Colloquium
8:00 AM-9:55 AM
Preservice Teacher Evaluation Policy and Practices Colloquium
This colloquium explores current preservice teacher evaluation policies and practices, including their development and situatedness within overarching education policies, and analyzes the impact of such action on music educators. Panelists representing four states will provide resources and guidance regarding preservice teacher evaluation and open a space for dialogue and collaboration. (SMTE). Presenters: Lauren Kapalka RichermeIndiana University, Bloomington, Indiana; Carla Aguilar, Metropolitan State University of Denver, Denver, Colorado; Ron Kos, Boston University, Boston, Massachusetts; Daniel Hellman, Missouri State University, Springfield, Missouri; Jocelyn Prendergast, Truman State University, Kirksville, Missouri; Benjamin Helton, University of Illinois, Champaign, Illinois. Presider: Ken Elpus, University of Maryland. Chastain G/H
Colloquium
8:00 AM-9:25 AM
The Ages and Stages of Professional Development: Reflections on Pedagogy and Practice
Reflective practice is an effective link between various types of professional development for music teachers at different career stages. Reflection-oriented PD structures targeted toward pre-service, beginning, and veteran teachers will be discussed, highlighting how teachers may benefit most from autonomy to choose any of these formats at any career stage. (SMTE) Presenters: Ann Marie Stanley, Eastman School of Music, Rochester, NY; Daniel Johnson, UNC-Wilmington, Wilmington, NC; Alden Snel, lUniversity of Delaware, Newark, DE; Stacy PaparoneGrove City College, Grove City, PA; Jennifer Greene, Fayetteville-Manlius Schools, Fayetteville, NY; Jacqueline Smith Hartt School of Music, Hartford, CT; H Ellie Falter, University of Colorado, Boulder, CO; Haley L. Moore, Rush-Henrietta NY Central School District, Henrietta, NY. Presider: Susan Conkling, Boston University. Chastain I/J
Presentation Session 9
8:00 AM-8:25 AM
The Impact of Targeted Instruction in Music Performance Anxiety Reduction Techniques
This pilot study examined the degree to which targeted instruction in music performance anxiety reduction techniques was effective in helping undergraduate music students decrease their level of performance anxiety. The role of age, years of experience, type of instrument, pre-existing generalized anxiety, and impostor feelings was also examined. (SRME) Presenter: Ericka Tyner Grodrian, Valparaiso University, Valparaiso, Indiana. Co-Presenter: Amanda D. ZelechoskiValparaiso University, Valparaiso, Indiana. Presider: James Byo, Louisiana State University. Augusta Room 1
Repressive Tolerance and the Perils of a Politicized Music Education Curriculum
Recent philosophy of music education has called for political involvement by music education practitioners, accompanied by a critique of capitalism, corporate influence, and existing political structures. This paper will critique this narrative, arguing that a degree of political detachment may, in fact, be a virtue that music educators should cultivate. (SRME) Presenter: William M. Perrine, Concordia University, Ann Arbor, MI. Presider: James L. Byo, Louisiana State University, Baton Rouge. Augusta Room 2
Visions of Disability: An Analysis of Photographic Representations of Disability in the Music Educators Journal, 1914-2015.
This study analyzed photographic representations of disability in the Music Educators Journal. Photographs (N = 177) were analyzed using Garland-Thomson’s (2002) “visual rhetorics of disability” taxonomy. Findings suggest the changing nature of how disability is constructed in music education and implicate a need for sensitive consideration how disability is represented. (SRME) Presenter: Jesse C Rathgeber, Arizona State University, Tempe, Arizona. Presider: Carl Hancock, The University of Alabama. Augusta Room 3
Working Together: Collaborating With K-12 Music Teachers for Practicum Success
Building successful partnerships between university and area teachers is important for all Music Teacher Educators. This session highlights collaborative field placement models addressing mutual goals, shared feedback, and documentation of preservice teacher growth. Additional strategies for networking with district and State MEA’s will also be discussed. (SMTE) Presenter: Martina L. Miranda, Univ. Colorado Boulder, Boulder, Colorado. Co-Presenter: Angela M. Munroe, Univ. Colorado Boulder, Boulder, Colorado. Presider: Jennifer Walter, The University of North Carolina at Greensboro. Chastain 1
Rewriting Narratives: Preparing Music Educators for the Urban Classroom
This presentation will discuss the roles music teacher educators can play in better preparing professionals for the urban classroom. Topics will include urban music educators’ needs in relation to preparation, support, and professional development, contextually specific teaching in urban settings, and methods for introducing preservice teachers to diverse educational settings. (SMTE) Presenter: Phillip M Hash, Calvin College, Grand Rapids, Michigan. Co-Presenter: Kate Fitzpatrick, University of Michigan – Ann Arbor, Ann Arbor, Michigan; Kevin Mixon, Georgia State University, Atlanta, Georgia. Presider: Amanda Soto, Texas State University. Chastain E
Does doubled singing or solo singing produce higher quality outcomes? New data and synthesis inform previous findings
Studies indicate contradictory findings as to whether children in the elementary grades show superior solo or doubled singing in pitch matching and song singing tasks. The study replicates a previous report of superior doubled singing, and effect sizes from previous studies were calculated for a synthesis review to contextualize results. (SRME) Presenter: Bryan E NicholsThe University of Akron, Akron, OH. Co-Presenter: Julie Lorah, Indiana University, Bloomington, IN. Presider: Mark Montemayor, University of Northern Colorado. Chastain F
Student Perspectives of the Music-Learning Culture in a Competitive Music Program at a Suburban High School
The purpose of this study was to determine factors that persuaded or dissuaded student participation in school musicking through looking at the music-learning culture created within a suburban high school. Findings indicated differences between the student and teacher perceptions of the music-learning culture, which effected student participation. (SRME) Presenter: Jeremy S KellettThe University of Southern Mississippi, Hattiesburg, MS. (SRME) Presenter: Jeremy S Kellett, The University of Southern Mississippi, Hattiesburg, MS. Presider: DaLaine Chapman, Florida Atlantic University. Peachtree 1
