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A Collective Case Study Of The Personal Practice And Meanings Of Mindfulness To Music Educators, Jennifer M. Hoye

Masters Theses, 2010-2019

The practice of mindfulness, defined as “paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally” (Kabat-Zinn, 1994, p. 4), may be an effective form of self-care for music educators suffering from stress. Stressors that music educators may encounter in their professional lives include such issues as role conflict, role ambiguity, role overload, the underutilization of skills, resource inadequacy, non-participation, professional isolation, and Music Performance Anxiety (Scheib, 2003; Sindberg, 2011; Kenny, Davis, & Oates, 2004; Kenny & Osborne, 2006). The purpose of this collective case study was to explore the personal mindfulness practices of the three …

Learning New Tricks: Teacher Self-Improvement In Kodály Solfege Study And Its Relation To Student Growth, Jeffrey Alan Ryman

Masters Theses, 2010-2019

Music literacy and its acquisition are vital components of all high school choral programs. Chief among the skills necessary and developed at the high school level are audiation, sight-reading, and the acquisition of age appropriate choral literature. Over time, research has informed best practices in choral pedagogy to include specific implementation of audiation and sight-reading programs based on the developmental hierarchy of student music learners. The Kodály system, developed by Hungarian music educator and composer Zoltán Kodály in the ’40s and ’50s, and researched and documented in studies from the ’60s through ’80s, is based on the foundation that only …

Documenting Fifth-Grade Band Students’ Experiences In A Kodály-Centered Beginning Band Curriculum, Elisabeth Henderson Dhillon

Masters Theses, 2010-2019

ABSTRACT

Based on the work of Hungarian composer and educator Zoltán Kodály, the Kodály method, a sound-to-symbol approach to music-making and literacy stemming from an aural and auditory entry point, forms an integral aspect of many elementary level general music curricula in the United States. In this process-oriented, experiential approach, students hear and explore music kinesthetically, aurally and through folk and art song before visual concepts in the form of notes in formal notation are introduced.

In contrast, traditional beginning band methodologies tend not to incorporate a sound-to-symbol approach, teaching the intricacies of a complex new instrument in conjunction with …

Music Making, Teaching, And Learning In Chiptune Communities, Jon M. Stapleton

Masters Theses, 2010-2019

Music education has long identified “life-long and life-wide” musicianship within community contexts as a primary goal of formal music instruction in and outside of public schools. In music education research, scholars often seek out (and study) musical communities to inform formal curricula and pedagogy, with the goal of better preparing students to participate in musical communities outside of formal institutions.

In this study, I explore music learning practices at play in one corner of contemporary musicianship—chiptune. Chiptune is music that references videogame sounds and videogame music. Some chiptune artists make music for videogames, others release albums and play live shows. …

Playing With Others: The Community, Motivations, And Social Structures Of The Harrisonburg-Rockingham Concert Band, Sarah E. Wilson

Masters Theses, 2010-2019

The purpose of this phenomenological study was to explore motivations for participation, how social structures influence the adult non-professional members of the Harrisonburg-Rockingham Concert Band (HRCB), and identify the characteristics of community present in the band. The following questions framed the investigation within an interpretative phenomenological approach:

1. What motivates the band members to participate in the HRCB?
2. How do the institutional social structures influence the sense of belonging, development of social capital, and socialization of band members?
3. What characteristics of community are present within the HRCB?

Data was collected from long-term researcher observation and one-on-one semi-structured interviews with each participant. …

How Native American Rappers Communicate And Create A Modern Identity, Hannah J. Berge

Masters Theses, 2010-2019

Current research concerning identity and Native Americans is sparse outside the realm of expressly Native American scholarship. While most conversations about identity and Native Americans focuses on historical and political aspects, many sources do not explore alternative avenues of contemporary identity creation. This thesis uses Kenneth Burke’s pentad to analyze the lyrics for “AbOriginal” by Frank Waln. The pentad is used to analyze each line of the rap. A new term, alter-agent, is used to identify agents who the agent either associates with or who the agent views as hindering his progress. There is then a count of the number …

