Arts and Humanities Commons^™

Leavers And Movers: Turnover Of Music Teachers In Nebraska, Christian G. Schuerman

Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performance

The purpose of this study was to determine if the rates of music teachers leaving the teaching profession and changing schools were significantly different than those of teachers of other content areas in the state of Nebraska. This study used data from the previous nine years of the Nebraska Department of Education’s Education Directory in order to find results for the entire population. Results indicated that music teachers leave the profession at similar rates as teachers of other content areas, but move schools at significantly higher rates.

Advisor: Robert H. Woody

Student Engagement In Higher Music Education With Online Learning Components: A Mixed Methods Case Study, Xinwei Liu

Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performance

Higher education underwent an unprecedented transformation from conventional face-to-face education to remote learning due to the COVID-19 pandemic. In the 2020-2021 academic year, most universities throughout the U.S. had moved educational programs online, so professors and instructors, with and without previous remote learning experience, were suddenly expected to shift to synchronous or asynchronous classroom settings. Facilitated through Learning Management Systems (LMS), many teaching and learning practices took place in web-based environments. Some schools allowed a combination of in-person or hybrid classes by complying with evolving COVID-19 protocols (e.g., use of hand sanitizer, social distancing, facial coverings). These novel implementations raised …

Interpersonal Practices In Individualized Voice Teaching: A Mixed-Method Study Of Pedagogical Similarities And Differences Between Teachers Of Singing And Speech-Language Pathologists, Brianna Smith

Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performance

The interpersonal teaching practices of teachers of singing and speech-language pathologists are examined in this mixed-method research study. The aim of this research is to identify common teaching themes and to determine how the disciplines of voice pedagogy and speech-language pathology agree and vary regarding interpersonal interactions with voice users (i.e., students, patients, and clients).

This research aims to identify the areas of overlap and disparity in the fields of voice pedagogy and speech-language pathology to determine where one field might positively influence the other. First, based upon standards set by speech-language pathologists and teachers of singing, this research identifies …

The Influence Of Selected Demographic Factors On The Retention Of Middle School Instrumental Music Students, Evan Hoylman

Honors Theses

Music programs across the country, particularly at the secondary level, are much smaller than should be expected. Large numbers of students (and adults, for that matter) report that they enjoy music and listen to it often for pleasure. Yet, in many high schools, less than a quarter of the school population participates in school music. Why is this so? Students in elementary schools are typically engaged in music study, either through general music classes and/or band or orchestra participation, but retention of students in secondary school music study is a problem. The purpose of this study was to examine the …

Revitalizing Music Teacher Preparation With Selected “Essential Conditions”, Danni Gilbert

Glenn Korff School of Music: Faculty Publications

The widespread adoption of technology makes it necessary to extend technological resources to the classroom to best prepare students for long-term success. While technology can improve many facets of learning and teaching, music educators have generally been hesitant to incorporate technology to its full potential. Partnerships with professional organizations, such as the International Society for Technology in Education (ISTE), can help music educators best reach students and achieve cultural relevancy in the digital age. Restructuring music education to integrate what ISTE calls “Essential Conditions” of learning with technology, such as student-centered learning, equitable access, and engaged communities, begins with undergraduate …

The Framework For 21st Century Learning: A First-Rate Foundation For Music Education Assessment And Teacher Evaluation, Ashley Danielle Gilbert

Glenn Korff School of Music: Faculty Publications

Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet controversial policy, has emerged. Implemented at the state level, these standards focus heavily on the areas of English language arts and mathematics, subjects not traditionally incorporated to a great extent in music classrooms. In order for music to maintain a role as an essential subject in the school …

An Exploration Of The Use Of And The Attitudes Toward Technology In First-Year Instrumental Music, Ashley D. Gilbert

Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performance

The purpose of this study was to determine what technologies are used in first-year instrumental music and to examine factors that influence the attitudes of teachers, students, and parents toward the use of those technologies. Many devices, software, and applications have been developed to aid instrumental students in their learning. However, because of the unique format of most beginning programs, it is unclear what types of technology are actually being used and what attitudes prevail for those involved in using technology. Two researcher-designed questionnaires, the Technology in Music Usage Questionnaire (TMUQ) and the Technology in Music Attitude Questionnaire (TMAQ), were …

