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Full-Text Articles in Music Education
Music Education Majors And Mental Health: A Follow-Up Study, Philip D. Payne
Music Education Majors And Mental Health: A Follow-Up Study, Philip D. Payne
Research & Issues in Music Education
Music education majors across the United States (N = 1029) self-reported indicators of depression, anxiety, personality, and stress. According to the results, music education majors are highly busy, and report elevated levels of stress as compared to their peers. Semester enrollment averages include: 18.5 hours (including 0 credit courses) a semester, rehearsing an average of 9.08 hours a week, and a majority of whom work an average of 13-15 hours a week all while reporting high perceived stress levels. Furthermore, 74% of respondents required additional screening on the DSM-V for depression with over 70% exhibiting symptoms of moderate or severe …
Personal And Professional Characteristics Of Music Education Professors: Factors Associated With Expectations And Preferences Of Undergraduate Students, Tiger Robison
Research & Issues in Music Education
The purpose of this study was to examine music education undergraduate students’ expectations of and preferences for their music education faculty members’ personal and professional backgrounds and compare them to the actual backgrounds of current music teacher educators. Participants (N = 293) from 55 randomly-selected NASM-accredited institutions completed a researcher-created questionnaire. Participants expected and preferred their music education faculty members to have approximately nine years of PreK–12 teaching experience, which is approximately three times the amount posted in faculty searches and doctoral program entrance requirements. Participants most valued their music education professors’ experiences in assessment and classroom management and …
An Examination Of Student And Faculty Perceptions Regarding Music Education Transfer Student Preparedness And Experiences, Natalie Steele Royston, Philip D. Payne, Adrian D. Barnes, Kate Bertelli-Wilinski
An Examination Of Student And Faculty Perceptions Regarding Music Education Transfer Student Preparedness And Experiences, Natalie Steele Royston, Philip D. Payne, Adrian D. Barnes, Kate Bertelli-Wilinski
Research & Issues in Music Education
Transfer students account for growing numbers in four-year music education programs. To better understand this increasing population of students, researchers employed parallel method design. One strand investigated music education faculty members’ (n = 83) perceptions of transfer student preparedness, procedures, and expectations to understand admissions processes (e.g., curricula, assessments) employed to evaluate incoming transfer students. The other strand examined music education transfer students’ (n = 12) academic, social, and personal preparedness to study music education in a comprehensive four-year music education program. The following research questions served as a guide for data collection and analysis: (a) What themes …
An Exploration Of The Use Of And The Attitudes Toward Technology Among Fourth And Fifth Grade Band And Orchestra Teachers, Students, And Their Parents, Danni Gilbert
Research & Issues in Music Education
The purpose of this study was to determine what technologies are used in fourth- and fifth-grade instrumental music and to examine factors that influence the attitudes of teachers, students, and their parents toward the use of those technologies. Two researcher-designed questionnaires, the Technology in Music Usage Questionnaire (TMUQ) and the Technology in Music Attitude Questionnaire (TMAQ), were administered to a sample of teachers, students, and parents associated with first-year elementary instrumental music in a large, American Midwest urban school district. Results indicated that while most teachers use technology in class (87.0%), it is generally only used up to a third …
An Autoethnography Of A Punk Rocker Turned Music Teacher, Jonathan Kladder
An Autoethnography Of A Punk Rocker Turned Music Teacher, Jonathan Kladder
Research & Issues in Music Education
The criteria used to admit prospective music teachers in colleges and universities across the United States has remained relatively unchanged since their inception. These criteria disenfranchise a population of potential music teachers who hold musical backgrounds outside the Western European art tradition. This autoethnography illuminates the challenges and barriers experienced by a self-taught musician who attended two traditional music programs in a midwestern region of the United States. Using Berry’s (1980) six dimensions of acculturation as the theoretical framework to interpret these data, the author exposes challenges associated with his journey in achieving music teacher certification. As a qualitative investigation, …