Presentation Session 10
8:30 AM-8:55 AM
Music Teachers’ Perspectives on a High-Stakes Music Exam
The purpose of this study was to examine the ways music teacher pedagogy was impacted by a newly implemented high-stakes music test. In-depth interviews were conducted with primary and secondary school music teachers. Four major themes emerged: test validity, legitimizing programs, curriculum and instruction, and professional support. (SRME) Presenter: Carlos R. Abril, University of Miami, Coral Gables, FL. Co-Presenter: Johanna Abril, University of Miami, Coral Gables, FL. Presider: Loneka Battiste, University of Tennessee, Knoxville. Augusta Room 1
Examining Preservice Music Teacher Concerns in Field-Teaching Settings within an Elementary Music Methods Course
The purpose of this study was to investigate the concerns of preservice music teachers in peer-teaching settings within an elementary general music methods course. Participants (8) completed 7 teaching episodes with local elementary school students. Audio and written teaching reflections were coded using the Fuller and Bown (1975) concerns framework. (SMTE) Presider: Kyle Chandler, Arkansas State University. Augusta Room 2 Presenter: Christina L. Svec, Iowa State University, Ames, IA. Co-Presenter: Sean R. Powell, University of North Texas, Denton, TX; Donald M. Taylor, University of North Texas, Denton, TX
Effects of Applause Magnitude and Musical Style on Listeners’ Evaluations of Choral Performances
This study examined the effects of applause magnitude and musical style on listeners’ evaluations of choral performances. Listeners rated technical and expressive content of excerpts of a motet and spiritual presented in three conditions (high, low, or no applause). Results indicated an interaction among applause condition, musical style, and order. (SRME) Presenter: D. Gregory SpringerUniversity of South Carolina, Columbia, SC. Co-Presenter: Amanda L. Schlegel, University of Southern Mississippi, Hattiesburg, MS; Jessica Napoles, University of Utah, Salt Lake City, UT. Presider: Jennifer Whitaker, UNC Charlotte. Augusta Room 3
Instructional Strategies (SRME)- Instrumentalists in Vocal Methods: Analysis of Student-identified Transfers
Recent music education graduates with instrumental emphasis are being asked to teach outside their area of expertise, specifically choir. The purpose of this study was to analyze the self-identified transfers, connecting the playing of their instruments and singing, by instrumentalist in a vocal methods course. (SRME) Presenter: John B Wayman, University of Texas at Arlington, Arlington, Texas. Presider: Daryl Kinney, Ohio State University. Chastain 1
The Reliability, Validity and Utility of edTPA Scores: A Within-Program Analysis
We conducted a program level analysis of edTPA scores awarded to 52 music education candidates across five student teacher cohorts. Only 15% of student teachers scored below standard on their first attempt. Students’ edTPA scores exhibited adequate reliability and construct validity, but did not correlate to other achievement/performance measures. (SMTE) Presenter: James R. Austin, University of Colorado, Boulder, CO. Co-Presenter: Margaret H. BergUniversity of Colorado, Boulder, CO. Presider: David Rickels, University of Colorado. Chastain E
CANCELLED-Adult Music Learning: What We Know and What We Still Need to Know
Recent data indicates one of the fastest growing populations of first-time music learners as adults aged 50 and older. This session will explore existing research related to this population from fields such as andragogy, music, physiology, and gerontology. Additionally, the presenter will identify questions and topics for future research. (SRME) Presenter: Jeremy S Lane, University of Arkansas at Little Rock, Little Rock, AR. Presider: Joseph Parisi, University of Missouri – Kansas City. Chastain F
Musical-Miscue Analysis: A Pilot Study of the Usefulness of a Language-based Framework for Analyzing Music-Reading Habits
Musical-miscues—instances where a performance does not match the notation—of expert-musicians were examined. The researchers suggest that Goodman’s “Miscue Analysis,” a well-established framework for analyzing language-reading habits, can provide insights into music-reading processes, aid the development of assessment procedures that includes a taxonomy of musical-miscues, and ultimately, improve instruction. (SRME) Presenter: Kenneth A. Douglas, Indiana University South Bend, South Bend, IN; Hope Smith Davis, Indiana University South Bend, South Bend, IN. Presider: Mary Cavitt, Texas State University. Peachtree 1
Presentation Session 11
9:00 AM-9:25 AM
The role of auditory feedback and overnight sleep intervals on violinists’ intonation skills
College and high school violinists practiced a four-measure melody, either in the morning or in the evening; half practiced in an auditory masking condition whereby they were unable to hear themselves play. Intonation accuracy on targeted pitches was measured during practice and during retesting procedures 12 hours later. (SRME) Presenter: Mark A Montemayor, University of Northern Colorado, Greeley, Colorado. Co-Presenter: Danqing Zhou, University of Northern Colorado, Greeley, Colorado; Luciano R. Silvestri, Jr., University of Northern Colorado, Greeley. Presider: Martin Bergee, University of Kansas. Augusta Room 1
The Effect of Sight-Singing on Sight-Reading in the High School String Classroom
The effect of vocal sight singing on instrumental sight-reading was studied using high school string players. Sight singing was an effective tool, though not statistically significant. The results were compared to a previously established String Sight-Reading Hierarchy and proved the hierarchy invalid and affected by targeted sight-reading instruction. (SRME) Presenter: Kelly Erin Thomas, Kell High School, Marietta, GA. Presider: John Geringer, Florida State University. Augusta Room 2
1895 New School of Methods at Surf Song, Hingham (Pigeon Cove), Massachusetts
The New School of Methods is a classic example of early teacher training and teaching curriculum. These sessions were associated with the Natural Music Course and were influential in early American educational philosophies, practices, and education practitioner’s preparation. This study will focus on the 1895 eastern session at Surf Song. (SRME) Presenter: Colleen Pinar, University, Milwaukee, Wisconsin Presider: Ryan Fisher, University of Memphis. Augusta Room 3
