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Articles 31 - 60 of 115
Full-Text Articles in Music Education
The "Heart And Soul" Of Music Education: Towards Sonic Egalitarianism In Classroom Practice, Doug S. Friesen, Laura J. Menard
The "Heart And Soul" Of Music Education: Towards Sonic Egalitarianism In Classroom Practice, Doug S. Friesen, Laura J. Menard
Visions of Research in Music Education
As public high school teachers, we have independently come to the realization that we are both searching for ways that our music rooms can be spaces where everyone has a chance to sound (speak, sing, play an instrument), and students and teachers have the opportunity to hear others in the room. At the center of this realization stands the classroom piano: it could be an instrument of communal sonic enjoyment but, in our experiences, tends to be dominated by a few. What we are here calling sonic egalitarianism is about creating conditions whereby students have equal opportunities to sound out, …
Self-Compassion Among K-12 Music Educators, Jennifer Gee, Karen Koner
Self-Compassion Among K-12 Music Educators, Jennifer Gee, Karen Koner
Visions of Research in Music Education
The purpose of this study was to explore self-compassion among K-12 music educators. Our sample consisted of 139 practicing K-12 music educators across the United States. Participants completed a modified version of the Self-Compassion Scale Long Form (Neff et al., 2021), which measured both positive (self-kindness, common humanity, mindfulness) and negative (self-judgment, isolation, over-identification) aspects of self-compassion (Neff, 2003). Through one-way ANOVAs, we found significant differences between teaching experience and participants' scores for mindfulness, overidentification, self-judgment, isolation, and their overall self-compassion scores. We also discovered significant differences between age, over-identification, self-judgment, grade level taught, common humanity, and isolation.
A Content Analysis Of Graduate Degrees In Music Education In Nasm Accredited Institutions, Karen Koner
A Content Analysis Of Graduate Degrees In Music Education In Nasm Accredited Institutions, Karen Koner
Visions of Research in Music Education
The purpose of this study was to examine graduate degree programs in music education in NASM accredited institutions with the specific areas of degree and institution information, admissions, and curricula. For this content analysis, I collected data through the websites of NASM accredited institutions that offered graduate degrees in music education, including master’s degrees (N = 203) and doctoral degrees (n = 53). The institution and degree information for these graduate degree programs included types of degrees offered, format of degrees (e.g., summers only, distance learning), location where the programs were located, and Carnegie Classifications (American Council on Education, 2023). …
Fostering Music Teacher Identity Development Through Mentoring Dialogues, Angela M. Munroe
Fostering Music Teacher Identity Development Through Mentoring Dialogues, Angela M. Munroe
Visions of Research in Music Education
In a prior investigation I focused on the cooperating teacher’s perspective during mentoring dialogues, reflecting on their role as a mentor (Munroe, 2021). Other researchers have focused on what the student teacher learns from the conversation, but not specifically on teacher identity development (Fernandez & Erbilgin, 2009; Tsui et al., 2001). In this study I recorded mentoring dialogues between three pairs of student teachers and cooperating teachers. Using stimulated recall interviews (Ericsson & Simon, 1999), I asked the student teachers to reflect on their perceptions of the cooperating teacher’s mentoring role and their teacher identity. I determined cooperating teachers’ mentoring …
Editorial Volume 46: New Beginnings...Yet Again, Joseph Abramo
Editorial Volume 46: New Beginnings...Yet Again, Joseph Abramo
Visions of Research in Music Education
No abstract provided.