Mued 397b/D: Practicum (Music Teaching Field Experience)—A Peer Review Of Teaching Project Inquiry Portfolio, Dale Bazan

UNL Faculty Course Portfolios

This course is taken during the spring semester of the junior year in the Bachelor of Music Education degree. The field experience places students inside schools weekday mornings over 5 weeks following Spring Break, and following core music education methods courses in instrumental and choral teaching (i.e., Instrumental Methods MUED 345 and Choral Methods MUED 346). The UNL undergraduate bulletin describes this course as simply, “Supervised teaching experiences in school.” Students are placed in school settings in the discipline opposite their applied instrument. Specifically, vocal applied students are placed in instrumental settings, and instrumental applied students are placed in vocal …

Mued 403: Student Teaching Seminar—A Peer Review Of Teaching Project Inquiry Portfolio, Dale Bazan

UNL Faculty Course Portfolios

This course is taken during music education undergraduate students' student teaching semester, which occurs after completion of all coursework in the Bachelor of Music Education degree. While students work full-time in elementary and secondary schools, they participate in on-campus seminars and workshops. These meetings include presentations and discussion sessions led by the instructor, area school district administrators, and UNL Career Services counselors. Sessions explore online and print resources for professional advancement in the field of music teaching. There are several assumptions made about college students, and more specifically undergraduate music education students. It is assumed, in general, that adolescents and …

Muop 356/856: Intermediate/Advanced Opera Techniques—A Peer Review Of Teaching Project Inquiry Portfolio, Jamie M. Reimer

UNL Faculty Course Portfolios

Intermediate/Advanced Opera Techniques is a two credit elective course offered each spring at the University of Nebraska-Lincoln. At its genesis, the course was primarily an opera scenes workshop, focused solely on the preparation and performance of an opera scene in a final concert. It is a cross-listed course meaning that students from the first year through advanced graduate study may enroll. Students may or may not have any experience on the music theater stage, nor have they had training in how to prepare a new role from casting to completed performance.

This course is an elective in the School of …

Muop 356/856: Intermediate/Advanced Opera Techniques—A Peer Review Of Teaching Project Benchmark Portfolio, Jamie M. Reimer

UNL Faculty Course Portfolios

I began the investigation of this course and subsequent course portfolio with the following objectives in mind:

1. To solidify and articulate the skills I intend students enrolled in this course to achieve by the end of the semester;
2. To think creatively about the presentation of course material to most effectively engage and empower students' success; and
3. To assess the effectiveness of the course activities in achieving course goals stated in the syllabus.

I am also excited to explore the options available for different methods of content delivery in this course, particularly the application of recorded performance for assessment. In the …

The Status Of Students With Special Needs In The Instrumental Musical Ensemble And The Effect Of Selected Educator And Institutional Variables On Rates Of Inclusion, Edward C. Hoffman Iii

Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performance

The purpose of this study was to describe the current status of students with special needs in the instrumental musical ensemble and to examine the effect of selected educator and institutional variables on rates of inclusion. An online survey was designed by the researcher and distributed electronically to 600 practicing K-12 instrumental music educators in the states of Idaho, Mississippi, Nebraska, Nevada, New Mexico, and Rhode Island. While 13.6% of the total school-aged population nationwide received special education services, demographic data provided by respondents revealed that students with special needs accounted for 6.8% of all students participating in bands, orchestras, …

Understanding Professional Growth Opportunities Utilized By Nebraska Music Educators, Phillip K. Hesterman

Glenn Korff School of Music: Dissertations, Theses, Student Creative Work, and Performance

The purpose of this study was to examine kinds of professional growth activities employed by music teachers in Nebraska schools.

A survey was administered to Nebraska K-12 music educators (N = 1,144), with 456 responding. Data gathered related to respondents’ past professional growth participation, projected involvement, opinions and preferences, and information concerning perceived barriers.

A review of literature focused on factors related to professional growth. This review provided insights into professional growth practiced by music educators. Literature reviewed reflected perspectives on meaning of professional growth for educators.

Findings yielded insight into the state of professional development among Nebraska music …