Divergent Perceptions: Evaluating Novices’ Evaluations of Their Work as Teachers
Presenter: DaLaine Chapman, Florida Atlantic University, Boca Raton, Florida Co-Presenter: Jacqueline C. HenningerTexas Tech University, Lubbock, Texas
In student teacher evaluations, supervisors and mentor teachers most often respond directly to novices’ work, rather than to novices’ perceptions of their work. In this presentation, we explain the important differences between these two observation foci, in terms of their potential effects on the thinking and behavior of novices. (SMTE) Presenter: DaLaine Chapman, Florida Atlantic University, Boca Raton, Florida Co-Presenter: Jacqueline C. HenningerTexas Tech University, Lubbock, Texas Presider: Molly Weaver, West Virginia University. Chastain 1
The Unbearable Whiteness of Music Education
Whiteness Studies has gained popularity since the 1970s. McIntosh (1988) likened white privilege to an “invisible knapsack” carried around by those who enjoy its many advantages. In this session I give an overview of whiteness studies, discuss its relevance to our profession, and reflect on music education’s “invisible knapsack.” Presenter: Tami J. DravesThe University of Arizona, Tucson, AZ Presider: Karen Salvador, University of Michigan, Flint. Chastain E
Continued Investigation of the Effect of a Male Singing Model on Kindergarten Children’s Use of Singing Voice Achievement
The effect of a male singing model on kindergarten children’s singing voice achievement was investigated. A significant interaction by time and model was found. Children’s scores increased over time for both models. One child scored lower on the final text performance with the female model resulting in the interaction. (SRME) Presenter: Joanne Rutkowski, The Pennsylvania State University, University Park, PA Presider: Steven Morrison, University of Washington. Chastain F
Presentation Session 12
9:30 AM-9:55 AM
Identifying Influential Scholarship in Music Education
The question of what constitutes “good” scholarship is relevant to the future well-being of a discipline. The purposes of this session are to present an objective, easily verifiable approach for identifying influential music education scholarship and to report on the most influential articles, journals, scholars, and institutions in music education. (SRME) Presenter: John Kratus, Retired, Professor Emeritus Michigan State University, Tarpon Springs, FL Presider: Deborah Confredo, Temple University. Augusta Room 1
Theoretical Frameworks used to Examine Music Teacher Identity
In this session, we present five theoretical frameworks used to examine music teacher identity: symbolic interactionism, role identity, communities of practice, multiple dimensions of identity, and social identity theory. We discuss how these lenses have impacted study designs and findings and provide suggestions for future research. (SMTE) Presenter: Tami J. Draves, The University of Arizona, Tucson, AZ Co-Presenters: Sandy B. GoldieVirginia Commonwealth University, Richmond, VA; Erik Alan JohnsonColorado State University, Fort Collins, CO; Kristen Pellegrino, University of Texas at San Antonio, San Antonio, TX Presider: Cynthia Wagoner, East Carolina University. Augusta Room 2
A Disciplinary-Literacy Approach to Music Education
Researchers in disciplinary-literacy—the knowledge, abilities, and behaviors used by experts within a discipline—have suggested that how teachers approach reading and reading-instruction impacts student beliefs and values toward reading. The current research explores the ways expert musicians approach music-reading, which may provide a valuable contribution to educational practice. (SRME) Presenter: Kenneth A. Douglas, Indiana University South Bend, South Bend, IN Co-Presenter: Hope Smith Davis, Indiana University South Bend, South Bend, IN Presider: Elaine Colprit, Bowling Green State University. Augusta Room 3
The Vulnerability of Urban Elementary School Music Programs: A Policy Case Study
Researchers have found consistent evidence of post-NCLB curriculum narrowing in school districts across the country, but little research has focused on how school districts decide to make arts instruction cuts. The purpose of this research was to investigate how one urban school district decided to eliminate its elementary arts specialists. (SMTE) Presenter: Ryan D. Shaw, Capital University, Columbus, Ohio Presider: Cathy Benedict, University of Western Ontario. Chastain 1
Breaking the Sound of Silence: A Teacher Conversation Group
Five novice music teachers participated in a teacher conversation group. During six weekly meetings, participants mentored each other, formed a close-knit community, and collectively navigated early career tensions such as negotiating relationships with school personnel, and balancing work and home life. Participants became agents of their own professional development. (SMTE) Presenter: Alden H Snell II, University of Delaware, Newark, DE Co-Presenter: Suzanne L Burton, University of Delaware, Newark, DE Presider: Christopher Baumgartner, University of Oklahoma. Chastain E
The Battle of the Dependent Measures: Assessing the Fuller and Bown Teacher-Concerns Model Comparing Free Responses and Intention Ratings
To examine differing conclusions reached by music researchers using Fuller and Bown Teacher Concerns Model, we assessed the most frequently appearing dependent measures, comparing student teachers’ (N = 43) reported concerns (self report) with their beliefs about teaching (intentions). Results differed across the two measures, possibly explaining previously differing results. (SRME) Presenter: Janice N Killian, Texas Tech University, Lubbock, TX Co-Presenters: Shawna Martin Laity, Texas Tech University, Lubbock, TX; Renee Wilson, Texas Tech University, Lubbock, TX; Vallie Owens, Texas Tech University, Lubbock, TX Presider: Ruth Brittin, University of the Pacific. Chastain F
The Model Cornerstone Assessments – What Are They? What Are They Not? An Open Conversation
This session proposes to explain the Model Cornerstone Assessments (MCAs) with an interactive presentation and, in discussion groups, we would like MPLs to examine these Assessments in detail to generate a discussion about their teachers’ understandings and misunderstandings of the Assessments. We are actively seeking feedback and responses. (CMPL) Presenter: Kelly A Parkes, Teachers College Columbia University, New York, NY Co-Presenter: Frederick Burrack, Kansas State University, Manhattan, KS Presider: Ellen Koziel, University of Memphis. Chastain I/J