Seeking A Feminist Approach To Scholarly Innovations In Music Teacher Education, Andrea Maas
Seeking A Feminist Approach To Scholarly Innovations In Music Teacher Education, Andrea Maas
Visions of Research in Music Education
The marketization (Marchand & Orsorno Velázquez, 2016) of higher education impacts faculty through hiring practices, workload structures, and reappointment and promotion policies. Women faculty in fields such as music education need to negotiate masculine discourses and gendered constructions of innovation (Alsos et al., 2013) in a STEM focused economy. Values held by feminist pedagogues could serve as a framework through which to consider a more feminist approach to research and scholarship. Qualities such as equalization of power, collaboration, affective learning, inclusiveness of diversity, and social responsibility may surface through a researcher’s approach to inquiry or in the content itself. This …
Gender And Participation In Popular Music Ensembles: Perspectives Of Modern Band Teachers, Bryan Powell
Gender And Participation In Popular Music Ensembles: Perspectives Of Modern Band Teachers, Bryan Powell
Visions of Research in Music Education
This article explores gender dynamics in popular music education, focusing on the perspectives of modern band teachers across the United States. Drawing from existing literature and a survey of 390 modern band educators, the study examines the extent to which modern band teachers perceive their own gender identities influence student participation and enrollment in elective modern band classes. While the majority of respondents believed their gender does not significantly impact enrollment, female teachers were more likely to indicate that they felt that their gender had an impact on student enrollment compared to their male counterparts. Additionally, the study uncovers challenges …
Musical Engagement: A Conceptual Model Of Contextual Influences, Allison R. Durbin
Musical Engagement: A Conceptual Model Of Contextual Influences, Allison R. Durbin
Visions of Research in Music Education
The purpose of this paper is to propose a conceptual model of contextual influences on musical engagement in a person’s life. I developed this domain-specific conceptual model based on Bronfenbrenner’s (2001) bioecological theory of human development. The model accounts for multiple, interacting contexts that may influence an adolescent’s musical development. In this model, I consider one’s musical life as an acknowledgment of the multitude of ways that music is a part of their daily life. A musical life encompasses more than a formal music education, and as Abeles (2010) posits, “Music education does not exist isolated in the music classroom. …
Dissertations Chaired By Professor Harold F. Abeles: 1975-2021, Colleen Conway
Dissertations Chaired By Professor Harold F. Abeles: 1975-2021, Colleen Conway
Visions of Research in Music Education
This manuscript provides discussion of the 152 dissertations in which Dr. Harold F. Abeles served as the chair during his career in higher education. The first two were at the University of North Carolina Greensboro in 1975 and the next five were at Indiana University between 1979 and 1982. The final 145 (!) were chaired at Teachers College Columbia University between 1987 and 2021. Sections in the introduction include: (a) What Makes a Good Dissertation Chair?; (b) Who Was Studied?; and (c) How Studies Were Done. Topics of the collective works include gender, applied music study, and program evaluation, among …
Storying Research: A Conversation With Hal Abeles, Mary Hafeli
Storying Research: A Conversation With Hal Abeles, Mary Hafeli
Visions of Research in Music Education
In this interview, Hal Abeles describes the conceptual and methodological origins and evolution of his published scholarship. With a focus on his work in gender studies in music education, evaluation of music studio teaching in higher education, and assessment of community arts and orchestra programs, he traces his scholarly passions and achievements over the course of his fifty-year career.
Epilogue: “Succinctness Is Next To Godliness”, Cara Faith Bernard
Epilogue: “Succinctness Is Next To Godliness”, Cara Faith Bernard
Visions of Research in Music Education
No abstract provided.
Applying Student-Centered Strategies In The Applied Teaching Music Studio, Jeanne Goffi-Fynn
Applying Student-Centered Strategies In The Applied Teaching Music Studio, Jeanne Goffi-Fynn
Visions of Research in Music Education
Applied studio instruction is a field of education set in the context of a one-to-one setting, traditionally seen as a master-apprentice model, where the “training of skills” is said to be a priority. However, as the field evolves and is influenced by other areas in teaching and learning, one begins to look for ways to apply student-centered or constructivist strategies to the music studio. In this article, we will look broadly at what it means to be student-centered in the music studio, breaking down the areas into five categories of rapport, motivation, critical thinking, content specific areas such as practice, …
From Dissonance To Consonance: Bringing Clarity To Music Assessment And Program Evaluation, Rob Horowitz
From Dissonance To Consonance: Bringing Clarity To Music Assessment And Program Evaluation, Rob Horowitz
Visions of Research in Music Education
Dr. Hal Abeles is a foundational leader in developing music performance assessments, conducting program evaluations of arts partnerships, and publishing basic research on the effects of arts instruction on learning in and across cognitive, social and personal domains. This article explores the theoretical and practical issues in music performance assessment and program evaluation, and how Dr. Abeles clarified, explicated, and created solutions with a broad and deep influence on music and arts education. Dr. Abeles modeled the application of the facet-factorial method for developing assessments of musical performances. Originally designed for assessment of clarinet performance, the method was adapted and …
From Childhood To Seniorhood: A Developmental Study Of Identity And Challenge, Lori Custodero
From Childhood To Seniorhood: A Developmental Study Of Identity And Challenge, Lori Custodero
Visions of Research in Music Education
I met with Hal Abeles in January, 2024 to interview him about his childhood and his career and to see whether there were connections between his past, present, and future aspirations. Although memories from his early years were a bit difficult to recall, he was able to take me through three quarters of a century of musical experiences that were reflective of who he is and what he does. In this essay, I discuss his early and middle childhood; learning environments including church, schools, and ensembles; his instrumental identity; and the various motivational conditions that created contexts for him to …
Celebrating One “Hal” Of A Mentor, Colleen Sears, Lindsay Weiss-Tornatore
Celebrating One “Hal” Of A Mentor, Colleen Sears, Lindsay Weiss-Tornatore
Visions of Research in Music Education
No abstract provided.