A Historical Study Of The Vboda Marching Festival And Its Comparison To The National Band Contests Of The 1920s And 1930s, Benjamin J. Frenchak

Masters Theses, 2010-2019

The 1920s National School Band Contests and the 1980s Virginia Band and Orchestra Directors Association’s state marching competition followed parallel paths as music educators involved in each event wrestled with the value of competition and its implications in education. Various tensions over the competitive aspects of the events led to revisions that ultimately changed their purpose to assessment-oriented festivals. The purpose of this historical study was to investigate the events surrounding the National School Band Contest of the 1920s and 1930s; document the creation, administration, and evolution of the Virginia Band and Orchestra Directors’ Association (VBODA) statewide marching assessment from …

A Tank Full Of Wishful Thinking: Crystallizing The Rhythms Of The Road, Leanna K. Smithberger

Masters Theses, 2010-2019

This thesis is a personal exploration of American car culture — the roads the enable it, the everyday actions that sustain it, and the values that justify it. I use a constellation of mobilities, autoethnography, and rhythmanalysis in order to generate a glimpse into the rhythm of our road-centered culture — how it shapes and constrains our lives in mundane and extraordinary ways, why it is largely taken for granted, and why it is so stubbornly persistent. I use a variety of artistic, evocative methods, including narrative, poetry, and music, because I argue that knowing is not enough — we …

The Variety Show: Why Classical String Musicians Are Exploring A Multistyle Approach To Teaching, Kelly C. Wiedemann

Masters Theses, 2010-2019

The Variety Show: Why Classical String Musicians are

Exploring a Multistyle Approach to Music

Kelly C. Wiedemann

This case study examines the experiences of five classically trained string teachers who now include alternative styles in their teaching. The research questions are: (1) What factors inspire a classically trained string educator to begin teaching alternative styles to their students? (2) Why is it important to keep classical music in string pedagogy? (3) How have these teachers, their peers, students, and community reacted to multistylism? The interviews revealed four major points of motivation: Opportunities for developing creativity and finding a personal voice …

Elementary Music Teachers In Urban, High-Poverty Schools Who Remain In Their Position: A Descriptive Study, Heather Marie Eberly

Masters Theses, 2010-2019

School districts across the United States face increasing numbers of socioeconomically disadvantaged students. Urban school systems, in which these students often reside, experience the highest levels of teacher attrition. The majority of literature in the area of teacher retention and attrition in urban, high-poverty schools has focused on general education while fewer studies specific to music education in urban, high-poverty schools exist. Little research has examined the experiences of elementary music teachers teaching in urban, high-poverty settings. Therefore, the investigator perceived a need to investigate elementary music teachers’ reasons for continuing in their positions in urban, high-poverty schools. The purpose …

The Status Of Middle And High School String Orchestra Programs In Virginia Public Schools Located In Midsized Urban Settings, Keara Lea Smith

Masters Theses, 2010-2019

Abstract The majority of literature about teaching in urban settings has focused on the experiences of educators and students in large urban settings (Costa-Giomi, 2008; Fitzpatrick, 2008, 2011), and has been general classroom focused (Elpus & Abril, 2011; Glenn, 2005; McEachin & Brewer, 2012; Young, 2007). A smaller body of literature about teaching music classes in urban settings exists (Kinney, 2010; Bernard, 2010), while less still exists about the status of orchestra programs in urban settings (Fitzpatrick, 2011, Hamann & Gillespie, 1998; Smith, 1997). Little research examines midsize urban educational settings by state, and less still has examined the status …

Before, Upon, And Beyond The Podium: Reflections By Retired Orchestra Directors, Joseph Daniel Austin

Masters Theses, 2010-2019

The purpose of this study was to examine the background, educational, musical and professional factors that may contribute to the career longevity of string orchestra directors. Nine retired orchestra directors from the state of Virginia served as participants for this study. The names and contact information of the participants were acquired by various means including a mass email announcement inviting retired orchestra directors to participate in a survey that was received by all of the members of the Virginia Chapter of the American String Teachers Association, and by word of mouth within the educational community. Participants (N = 9) completed …