Vocal Music Training Enhances Musical Nuance Perception in Aging
The purpose of this study was to examine the effects of vocal music training on musical nuance perception in older adults. Since aging is associated with decreased performance on cognitive and auditory measures, results will serve to better understand how music training can modulate auditory skills. (SRME) Presenter: Jennifer A Bugos, University of South Florida, Tampa, Florida Presider: Melissa Brunkan, Louisiana State University. Peachtree 1
ASPA Meetings and SRIG Sessions
10:30 AM-12:00 PM
ASPA Meeting: Supporting Beginning Music Teachers
Presider: Christopher Baumgartner, University of Oklahoma. Augusta Room 1
ASPA Meeting: Teacher Retention
Presider: Mackie Spradley, SMTE. Augusta Room 2
SRIG Session: Gender and Sexuality
Augusta Room 3
Music Teachers’ Attitudes toward Transgender Students and Supportive School Practices
The purpose of this study was to measure music teachers’ attitudes toward transgender individuals and toward supportive school practices. Results revealed fairly positive attitudes overall. Female participants had more positive attitudes than male participants, and individuals identifying as more liberal had more positive attitudes than those identifying as more conservative. Presenter: Jason M. SilveiraIthaca College, Ithaca, NY. Co-Presenter: Sarah Goff, Portland Village School, Portland, OR
A Matter of Gender and Race: An Examination of an Undergraduate Music Program through the Lens of Feminist Pedagogy and Black Feminist Pedagogy
This presentation examines ways feminist pedagogy and Black feminist pedagogy are integrated in the undergraduate music department at Spelman College. The presenter will demonstrate how discourses of gender and race affect the pedagogical practices of music teachers within a single-sex institution committed to the education of women of color. Presenter: Paula A. Grissom-Broughton, Spelman College, Atlanta, GA
The Effect of Sex and Instrument played on the Hiring of Instrumental Music Educators for Positions in Elementary or Secondary Schools
This study focuses on aspects of candidates’ resumes that influence being selected to interview for positions as an elementary school instrumental music teacher and a high school instrumental music teacher. The results indicated that hiring is affected by a candidate’s sex, the instrument played, and the level of the position. Presenter: Hal Abeles, Teachers College, Columbia University, New York, New York Co-Presenter: Lindsey Castellano, Teachers College, Columbia University, New York, New York
Presider: Sondra Howe, Independent Scholar
ASPA Meeting: Critical Examination of the Curriculum
Chastain 1
Presider: Kyle Chandler, Arkansas State University; Jeffrey Marlatt, Shendoah Conservatory
SRIG Session: Adult and Community
Chastain F
Can Music Education Last a Lifetime? Effects of School Music Education on Adult Participation in Music and the Arts
Using nationwide data (N = 35,735) from the 2012 NEA SPPA, this study examined whether and how school music education was associated with adults’ music and arts participation (after covariate control). Results showed that former music students were more likely than other adults to engage in music and the arts. Presenter: Kenneth Elpus, University of Maryland, College Park, MD
The Efficacy and Impact of Event-Based Intergenerational Collaborations in Music
The session will describe three intergenerational musical collaboration projects involving older adults with elementary, middle school and college students. Contrasts and similarities will be presented to highlight logistics and participant benefits of event-based collaborations. Research findings will be discussed, and session will include insights into designing and implementing such projects. Presenter: Charles R. Robinson, University of Missouri-Kansas City, Kansas City, MO Co-Presenters: Melita J. BelgraveUniversity of Missouri-Kansas City, Kansas City, MO; Alice-Ann Darrow, Florida State University, Tallahassee, FL; Daniel J. Keown, Youngstown State University, Youngstown, OH
Presider: Jennifer Bugos, University of South Florida
SRIG Session: Social Sciences
Chastain G/H
Uncovering the Process of Social Identity Development in High School Women’s Choir Singers: A Grounded Theory
The purpose of this grounded theory study was to discover the process of social identity development in adolescent high school women’s choir participants. Fifty interviews were conducted with 40 different public school singers in three school settings. The data analysis revealed a seven-step process that emphasized singers’ increased self-confidence. Presenter: Elizabeth Cassidy Parker, Boyer College of Music and Dance-Temple University, Philadelphia, Pennsylvania
Development and Validation of a Music Self-Concept Inventory for College Students
The purpose of this study was to develop a brief music self-concept inventory for college students that is valid, reliable, and reflects the global nature of this construct. This instrument will be useful to researchers examining music self-concept and college instructors who want to measure this construct among their students.Presenter: Phillip M Hash, Calvin College, Grand Rapids, Michigan
Not just a beautiful voice: Talking race in postsecondary music education
Bradley (2006) points to the silence that surrounds race in music education. The authors, a coloratura soprano of color and a white anti-racist music education scholar, experience this culture of silencing in different ways. This paper explores what it might mean to break the silence. Presenter: Juliet Hess, Michigan State University, East Lansing, Michigan; Mary Rose Go, Independent Scholar, New York City, New York
Creating More Diverse Ensemble Classes: What Students Tell Us
In our community, elementary ensembles generally recruit a diverse group of students, while high school orchestras are overwhelmingly White. Members of a university mariachi explained why they either chose to remain in or drop school music classes. Their voices offer insights into more culturally relevant school-based ensemble instruction. Presenter: Margaret E Schmidt, Arizona State University, Tempe, AZ Co-Presenter: Valerie Dopp, Chandler, AZ, Public Schools, Chandler, AZ
A Mixed Methods Investigation of Nonparticipation in Secondary School Music
Little research has focused exclusively on the large proportion of students who do not participate in school music. The purpose of this study was to investigate those factors and barriers associated with nonparticipation in music at school. Results indicated that experiences with constraints significantly influenced student decisions regarding participation. Presenter: Jennifer K. Hawkinson, University of Central Arkansas, Conway, AR
