Music Pedagogy Commons^™

Preservice And Beginning Teachers’ Perceptions Of Healthy Musicianship, Carla Salas-Ruiz, Ann Marie Stanley, Joshua Burgos

Visions of Research in Music Education

Research on instrumental music majors is an important subset of performance injury literature (Barton, et al., 2008, Brandfonbrener, 2009). Musculoskeletal problems, physical and mental stress, and performance anxiety are common (Bernhard, 2005, 2020; Guptil, et al., 2005; Steinmetz, et al., 2012). Consequently, “healthy musicianship” (Taylor, 2016) is a growing area of interest within schools of music. Preservice music teachers need tools to maintain mental and physical wellness. They also need to learn to guide future students in healthy practices. Understanding how preservice teachers acquire pedagogical content knowledge in healthy musicianship is important: their approach to musical performance issues will influence …

Editorial Volume 42, Joseph Michael Abramo

Visions of Research in Music Education

No abstract provided.

The Brief But Shining Life Of Paul Laurence Dunbar, A Poet Who Gave Dignity To The Black Experience, Minnita Daniel-Cox

Music Faculty Publications

Paul Laurence Dunbar was only 33 years old when he died in 1906.

In his short yet prolific life, Dunbar used folk dialect to give voice and dignity to the experiences of Black Americans at the turn of the 20th century. He was one of the first Black Americans to make a living as a writer and was seminal in the start of the New Negro Movement and the Harlem Renaissance.

One Bite At A Time: Writing In The Theory Classroom, Jennifer Shafer England

Journal of Music Theory Pedagogy

Prose writing in the music theory classroom is often a daunting task for both instructors and students. For instructors, the very thought of the heavy grading load associated with writing assignments combined with the difficulty that we know students encounter when writing about music (especially if students’ general written communication skills are still developing) can be overwhelming, even if we personally believe that our students would benefit from engaging in written communication about music. For many students, communication in written form is a skill that they are still developing, and writing about music only adds an additional challenge—especially when they …

Therapeutic Presence In Music Therapy Education: An Arts-Based Phenomenological Inquiry, Elizabeth Jane Eggerding

Expressive Therapies Dissertations

Little music therapy research has been published on therapeutic presence (TP). This study explored the inclusion of TP in music therapy education. Participants were eight credentialed music therapists who identified as music therapy educators and/or clinical supervisors. They attended one of two focus groups and were asked to submit a 1-minute excerpt of themselves improvising a reflection of their focus group’s discussion. Focus group data revealed four themes: (1) Defining TP; (2) Education and Supervision Responsibilities; (3) TP is Taught Through Experiential Learning; and (4) Learning TP is a Developmental Process. Participants defined TP as simultaneously incorporating both states of …

Notes From The Editor

Research & Issues in Music Education

No abstract provided.

Klavar: From Tablature To Comprehensive Music Notation System, E. Joop Van Zoelen

Research & Issues in Music Education

Music students often encounter problems in reading sheet music, because of the complexity of Traditional Music Notation (TMN). Klavar is an alternative music notation system that is simple, intuitive, and easy to learn. Thousands of compositions from many composers are available in Klavar. In its original form, Klavar can be considered as tablature for keyboard instruments. The present paper compares advantages and disadvantages of Klavar and TMN. Subsequently, the author proposes an innovative extension of the Klavar music notation, such that enharmonic notes can be discriminated, and harmonic and melodic lines can be identified. The resulting Klavar20 notation is complete, …

White Supremacy And The Major Scale: Reframing Narratives To Teach The Blues, Improvise, And Check In With Students, John B. Bass Iii

Research & Issues in Music Education

Increasing diversity and equity in secondary and college music programs is a common thread in the scholarship across disciplines in the field. While crucial work is being done to decolonize curricula broadly, students often express difficulty relating to formal music study and teachers struggle to balance desires to diversify repertoire and incorporate alternative pedagogical strategies with their own training. Narratives of white supremacy and music have intersected for over 400 years, but the effect goes beyond the composers and pieces we choose to program or teach. It influences foundational concepts of theory, tuning, and even what notes are (the major …

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 …

Steve Mcneal: Sustained Excellence In Orchestral Education Through Relational Trust, Matthew H. Spieker

Research & Issues in Music Education

No abstract provided.