Early Career Teachers’ Readiness To Teach Students With Exceptionalities, Delaney Schiefen
Early Career Teachers’ Readiness To Teach Students With Exceptionalities, Delaney Schiefen
Honors Scholar Theses
Over the past decade, the majority of music educators in the U.S. have reported working with students with exceptionalities (VanWeelden & Whipple, 2014). However, literature suggests that many early career teachers do not feel prepared to engage with exceptional students, largely due to gaps in their undergraduate exceptionality courses. These gaps appear wider for preservice music educators as opposed to other content areas. Strategies and examples traditionally discussed in these courses are not always applicable to the wide range of classes that music educators teach, particularly ensemble classes. The purpose of this study was to explore early career teachers’ perceptions …
Influences On General Music Teachers' Mental Health During The Collective Trauma Of Covid-19, Abigail Van Klompenberg
Influences On General Music Teachers' Mental Health During The Collective Trauma Of Covid-19, Abigail Van Klompenberg
Visions of Research in Music Education
The purpose of this collective case study was to examine elementary music teachers’ mental health and well-being during the COVID-19 pandemic. The research questions were: 1) What factors influenced music teachers’ mental health and well-being during COVID-19?; 2) How did music teachers support their own mental health and well-being during COVID-19?; 3) How might stakeholders (such as schools, administrators, and community members) better support educators during challenging times? Data included semi-structured interviews, informal observations, and a researcher journal. Participants were three elementary music educators teaching K–5 music in geographically and demographically diverse public schools throughout the COVID-19 pandemic. Through “data …
Classroom Management And Student Behavior After The Covid-19 Pandemic: Perspectives From Five Elementary General Music Teachers, Jennifer Gee
Visions of Research in Music Education
The purpose of this study was to examine elementary general music teachers’ experiences and perspectives with classroom management within the context of the COVID-19 pandemic. Participants consisted of five practicing elementary general music teachers in Southern California who participated in three individual interviews, one focus group, and two classroom observations during the fall of 2022. I analyzed data through axial coding (Creswell, 2012), yielding four themes: positive classroom management, social and emotional learning, support from classroom teachers and administrators, and challenges. The findings of this study highlighted participants’ positive perceptions of classroom management, the importance of building relationships, students’ social …
Hey, Teacher, Leave Them Kids Alone: Facilitation In Modern Band, Warren Gramm
Hey, Teacher, Leave Them Kids Alone: Facilitation In Modern Band, Warren Gramm
Visions of Research in Music Education
The purpose of this investigation was to examine a single modern band ensemble to discover how an ensemble director/facilitator implemented student-centered pedagogical approaches. Examinations of practical applications of facilitation were found due, in part, to an educational approach that promoted the opinions and decisions of students. The facilitator encouraged students to share their knowledge, opinions, and suggestions for the ensemble’s direction. Findings include the significance of sharing knowledge between students in a relaxed atmosphere in which student agency, autonomy, and democratic decision-making were key tenets. Data analysis revealed musical and social benefits with a facilitator who championed a democratized and …
Critical Pedagogy In School Music Programs: Examining The Connections And Disconnections Between Teacher Preparation And Active Teaching, Isabella Harkopf, Kelly Bylica
Critical Pedagogy In School Music Programs: Examining The Connections And Disconnections Between Teacher Preparation And Active Teaching, Isabella Harkopf, Kelly Bylica
Visions of Research in Music Education
Music education scholarship has long called for a more critical, socially just approach to teacher preparation. These include curricular opportunities to work with students from diverse contexts in practicum settings, social-justice-oriented readings and professional development, and guided reflection opportunities. However, scholars also note that practicing educators often revert to “traditional” methods of teaching once they enter the field, suggesting a disconnect between music teacher education and practice. The purpose of this qualitative case study was to examine the experiences of three recent alumni of one music teacher education program, paying particular attention to the ways in which these teachers engage …
Editorial Volume 44, Joseph Abramo
Editorial Volume 44, Joseph Abramo
Visions of Research in Music Education
No abstract provided.
Metacognition: A Dimension Of Musical Thinking, Leonore Pogonowski
Metacognition: A Dimension Of Musical Thinking, Leonore Pogonowski
Visions of Research in Music Education
Reprint with permission by National Association for Music Education. Original citation: Pogonowski, L. (1989). Metacognition: A dimension of musical thinking. In E. Boardman (Ed.), Dimensions of musical thinking (pp. 9-19). MENC.