Selected Non-music Predictors of Urban Students’ Decisions to Enroll and Persist in Middle and High School Music Ensemble Electives
Using multinomial logistic regression, I built predictive models for urban students’ initial enrollment and persistence in band, string and choir using academic achievement, socioeconomic status, family structure, mobility, ethnicity and sex as explanatory variables. Findings support differentiation between music participants and non-participants, as well as differences between instrumentalists and choristers. Presenter: Daryl W Kinney, Ohio State University, Columbus, Ohio
Presider: Edward McClellan, Loyola University New Orleans
SRIG Session: Perception and Cognition
Chastain I/J
Reconsidering Error in Music Learning
We found that the frequency of error-making during music practice (i.e., discrepancies between what musicians intend and what they perceive about their playing) does not vary across levels of experience and expertise. Rather, as musicians develop increasing levels of skill, they also develop increasing levels of discrimination about their performances. Presenter: Lani Hamilton, The University of Texas at Austin, Austin, Texas Co-Presenter: Robert A Duke, The University of Texas at Austin, Austin, Texas
Construction and Validation of a Computerized Assessment of Children’s Singing Accuracy
The goal of this NAfME/SRME funded research project was to develop an automated measure of singing accuracy and related tasks for use by teachers and researchers. This presentation will review the tasks, the acoustic scoring procedures, and the quality of the initial data we are receiving from the online measure. Presenter: Steven M Demorest, Northwestern University, Evanston, IL Peter Q Pfordresher, University at Buffalo the State University of New York, Buffalo, NY
The window to the mind: Analysis of visual gaze and attention in skilled music teachers
Perceptual acuity plays a key role in a teacher’s ability to improve student performance. Using eye-tracking technology with violin teachers during instruction of a familiar and novel student, we found that visual fixations reflected teachers’ attentional focus and were related to the assessment of student performance in compelling ways. Presenter: Travis D. Marcum, University of Texas at Austin, Austin, Texas Co-Presenter: Robert A Duke, University of Texas at Austin, Austin, Texas
Presider: Amanda Schlegel, University of Southern Mississippi
SRIG Session: Children With Exceptionalities
Peachtree 1
Music Speaks Autism: Effects of Music-Based Interventions on Behavioral Changes among Children with Autism Spectrum Disorder (ASD)
This study investigated effects of music instruction on adaptive behaviors of children with autism spectrum disorder. Participants, receiving 20 weeks of violin instruction, scored notably higher on expressive communication and interpersonal skills than participants receiving non-music intervention. Results support that music instruction serves as effective intervention for children with autism. Presenter: Michelle Chinn Cannon, University of North Carolina Greensboro, Greensboro, North Carolina Co-Presenter: Patricia SinkUniversity of North Carolina Greensboro, Greensboro, NC
“I am a Good Singer!”: A Phenomenological Case Study of an Adolescent Girl with Autism at an Inclusive Summer Music Camp
This phenomenological study aims to reveal the lived experience of a 14-year-old girl with autism in a summer music camp. Triangulated data offer an understanding of salient themes, which include social and musical engagement, anxiety related to rehearsal and performance settings, behavioral issues, and confidence in her own singing ability. Presenter: Anna R. Halliday, University of Montevallo, Montevallo, Alabama
Inclusion of Students Using Wheelchairs in Marching Band: An Examination of Perceptions of Efficacy and Case Studies of Successful Inclusion
The purpose of this study was to investigate perceptions about inclusion of students with disabilities in marching band, and document successful inclusion in marching band for students using wheelchairs. The participants (N=125) indicated different levels of comfort when adapting the marching band curriculum for students with varying disabilities Presenter: Robert Henry Clark, Florida State University, Tallahassee, FL
Presider: Ryan Hourigan, Ball State University
SRIG Session: Creativity
1:00 PM-2:25 PM
Augusta Room 1
Students’ and Teachers’ Perceptions of Creativity in Secondary Choral Ensemble Classes
This study explored student and teacher perceptions of creativity in choral classes. While students found that creativity was present, they could not specifically state what activity precipitated that creativity. Teacher perceptions were formed based on their musical, educational, and professional experiences with creativity. Teacher creativity perceptions heavily influenced their students. Presenter: David W. Langley,Georgia Southern University, Statesboro, Georgia
Informal Learning in the Choral Classroom
The purpose of this study was to explore students’ experiences composing in an informal learning context situated in a choral setting. The results and conclusions from this study could have important implications for the field of choral music education related to both informal learning and composition in the choral classroom. Presenter: Aimee D. Pearsall, University of Delaware, Newark, DE
Redefining Community Music-Making: An Exploratory Study of a Musical Playground Installation
Researchers studied the impact of placing a “musical playground” of seven durable, outdoor instruments in an urban community park. Hundreds of hours of video captured musical interactions between people at the park. Preliminary results suggest that informal music learning occurred through collaborative music-making, socialization, and dancing. Presenter: Casey J Clementson, University of St. Thomas, St. Paul, Minnesota Co-Presenter: Scott D. LipscombUniversity of Minnesota, Minneapolis, Minnesota
Young Composers and Their Mentors: Strategies for Communication and Realization of Creative Musical Ideas
This study presents strategies used by elementary students to communicate creative musical ideas to their teachers and the methods used by the teachers to encourage expression and development of those ideas. A collaborative relationship in which the teachers serve as models and mentors for the young composers will be shared. Presenter: Elizabeth Menard, Bowling Green State University, Bowling Green, Ohio
