Music Performance Commons^™

Remixing Dialogue: A Case Study On Perceptions Of Hip Hop Pedagogy In A Professional Learning Course, Kelly J. Thelen

Dissertations, Theses, and Projects

This qualitative case study examines how teachers’ decision-making and professional autonomy shift while participating in a Hip Hop Pedagogy Professional Learning course supported by structured FIXIT (Lo & Wachter, 2023a, 2023b, 2023c, 2023d; Wachter & Lo, 2024) game-facilitated dialogue in a rural, culturally and linguistically diverse Midwest community. Grounded in Freire’s (1970) Critical Pedagogy, Ladson-Billings’ (1995) Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy (Paris and Alim, 2017), and Adult Learning Theory (Knowles et al., 2005), the study explores the reclamation of agency by teachers in a time of constrained creativity and educator autonomy shaped by strict policy environments, an emphasis on …

Measuring Administrative Hiring Confidence Of Music Teachers In The Context Of Shallow Hiring Pools, Aaron M. Strum

Dissertations

The purpose of this study was to identify and measure the confidence of K-12 administrators in hiring music faculty. This study also aimed to analyze administrators’ perspectives and confidence in key stages of the hiring process, including defining job expectations, posting, advertising, interviewing, and selecting highly specialized music teachers in K-12 settings. Confidence of K-12 administrators can be gauged through their understanding of how well an applicant aligns with the specific needs of the school’s program. Three research questions guided this investigation: (1a) How confident are K-12 administrators in their understanding of music teaching pedagogy when interviewing music teacher candidates …

Resonant Cracks In The Music Curriculum: Integrating Social And Emotional Learning In The Secondary Music Classroom, Margaret E. Lerch

Education Doctorate Dissertations

Music education has long been recognized as a subject that encourages student learning beyond the walls of the music classroom. While elementary music programs often foster language development and social awareness, secondary music instruction tends to emphasize performance skills and technical development. The explicit secondary orchestra curriculum for this middle school includes only instrument skill-development standards and learning-target descriptions. In this fourth-marking-period sixth-grade orchestra class, coursework—including students’ journal reflections, classroom dialogue, and comparison soundscape projects—operated intentionally “within the cracks” of the formal curriculum to create opportunities for the students to express and engage with emotions, identity, belonging, empathy, perspective-taking, and …

Bridging The Gap: Fostering Emotional Expression Through Teaching Strategies In The Middle School Choral Classroom, Jacob Brown

Graduate Theses/Dissertations

This study investigates the impact of teacher-elicited expression strategies (i.e. emotionally evocative metaphor, technical elements through modeling, body of the conductor, understanding the emotional content) on the emotional expressivity of my middle school choral students. Using a mixed-method approach, data was collected through surveys of students' self-evaluations of the expression strategies, and their overall value of expression before and after learning processes that emphasized emotional expressivity. I found that each teacher-elicited expression strategies impacted student expressivity positively. Concrete strategies (i.e., body of the conductor and technical elements through modeling) were highly effective, particularly in my beginner and intermediate choirs, while …

Mind The Gap: Supporting Freshmen Voice Students Transitioning To Higher Education Through Coaching Conversations, Erica L. Gabriel

Theses and Dissertations--Music

The experiences one may encounter while matriculating through the K-12 system of education are vastly different from the world of higher education. While one feeds directly into the other, the transition can be a difficult one for young singers also navigating the developmental leap from adolescence to adulthood. This is due to several systematic and instructional differences, compounded with unique challenges encountered by freshman voice students in the first year. Gaps in support systems compiled with new and increasing financial, social, and academic demands can lead to a decline in overall student well-being and an increase in stress.

This increase …

Bedeviled Beauty: My Journey Through White American Theater Institutions, J'Aila C. Price

LSU New Orleans Theses and Dissertations

Game console: Oculus Quest

World: American Theater Institutions

Player: Minority

Place: United States

Level: “Ain’t no way.”