Lgbtq Music Majors’ Experiences Of Social Climates And Developing Identities In Music Education Settings, Anna Elizabeth Matijasic Hennessy

Masters Theses, 2010-2019

The purpose of this study was to identify roles that music education plays in the lives of lesbian, gay, bisexual, trans and queer (LGBTQ) music majors. Using a collective case study design, the researcher conducted semi-structured interviews with five undergraduate LGBTQ music majors. Participants spoke about their experiences in music education settings, the social atmosphere associated with such settings and their identities as LGBTQ persons and musicians. Music education settings may include high school and college ensembles as well as extracurricular ensembles and private lessons. The researcher sought to explore: a) ways in which peers and teachers in music ensembles …

Piano Proficiency Among Choral Directors, Heather Anderson Robertson

Masters Theses, 2010-2019

The purpose of this study was to examine the practice of using piano in the secondary choral rehearsal setting by examining the functional piano skills used and advocated for by current choral educators with the goal of determining if the level and type of preparation provided by university and college music education teacher preparation programs is adequate in terms of meeting choral directors’ “real world” needs. An electronic survey was disseminated to 514 middle school and high school choral directors currently serving in the Commonwealth of Virginia. Research was conducted based on usable responses (N=190) from two groups, those who …

Are All Things Equal In The Back Row?: Issues Of Bias And The Female Percussionist, Pamela Rae Riggles

Masters Theses, 2010-2019

In observing bands or orchestras at all levels of performance proficiency, very often it becomes apparent to the onlooker that certain sections of instruments tend to be made up of a greater number of either male or female performers. For instance, the percussion and trumpet sections of ensembles often tend to be predominately male (Steinberg, 2001). This begs the question as to what implications there may be for those who have chosen an instrument that is not considered a “typical” instrument for their gender to play? What challenges might these musicians face, and what biases, if any, might they have …

Teaching Music To Students With Multiple Disabilities: A Study Into Teachers' Perspectives And Practices For Self-Contained General Music Instruction, Angela D. Clemens

Masters Theses, 2010-2019

This study investigates the experience of elementary teachers providing music instruction to students with multiple disabilities in self-contained classrooms. With legislation mandating public education for students with special needs, music teachers increasingly encounter these students in their classrooms, which range from inclusion to self-contained environments. Research indicates that music is a valid and valuable tool for supporting extra-musical learning as well as fostering musical growth in students with special needs. Additionally, research provides insight into inclusion experiences for teachers and for students. However, research into self-contained instruction is minimal. This study addressed that gap through phenomenological exploration of teachers in …

The Involvement Of The Special Needs Student In The Competitive Field Of Marching Band In Virginia, John Mark Campbell

Masters Theses, 2010-2019

This study investigated the involvement of special needs students in competitive high school marching bands in Virginia. 159 members of the Virginia Band and Orchestra Directors who taught high school level band were emailed a survey. Fifty-seven directors chose to participate, which yielded a return rate of 35.8%. The survey examined demographics, classification, participation requirements, special needs participation and individual disabilities. The study concluded that the majority of Virginia marching bands include students with special needs. The research discovered that twelve of the thirteen categories of special needs, as defined by IDEA, were represented in Virginia marching bands. Analyses of …

Student Leadership Development In High School Band, Gerald Martin Philp

Masters Theses, 2010-2019

Literature, websites, and research abound with statistics that support the non-musical benefits of a musical education. Among these non-musical benefits are skills and habits that are the subject of a similar number of business management materials, public speakers, and business-centered books devoted to developing and demonstrating personal leadership. Research concerning the process for developing these in the public schools is limited, and in regard to music programs, even more rare. A need for this information is reinforced by professional organizations and agencies that insist upon a society with these skills. The purpose of this study in particular was to describe …