Collective Musical Cognition: Relevance, Dialogue, And Reflection In Group Learning, Leonore Pogonowski, Cindy Bell, Nathalie Robinson
Collective Musical Cognition: Relevance, Dialogue, And Reflection In Group Learning, Leonore Pogonowski, Cindy Bell, Nathalie Robinson
Visions of Research in Music Education
The purpose of this article is to introduce collective musical cognition as a mode for developing diagnostic critical thinking in music at all levels of the educa-tional continuum–kindergarten through graduate school. It defines and illustrates how collective musical cognition is influenced by relevance, dialogue, and reflection as social and educational practices in the classroom. Relevance, dialogue, and reflection - the three components of collective musi-cal cognition–are critical social practices that transform music education pedagogy, whether practiced in the orchestral rehearsal room, the general music classroom, or the choral and band rehearsal rooms. The prevailing idea is student engagement: student engagement …
A Personal Retrospective On The Mmcp, Leonore Pogonowski
A Personal Retrospective On The Mmcp, Leonore Pogonowski
Visions of Research in Music Education
Reprint with permission by National Association for Music Education. Original citation: Pogonowski, L. (2001). A personal retrospective on the MMCP. Music Educators Journal 88(1), 24-27+52.
The Extraordinary Legacy Of Lee Pogonowski, Richard Carr
The Extraordinary Legacy Of Lee Pogonowski, Richard Carr
Visions of Research in Music Education
This article is a memoir of the author’s experience studying music education at Teachers College Columbia University with Professor Lenore Pogonowski in the mid 1990s. The author completed four years of study at that institution earning an MA. Ed.M., and an Ed.D. He was also a teaching artist for the Creative Arts Laboratory, a US government funded program headed by Dr. Pogonowski, during that time. Professor Pogonowski had a profound impact on the author’s teaching practice during the ensuing decades. In his interactions with other music educators, he was surprised to learn how many of them were trained in a …
Lessons From The Stairwell: Celebrating And Sustaining The Pedagogical Legacy Of Lee Pogonowski, Shane Bordeau
Lessons From The Stairwell: Celebrating And Sustaining The Pedagogical Legacy Of Lee Pogonowski, Shane Bordeau
Visions of Research in Music Education
As a teacher and researcher of music education for more than forty years, Lee Pogonowski was an early voice in disrupting traditional approaches to teaching and learning, inviting student-centered approaches that emphasized music as an aesthetic experience (Biasini & Pogonowski, 1969; Pogonowski, 2001). The influence of her work continues to reverberate throughout the field of music education, through the legacy of her impact on her students (Allsup, & Baxter, 2004; Greher, 2004; Robinson et al., 2011). Reflections on this legacy, through stories and memories of experiences in her classroom serve as a reminder and challenge to continue and expand the …
A Tribute To Dr. Lee Pogonowski: A Visionary Music Teacher Educator, Shawn Amdur
A Tribute To Dr. Lee Pogonowski: A Visionary Music Teacher Educator, Shawn Amdur
Visions of Research in Music Education
The insights, writings, and teachings of Dr. Lenore Pogonowski are highlighted with references to the beginnings of her Creative Music Strategies at Teachers College. Based on her work with the Manhattanville Music Curriculum Project (MMCP) there was an emphasis on 20th Century compositional techniques, the use of recorded and environmental sounds as well as the importance of free exploration.
Dear Lee, Marsha Baxter
Dear Lee, Marsha Baxter
Visions of Research in Music Education
Lee often invited us to look back and reflect on our thinking and experiences in her classes at Teachers College through an assignment she called the Dear Lee letter. I chose this informal narrative to capture some of the ways her pedagogy and perspectives shaped—and continue to shape—my work in the classroom.
Editorial: Musical Thinking, Thinking About Thinking And So Many A-Ha Moments!, Elissa Johnson-Green, Gena R. Greher
Editorial: Musical Thinking, Thinking About Thinking And So Many A-Ha Moments!, Elissa Johnson-Green, Gena R. Greher
Visions of Research in Music Education
No abstract provided.
California Preservice Teachers And Music Integration In Elementary School Settings, Jennifer Potter Gee
California Preservice Teachers And Music Integration In Elementary School Settings, Jennifer Potter Gee
Visions of Research in Music Education
The purpose of this study was to examine California preservice teachers’ experiences and beliefs with music and music integration in elementary school settings. Preservice elementary teachers (N = 149), currently pursuing a Liberal Studies degree at one of several universities in California, consisted of the participants in this investigation. Results indicated participants agreed that an elementary classroom teaching should integrate content from music class into other subjects, while also reflecting a significant association between participants’ year in school and their agreement that an elementary general music teacher should integrate other subject area content. Results also indicated a significant association …