Music-Making Alone, Together: Developing Autonomy and Community in an Extracurricular Music-Making Setting
This research presentation centers on an intrinsic case study investigating the function and significance of an extracurricular music-making event at a public high school. This study demonstrates positive outcomes related to autonomy and community building among event participants with applications for music education and music teacher education. Presenter: Sarah A Gulish, Lower Moreland High School, Huntingdon Valley, PA
Presider: Martin Norgaard, Georgia State University
ASPA Meeting: Program Admission, Assesssment, and Alignment
Augusta Room 2
Presider: Natalie Royston, Iowa State University
ASPA Meeting: School/University Partnerships
Augusta Room 3
Presider: Edward McClellan, Loyola University New Orleans; Debbie O’Connell, Winston-Salem State University
ASPA Meeting: Music Teacher Socialization
Chastain 1
Presider: Cynthia Wagoner, East Carolina University
ASPA Meeting: Teacher Evaluation
Chastain E
Presider: Ken Elpus, University of Maryland; Stephanie Prichard, University of Maryland
SRIG Session: Philosophy
Chastain F
The Lost Pedagogical Core of “Student Centered” Teaching
This purpose of this session is to examine “student-centered” rhetoric connected to furthering global competition, and the neo-liberal view. As a term that confounds pedagogical practice, we discuss how seemingly benign language may fetter pedagogical goals and tie us to practices that fail the students we believe we are serving. Presenter: Shannan L Hibbard, University of Michigan, Ann Arbor, MI Co-Presenter: Cathy Benedict, University of Western Ontario, London, Ontario
Social Class and the Praxial Philosophy of Music Education
In this presentation, I discuss potential social class bias in praxial philosophies of music education, including a critique of their primarily Aristotelian grounding as classist. I also explore the tendency of praxial theorists to frame philosophy in terms of competition and conquest, thereby rationalizing hierarchy and meritocracy. Presenter: Vincent C Bates, Weber State University, Ogden, Utah
The NAfME Position Statement on Sacred Music: A Genealogical Inquiry and Postsecular Reconstruction
This study was a genealogical inquiry into the historical and philosophical conditions constituting the NAfME position statement on sacred music in the schools. Based upon this inquiry, I positioned the traditional sacred/secular dichotomy as problematic and recommended suggestions and reflexive questions written from a postsecular approach. Presenter: Matthew R. Koperniak, Riverwatch Middle School, Suwanee, GA
Presider: Joseph Abramo, University of Connecticut
SRIG Session: Music Teacher Education
Chastain G/H
Professional Development Quality in U.S. Music Education: An Analysis of the 2011-12 Schools and Staffing Survey
This study compared differences in professional development (PD) quality between music educators and “higher-stakes” disciplines. Data drawn from the 2011-2012 Schools and Staffing Survey included several PD measures. Analyses revealed that music educators engaged in significantly less school-based collaborations, although overall findings of PD quality among teaching disciplines were inconsistent. Presenter: Donna J Gallo, Westminster Choir College, Princeton, New Jersey
An Analysis of State Music Education Certification Practices in the United States
The purpose of this study was to compile relevant information for music educators about certification practices of each of the United States and the District of Columbia, and to examine the commonalities and differences among the states’ policies. Data revealed a movement towards comprehensive certification and an increase in accountability. Presenter: Brittany Michelle May, Brigham Young University, Provo, Utah; Co-Presenters: Karen Willie, Utah; Cherilyn Worthen Utah Valley University, Orem, Utah; Allyssa Pehrson Brigham Young University, Provo, Utah
Evolving as Culturally Responsive and Socially Just Educators: Urban Music Teachers’ Professional Growth in a Model Professional Development Program
This collective case study investigated urban music teachers’ professional growth in the context of an eight-month professional development program focused on culturally responsive and socially just music education. Data generated with six participants offered insight into ways the program catalyzed changes in urban music teachers’ beliefs and practices. Presenter: Julia T. Shaw, The Ohio State University, Columbus, OH
Presider: Cyntthia Taggart, Michigan State University
SRIG Session: Assessment
Chastain I/J
The Ethics of Assessment: A Theoretical Model for Defining Fair Assessment
Educational assessment frequently evaluates what students know after a course of learning in terms of information, skills, or both. Assessments are value-laden, as they are based upon selected definitions of success. This session will present a model of ethical considerations and conditions for contemplation when creating, using and analyzing assessments. Presenter: Ann C Clements, Penn State University, University Park, PA
Concerns of Validity and Inference in Rater-Mediated Music Assessment Protocols
This session discusses concerns with validity and inference in rater-mediated music assessment data. Topics will include selection of measurement models, proper treatment of types of data, and sources of rater error. Suggestions for improved inference in applied and research-based assessment applications will be provided. Presenter: Brian C Wesolowski, The University of Georgia, Athens, GA
Exploring Rater Cognition: A Typology of Operational Rater Schemata in the Context of Music Performance Assessment
The purpose of this study was to identify a typology of operational rater schemata based upon systematic differential severity indices in the context of large ensemble music performance assessment. A rater cognition information-processing model is explored based upon two frameworks: a framework for scoring and a framework for audition. Presenter: Brian C Wesolowski, The University of Georgia, Athens, GA
Presider: Frederick Burrack, Kansas State University
SRIG Session: Early Childhood
Peachtree 1
Discussant: Diane Persillin, Trinity University, San Antonio, TX
School Readiness: Can A Literacy-based Music Curriculum Enhance Linguistic Skills in Preschool Children?