This thesis explores the contrast between the Westernized philosophies ingrained in my education and my identity as a Black female artist. It sheds light on the difficulties of pursuing higher education in the arts and the gaps that arise from limited exposure to culturally diverse Black resources, revealing the systemic issues in Western performance education. The paper also discusses the insights gained from my journey as a Black female artist, focusing on my thesis performance of Blood at the Root, which is …

A Performance-Based Exploration Of Vocal Anatomy And Pedagogy: Maximizing Technical, Stylistic, And Physiological Frameworks For Superlative Vocal Technique In Artistic Function, Michael J. Civitano

LSU New Orleans Theses and Dissertations

This study investigates the influence of specific frameworks in performance and vocal pedagogy on artists' capacity to enact evidence-based learning outcomes, with emphasis on vocal physiology and educator-performer relationships. Employing an experimental design, five philosophies that support capacity-building were tested across two trial settings, varying in intensity. The participant utilized narrative reasoning, diversified methods, and mentorship from specialized educators to apply frameworks. Findings indicate that, in practicing evidence-based learning and maximizing anatomic foundations of the voice, substantial developments in artistic capacity ensued. Educator-performer relationships mediate this process through reciprocal collaborations that foster capacity-building. Performers display optimal artistic capacity by effectively …

Surviving Pandemic Practicum: Early Career Music Teachers' Perceived Self-Efficacy Following The Covid-19 Pandemic, Aubree Pacifico Windish

West Chester University Doctoral Projects

This qualitative study examines early career music teachers’ perceived self-efficacy following teacher practicum during a global pandemic. I conducted focus group conversations with undergraduate music education alum (N=16) from Southeastern State University (SSU) at the end of 2023. Participants described the impact of the COVID-19 pandemic on their music teacher practicum and overall experiential learning at SSU. The focus group questions, and subsequent deductive coding of their answers, aligned with the four roles of Bandura’s (1977) Self-Efficacy Theory. Participants reported low perceived self-efficacy in their first year of in-service teaching, with variations based on the stages of the COVID-19 pandemic …

Understanding The Effects Of Hormone Treatments On The Transgender Singer: A Pedagogical Study And Voice Studio Guide, Erin M. Hannon

Theses and Dissertations--Music

Transitioning from one gender to another can be an arduous and emotionally charged experience, accompanied by many physical and mental transformations. The journey of self-discovery and vocal explorations is both unique and deeply personal. Modifications that emerge in an individual's vocal characteristics have a profound influence on their capacity to communicate and express themselves.

Transgender vocal students and professional singers must navigate the delicate balance between their vocal and gender identities while considering the possible risks of Gender Affirming Hormone Therapy. Though these therapies may significantly alter one's appearance and overall well-being, they are also capable of causing notable declines …

Reevaluating Student Engagement: Exploring And Applying Alternative Assignments In Higher Education Undergraduate Applied Saxophone, Anthony S. Cincotta Ii

Dissertations, 2020-current

Undergraduate applied saxophone study revolves around the conservatory model. This inflexible model, often referred to as a master-apprentice relationship, can create an instructor-centric power dynamic which does not address the needs of the modern student. A classroom where the power lies so heavily with the instructor can stifle student engagement and can create a sense of disenfranchisement. In this setting, students have limited input on their assignment selections. While curricula have evolved with regards to being more culturally diverse, relevant, and inclusive, the approach that educators use to deliver the material has remained largely unchanged. There is limited research on …

Who Lives, Who Dies, Who Sings Which Story?: Narrative Production And Race In The Curriculum Of Film Musicals, Joanna Batt, Michael Joseph

Northwest Journal of Teacher Education

Film musicals serve as a tool to infuse historical and cultural content into social studies curricula towards greater student engagement—for example, Lin Manuel-Miranda's Hamilton has become a celebrated classroom piece due to its ability to blend history with hip-hop and pop culture. Yet beyond language and content scans, teachers rarely examine or utilize musicals for how their narratives (mis)represent racial communities. This critical film analysis of three film musicals, using the theoretical framework of history production, reveals themes of historical morality, romantic relationship and race, and implicit/explicit racial messaging. Although troubling in their overall contribution to racial projects, film musicals …

