focus of Attention in Fast and Slow Orchestral Excerpts
Rebecca B. MacLeod, MRi
John M. Geringer, Florida State University
Dr. Laurie Scott, University of Texas
Listeners rated orchestral excerpts of three performance levels for accuracy and musicality and identified the most noticeable element of each performance. Results indicated that listeners discriminated between performance levels, and fast excerpts were rated higher on both scales than the slow excerpts from the same piece. In the slow excerpts, university students noticed intonation and tone most frequently whereas high school students noticed dynamics and tone. For the fast examples, university students noted dynamics, accuracy, and articulation. High school students noticed dynamics overwhelmingly. Listeners noticed a wide variety of elements for the slow examples, whereas responses were more similar for the fast excerpts.
String Vibrato Analysis
(see under Music Performance)
Rebecca MacLeod, MRi