Researchers investigate the impact of a literacy-based music program on preschoolers’ linguistic skills. Fifty 4-year-old children in three counterbalanced groups will be tested before, in the middle, and after an 18-week intervention using four linguistics measures. Results will be analyzed to determine if there are significant differences among groups. Presenter: Catherine Ming Tu, Texas A&M University-Kingsville, Kingsville, TX
The Effects of a Short-Term Early Childhood Music Program on Auditory Perception and Executive Functions
The purpose of this research was to evaluate the effects of a six-week novel preschool program that integrates creativity, motor training, and vocal development on auditory skills and executive functions. Results show significantly increased performance for the music training group compared to active controls on measures of inhibition. Presenter: Jennifer A Bugos, University of South Florida, Tampa, Florida Co-Presenters: Darlene DeMarie, University of South Florida, Tampa, Florida; Tracy Torrance, University of South Florida, Tampa, FL
The Enjoyment Cycle: A Phenomenology of Musical Enjoyment of 4- to 7-year-olds During Musical Play
This phenomenology sought to describe musical enjoyment and explore its role and function within young children’s music-making. Findings highlight the importance of community, agency, and context for enjoyment during music-making. Implications are drawn for early childhood music instruction as well as music teaching and learning in a variety of settings.Presenter: Lisa Huisman Koops, Case Western Reserve University, Cleveland, OH
Presider: Alison Reynolds, Temple University
Early Career Mentoring Workshop
2:30 PM-5:30 PM
Peachtree 2
Presider: Molly Weaver, West Virginia University
Colloquium
2:30 PM-3:55 PM
Mapping the Route to Publication: Advice from NAfME Journal Editors
This Colloquium will comprise three sessions presented by the journal editors of NAfME journals – SRME journals (JRME and UPDATE); SMTE journal (JMTE); practitioner journals (MEJ and GMT). Submission and review processes will be shared followed by questions from the audience and discussion. Presenter: Joanne Rutkowski, The Pennsylvania State University, University Park, PA Co-Presenters: Shelly Cooper, The University of Arizona, Tucson, AZ; Patrick Freer, Georgia State University, Atlanta, GA; Janice Killian, Texas Tech, Lubbock, TX; Steven Morrison, University of Washington, Seattle, WA; Debbie Rohwer, University of North Texas, Denton, TX; Chad West, Ithaca College, Ithaca, NY Presider: Douglas Orzolek, University of St. Thomas. Chastain G/H
Symposium
2:30 PM-3:55 PM
Research on school bullying in music classrooms: What have we learned and where do we go from here?
The purpose of this research symposium is to critically examine the issue of bullying as it relates to music education contexts. Three research papers will encourage music educators to reevaluate bullying to promote enriched and up-to-date approaches to curriculum study, research practices, and other practitioner-based concerns. (SRME). Presenter: Jared R. Rawlings, Stetson University, DeLand, FL Co-Presenters: Bruce A. Carter, Florida International University, Deans Distinguished Fellow, Miami, FL; Ken Elpus, University of Maryland, College Park, MD Presider: Maud Hickey, Bienen School of Music – Northwestern University. Chastain I/J
Presentation Session 13
2:30 PM-2:55 PM
Do Improvisers’ Verbal Descriptions of their Thinking align with Neurophysiological Data Collected During Improvisation?
