Music Practice Commons^™

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 …

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 …

A Multiple Case Study Of Adolescent Piano Students: Examining Motivation Through The Lens Of Interest Development, Carla Lucia Salas Ruiz

LSU Doctoral Dissertations

One way of understanding motivation is through the factors that influence it. These factors analyzed as psychological constructs give rise to the notion of motivation variables such as interest. Interest is a powerful variable that affects student motivation to learn (Hidi & Renninger, 2006; Hulleman et al., 2017; O’Keefe et al. 2017; Renninger & Hidi, 2016; Tin, 2013). In 2006, Hidi and Renninger proposed the “Four-Phase Interest Development Model” for the characterization of interest in learning. According to this model, learners can move from a situational level of interest development to a well-developed individual interest, in a sequential manner. This …

Walking Carefully Towards Bridging The Gap: Exploring Australian Music Educator Voices About Teaching Indigenous Music, Dawn Joseph, Bradley Merrick

Australian Journal of Teacher Education

Facilitating an inclusive pedagogy to close the gap that exists within the teaching of Indigenous Knowledge in Australia is a tall order for many teachers. This paper draws on responses to a national study and explores how music educators include Aboriginal and Torres Strait Islander music and culture into their practice. An online survey (December 2022-February 2023, N=109) informed the findings. Using thematic analysis, two themes (teaching challenges and opportunities, and bridging the gap) are discussed and key recommendations offered. Findings suggest that walking carefully towards bridging the gap is an opportunity for educational change in contemporary Australian classrooms.

Teacher Perspectives On The Influence Of Participation In Dalcroze Training In The K–12 Music Classroom: A Mixed Methods Study, Holly Smith

Theses and Dissertations--Music

The purpose of this mixed methods study was to examine the teacher perspectives on the influence of participation in Dalcroze training in the K–12 music classroom. A primary goal was to investigate how Dalcroze training influenced music teachers’ classroom instructional practices. An explanatory sequential mixed methods design was use for this study. Participants (N = 91) completed a cross-sectional survey, the Dalcroze Training Experience Questionnaire (DTEQ). Interview participants (N = 6) were selected using stratified sampling based on their years of Dalcroze experience and not demographic characteristics. Each participated in one semi-structured interview.

Quantitative data was analyzed using a …

Creating Multicultural Music Opportunities In Teacher Education: Sharing Diversity Through Songs, Dawn Joseph, Rohan Nethsinghe, Alberto Cabedo Mas

Australian Journal of Teacher Education

This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project “See, Listen and Share: Exploring intercultural music education in a transnational experience” across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs’ questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings, …

Mued 345: Instrumental Music Methods, Dale Bazan

UNL Faculty Course Portfolios

The course Instrumental Music Methods (MUED 345) is designed to provide a fundamental preparation for future music educators to teach instrumental music--both orchestral and band--to adolescents in schools. The description in the UNL Schedule of Classes describes this course as dealing with "administrative approaches, rehearsal techniques, and modern comprehensive teaching styles for the secondary instrumental teacher." I chose this course for my peer-review because preparing future instrumental music teachers is one of my primary responsibilities as the instrumental music education specialist at UNL, and this course is the primary course to prepare students for this outcome. It is therefore vital …

An Experiment In Teaching Perfect Pitch With Programmed Learning, Harry Ross Nelson

All Master's Theses

Ten college students were subjects of an experiment dealing with the teaching of perfect pitch through programmed learning. The experiment was based on a similar study by Dr. Robert W. Lundin. An attempt was made to use equipment readily available in public schools, and to make the lessons as nearly self-teaching as possible.

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

Violin Course: Grade 5, Studies, 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: Studies, number 501 through 570

Violin Course: Grade 7, Compositions, 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: Compositions, number 751

Violin Course: Grade 1, Compositions, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 1, Preparatory A: Compositions, number 101 through 160

Violin Course: Grade 6, Studies, 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: Studies, number 601 through 670

Violin Course: Grade 4, 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 4, Intermediate B: Lessons and Tests, number 61 through 80

Violin Course: Grade 1, Studies, Sherwood Music School

Violin Courses

A Lesson Book for the Violin Courses administered by the Sherwood Music School's Extension Division.
Grade 1, Preparatory A: Studies, numbers 101 through 160