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Full-Text Articles in Music Education
Do The National Core Arts Standards (Ncas) Make A Difference In Music Education?, Jordan Mikaela Dues
Do The National Core Arts Standards (Ncas) Make A Difference In Music Education?, Jordan Mikaela Dues
Masters Theses
Fine arts advocates have pushed for arts to remain a foundation of education for decades Arguments have been made and published that participating in music courses increased scores in other subjects. A change occurred in the realm of music education when assessment-based learning and standardized curricula were introduced. The National Coalition for Core Arts Standards (NCCAS) was assembled to revise standards for the arts and create a way to assess them. The NCCAS presented the National Core Arts Standards (NCAS) in 2014 which led to its adoption in most states. There are many schools, however, that do not adhere to …
Effect Of Vertical Alignment On Elementary, Middle, And High School Music Programs, Tamekia Denise Holliday
Effect Of Vertical Alignment On Elementary, Middle, And High School Music Programs, Tamekia Denise Holliday
Doctoral Dissertations and Projects
This study examined the effects of vertical alignment on elementary, middle, and high school music programs. Thirty-five (n = 35) elementary, middle, and secondary music educators participated in the study. Of the 35 participants, 41% (n = 15) were high school music educators, 25% (n = 9) were middle school music educators, 27% (n = 10) were middle and high school music, and 2% (n = 1) taught elementary, middle, and high school. Analysis of survey data revealed significant relationships related to vertical alignment. The most significant relationship was between vertical alignment and retention (r = .643, p < .01), suggesting that student retention increases as vertical alignment increases. As well, results indicated that as vertical alignment decreases, the number of students “who wish to continue in music classes but cannot” increase (r = -.530, p < .01). Analysis of open-ended survey questions revealed valuable themes related to consistent band participation, music teacher expectations, and the effect of vertical alignment on music programs. Applying the results of this study may improve understanding of the effects of vertical alignment and enhance effective teaching and learning in music.
The Great Generalization: Organizational Adaptation Strategies As Entrepreneurship In Higher Music Education, Jacob Bruce Hertzog
The Great Generalization: Organizational Adaptation Strategies As Entrepreneurship In Higher Music Education, Jacob Bruce Hertzog
Music Faculty Publications and Presentations
This study sought to measure how higher music education has evolved in response to the music industry’s digital revolution. I utilized a framework of organizational adaptation theory to synthesize five distinct organizational adaptation strategies: decentralization, generalization, specialization, formalization, and inaction. Music leaders were surveyed (n = 100) to assess adaptations across ten common domains in higher education. Higher music education was found to have undergone a great generalization through the expansion of activities in nearly every domain. Consistent with elements of organizational adaptation theory, and like individual musicians, higher music education has been entrepreneurial in response to the digital revolution.
Belonging And Banding Together: Perspectives And Insights Of Newly Recruited Ell Musicians, Edward Francis Luckey, Edward Luckey, Edward Luckey
Belonging And Banding Together: Perspectives And Insights Of Newly Recruited Ell Musicians, Edward Francis Luckey, Edward Luckey, Edward Luckey
Education Doctorate Dissertations
The purpose of this research is to bring forward the lived experiences of English Language Learner (ELL) musicians who were new to the band program as of the Spring of 2021. This study was born out of previous coursework and reflection where it became apparent that more must be done to provide access to our band program for students who are in our ELL program. Therefore, the research question that guides this study is “What are the lived experiences of ELL band students?” The methodology is primarily a pursuit of the stories and lived experiences of the ELLs via a …
An Exploration Of How School Leaders Make Decisions About Music Programs In Suburban Schools, Xavier Rodriguez
An Exploration Of How School Leaders Make Decisions About Music Programs In Suburban Schools, Xavier Rodriguez
Theses and Dissertations
This study was designed to investigate the decision-making processes involved with deciding the funding and framing of music programs in three suburban school districts in the New York metropolitan area. School leaders were interviewed to understand the factors associated with the decision-making process. The findings helped to understand educational leaders’ perceptions, how programs changed over time, and the different actions that were taken. Key educators and school leaders from three school districts in the suburban New York Metropolitan area were interviewed. The participants from each school district included a district school leader, a building school leader, a school finance leader, …
Using Song To Teach Sight Words, Taylor Hagood Guin
Using Song To Teach Sight Words, Taylor Hagood Guin
Graduate Research Showcase
This research is about how a group of seven kindergarten classes used a short and straightforward song to recognize the following six common kindergarten sight words: on, off, up, us, no, & go. As a current music educator and former middle grades English teacher, I wanted to create an opportunity to establish cross-curricular connections in my music classroom. For this specific experiment, seven different classes, including General Education, Self-Contained Special Education, and English Language Learning classes, were selected. They were taught these six sight word songs through the “Sight Word Song.” I selected the sight words specifically because the students …
Empowering Silenced Voices: Implementing Critical Pedagogy To Move Toward Decolonizing Music Education, Alexis Adams
Empowering Silenced Voices: Implementing Critical Pedagogy To Move Toward Decolonizing Music Education, Alexis Adams
West Chester University Master’s Theses
Throughout this thesis, I will delineate the historical and current issue of Eurocentrism and racism being perpetuated in K-12 music education and music teacher education programs. I will argue that music teacher education programs need to be decolonized and radically transformed so that music classrooms and curricula are anti-racist and counterhegemonic. Through utilizing theoretical frameworks, a historical review, and a literature review, I will further contextualize this problem. Lastly, I will propose a two-pronged intervention to address this over-arching issue: an undergraduate course entitled Critical Pedagogy in Music Education and a radically transformative professional development series for current music educators.