2022-2023 Master Class - Ida Kavafian (Violin), Ida Kavafian, Benjamin Kremer, Sheng Yuan Kuan, Sebastian Orellana, Ava Figliuzzi

Master Classes

No abstract provided.

Thirty Years On: Reflections On Haydn’S “Farewell” Symphony By James Webster, L. Poundie Burstein, Elaine Sisman, W. Dean Sutcliffe, James Webster

HAYDN: Online Journal of the Haydn Society of North America

It has been just over thirty years since James Webster published his influential monograph Haydn’s “Farewell” Symphony and the Idea of Classical Style: Through-Composition and Cyclic Integration in His Instrumental Music (Cambridge University Press, 1991). To honor the anniversary of Webster’s groundbreaking book, the Encounters with Eighteenth-Century Music: A Virtual Forum steering committee asked L. Poundie Burstein, Elaine Sisman, and W. Dean Sutcliffe to offer perspectives on the book, and James Webster to respond to their perspectives. The interesting online session occurred on Tuesday, October 18, 2022, and included a lively open discussion following the presentations and Webster’s response. The …

2022-2023 Master Class - Peter Wiley (Cello & Chamber Music), Peter Wiley, Niloufar Mirzanabi Khani, Sheng Yuan Kuan, Frederic Renaud, Ava Figliuzzi, Jon Cruz, Caroline Drantal, Gioia Gedicks, Victoria Bramble, Daniel Guevara, Megan Savage

Master Classes

No abstract provided.

2022-2023 Master Class - Gregory Kalinovsky (Violin), Gregory Kalinovsky, Miriam Smith, Marina Machado, Benjamin Kremer, Ruvit Bracho

Master Classes

No abstract provided.

2022-2023 Master Class - Andrés Cárdenes (Violin), Andres Cardenes, Eliza Willett, Marina Machado, Esther Platt, Sheng Yuan Kuan, Francesca Puro

Master Classes

No abstract provided.

Virtual Master Class With Kim Kashkashian, Kim Kashkashian, Sheng Yuan Kuan, Jessi Kaufman, Miayicong Zhang, Natalie Brennecke, Margot Elder, Daniel Guevara

Karen Tuttle Viola Workshop

No abstract provided.

Faculty Concert, Sheila Browne, Stephen Wyrczynski, Sheng Yuan Kuan

Karen Tuttle Viola Workshop

No abstract provided.

Digital Sociology And Online Music Communities: Models And Lessons From The Internet, Kari K. Veblen, Janice L. Waldron

Visions of Research in Music Education

With the rise of the internet, work from the of fields of digital sociology, communications/social media studies, and online research methods have become increasingly relevant for music education scholars both investigating and facilitating music teaching and learning in online contexts. While opportunities for online music making, teaching, and learning activities have grown exponentially, the number of online places dedicated to music making, learning, and sharing has exploded with the arrival of COVID as much of the world moves online. What was once an option – going online to teach and learn music – has now become a necessity for most …

Music Education And The Shrinking Public Space: Implications Of Richard Sennett's Sociological Ideas For Music Education, Paul Louth

Visions of Research in Music Education

Richard Sennett’s theory that industrial capitalism triggered the gradual elimination of shared cultural symbolism and thus contributed to the impoverishment of civic involvement deserves to be revisited in light of its implications for music education in an age of global information capitalism. In 1974 Sennett produced an extensive examination of the relationship between public culture and public space, arguing that our response to large-scale social and economic forces over which we have limited control is to retreat from public cultural expressions and consequently from public life. Extending Sennett’s sociological argument, I contend that the subjectivizing of musical meaning may lead …

Perspectives On Social Realism Within North American Higher Music Education, Kyle Zavitz

Visions of Research in Music Education

This article critically examines the suitability of Social Realist perspectives within North American higher music education, with a particular focus on its relationship with jazz musical knowledges. Social Realist scholarship continues to emerge within the field of education sociology, driven by claims to contribute to student access and opportunity. In spite of this, scholars have continued to critique Social Realist perspectives for various reasons including maintaining an ideological status quo and devaluing the experiences of students, going as far as argue that Social Realist frameworks may in fact limit the access and opportunity espoused by its proponents. Drawing upon past …