Inclusive Ensembles: Differentiating For The Singer On The Autism Spectrum, Natalie Wilkins

Posters-at-the-Capitol

Exceptional children belong in music classrooms. Music ensemble directors need to overcome complex challenges to meet the goal of inclusion because ensembles often contain a mixture of ages, grades, social and intellectual development stages, musical skills, and a wide variety of diverse learning needs. This study focuses on how a choral ensemble director may create an inclusive environment for students on the Autism Spectrum.

This study reviewed current research on creating inclusive rehearsal environments. Analysis revealed varied methods for differentiation including modified/adapted scores that make use of color-coding, personalized parts, and symbolic notation; choral ensemble formats, such as self-contained choirs, …

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 …

Ua37/30/2 Wku Research Notecards - H Topics, Lowell Harrison

Faculty/Staff Personal Papers

Notecards created by Lowell Harrison while researching his book Western Kentucky University. The cards transcribed are for 108 topics beginning with H ranging from Hail Storm to Hundred Club.

Ua11/1/9 Hilltoppers In The News, Wku Public Affairs

WKU Administration Documents

Hilltoppers in the News program by Skip Church featuring Richard Roberts, David "Doc" Livingston, Jerry Bean and Jimmy Feix.

Ua77/1 Western Alumnus, Vol. 43, No. 4, Wku Alumni Association

WKU Administration Documents

WKU alumni magazine. Features the following articles:

• Conway, Sheila. Competency Based Teacher Education
• Scarborough, John. Enthusiasm & Planning, Powerful One-Two Punch for Education
• Burkeen, Emmett. Counselor Education, A Study in Development
• Stuart, Robert. The Stage is His Classroom - Bill Leonard
• Just, Paul. Remember When, 1955-56
• Conway, Sheila. Women's Athletics Return
• Armstrong, Don. Biology for Real - Tech Aqua Biological Station
• Goldwater, Barry. On the Energy Crisis
• Porter, William. Third World Realities
• Muskie, Edmund. Restoring Our Confidence
• Dickey, Debbie. The Big Red Western Band
• Given, Ed. Instant Alumni
• Topper Power Carries WKU to National Finals - Football
• Jimmy Feix, Coach …

Ua94/7/2 Mary Grise Scrapbook, Mary Grise

Student/Alumni Personal Papers

Scrapbook created by Mary Grise regarding events of her life as a high school student in 1953-1954. She participated in theatre, tennis, public speaking and musical events and competitions. The scrapbook contains clippings, mementos, programs and essays.

Violin Course: Grade 7, Lessons And Tests, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 7, Graduate A: Lessons and Tests, number 121 through 140

Violin Course: Grade 8, Lessons And Tests, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 8, Graduate B: Lessons and Tests, number 141 through 160

Violin Course: Grade 8, Compositions, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 8, Graduate B: Compositions, number 801 through 860

Violin Course: Grade 7, Exercises, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 7, Graduate A: Exercises, number 701 through 753

Violin Course: Grade 6, Exercises, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade , Advanced B: Exercises, number 601 through 656

Violin Course: Grade 5, Exercises, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 5, Advanced A: Exercises, number 501 through 556

Violin Course: Grade 8, Exercises, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 8, Graduate B: Exercises, number 801 through 853

Violin Course: Grade 8, Studies, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 8, Graduate B: Studies, number 801 through 870

Violin Course: Grade 6, Lessons And Tests, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 6, Advanced B: Lessons and Tests, number 101 through 120

Violin Course: Grade 7, Studies, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 7, Graduate A: Studies, number 701 through 770

Violin Course: Grade 5, Lessons And Tests, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 5, Advanced A: Lessons and Tests, number 81 through 100

Violin Course: Grade 3, Lessons And Tests, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 3, Intermediate A: Lessons and Tests, number 41 through 60