Advanced jazz musicians describe a subconscious “intuitive” process that selects notes during improvisation. We recorded EEG during an improvisation task and identified a network involving the medial frontal cortex. This area has been implicated in rule-based decision-making below consciousness and could therefore be central to automatic note choices during improvisation. (SRME) Presenter: Martin Norgaard, Georgia State University, Atlanta, GA Presider: John Geringer, Florida State University. Augusta Room 1
Addressing Equity and Inclusion through School-University Partnerships
Developed through work of the SMTE School-University Partnerships ASPA at the 2015 Symposium in Greensboro, North Carolina, presenters will profile successful school-university partnerships, which emphasize equity and inclusion in their design. Benefits, to all stakeholders, of using school-university partnerships to provide expanded contexts for learning and socialization will be discussed. (SMTE) Presenter: Elizabeth Menard, Bowling Green State University, Bowling Green, OH Co-Presenters: Edward R. McClellanLoyola University New Orleans, New Orleans, LA; Debbie O’Connell, Winston-Salem State University, Winston Salem, North Carolina Presider: Sean Powell, University of North Texas. Augusta Room 2
“Modern Band” (Rock Band) as School Music: A Case Study
This study examined the nature and value associated with rock band as the primary means of music education in one Manhattan middle school. Standard ethnographic procedures revealed five values: Music, community, identity, teacher, and classroom order. Results point to the framework of “informal learning” in music as a fitting conceptualization. (SRME) “Modern Band” (Rock Band) as School Music: A Case Study Presenter: James L. Byo, Louisiana State University, Baton Rouge, LA Presider: Daryl Kinney, Ohio State University. Augusta Room 3
edTPA and First Year Teacher Reflective Practice
This study describes three first-year music teachers who engaged in the edTPA process. We invited three novice teachers, one who passed edTPA outright, one who passed through revisions, and one who failed. Participants reflected on their current teaching situations, drawing comparisons to their student teaching experience and preparation for edTPA. (SMTE) Presenter: Cara Faith Bernard, University of Connecticut, Storrs, CT Presider: Stephanie Prichard, University of Maryland. Chastain 1
Preparing Music Educators in the Age of Accountability
USDOE requirements mandate that states implement teacher evaluation systems that include data on student growth as a significant factor. The preparation of music teachers for this reality is a challenge. In this session, I offer recommendations for pre-service music education programs to address this component. (SMTE). Presenter: Timothy S. Brophy, University of Florida, Gainesville, FL Presider: Natalie Royston, Iowa State University. Chastain E
“Music Down in My Soul”: Achieving a Sound Ideal for Moses Hogan Spirituals
In the mid-1990’s, Moses Hogan gained an international reputation as a leader in arranging African American spirituals. The purpose of this study was to explore the sound ideal for his spirituals by examining primary documents, interviewing former members of his singing groups, and interviewing choral conductors who worked with him. Presenter: Loneka Wilkinson Battiste, University of Tennessee, Knoxville, Knoxville, Tennessee Presider: Sarah Bartolome, Northwestern University. Chastain F
Promoting youth musical engagement at an honor orchestra festival: One conductor’s approach
This case study reveals how one nationally-revered guest orchestra conductor prepares for and executes a successful adolescent all-state orchestra festival experience. Through analysis of multiple forms of data, we uncovered three themes with practical implications: (a) student-oriented approach, (b) modeling expressive musicianship, and (c) building a community of music learners. (SRME) Presenters: Allen R Legutki, Benedictine University, Lisle, IL; Co-Presenters: Karin S Hendricks, Boston University, Boston, MA; Tawnya D Smith, Independent Scholar, Boston, MA Presider: Brian Silvey, University of Missouri. Peachtree 1
Presentation Session 14
3:00 PM-3:25 PM
Effects of Single Versus Multiple Line Music Notation on Small Group Performance Outcomes and Self-Directed Rehearsal Procedures of Wind Instrumentalists
Using single and multiple line scores, nine wind quartets sight-read, rehearsed, and performed two contrasting examples. Raters evaluated performance quality. Quality as a function of notation condition was determined. Multiple line notation contributed to higher rehearsed performance ratings. Musicians spent more time seeking information when rehearsing from single line scores. (SRME) Presenter: Deborah A Confredo, Temple University, Philadelphia, PA Co-Presenter: Ruth V BrittinUniversity of the Pacific, Stockton, CA Presider: Lori Custodero, Columbia University Teachers College. Augusta Room 1
Approaches to Teaching about Diversity and Social Justice in Music Teacher Education
Wondering how music teacher education programs could prepare future educators to teach students with a variety of backgrounds and needs? We will present a rationale for the inclusion of social justice in music teacher education and offer strategies for teaching about diversity and social justice in music teacher education courses. (SMTE). Presenter: Karen Salvador, University of Michigan, Flint, Flint, MI Co-Presenters: Amy Beegle, University of Cincinnati, Cincinnati, Ohio; Karin Hendricks, Boston University, Boston, Massachusetts; Jacqueline Kelly-McHale, DePaul University, Chicago, Illinois; Sarah Minnette,Minneapolis South High School, Minneapolist, Minnesota; Michael Raiber, Oklahoma City University, Oklahoma City, Oklahoma; Don Taylor, University of North Texas, Denton, Texas Presider: Jennifer Walter, The University of North Carolina at Greensboro. Augusta Room 2
Understanding Singing Experiences of Adolescent Female Choristers: Implications for the Choral Music Education Curriculum
This study examined singing experiences of female college choristers from age 11 onward. Ultimately, decisions by choir teachers resulted in psychological and emotional ramifications for these female singers, who also lost their figurative voice in choir. This research demonstrates the need for a more informed approach to choral music education. (SRME). Presenter: Bridget M Sweet, University of Illinois, Urbana-Champaign, Illinois Presider: Amanda Schlegel, University of Southern Mississippi. Augusta Room 3
“Best Practices” for Designing Music Teacher Mentor, Induction, and Professional Development Programs
This project extends our recent investigation on American state induction programs and state music education association (MEA) mentoring programs. The purpose of this investigation is to thoroughly examine state MEA-sponsored beginning teacher programs in order to recommend “best practices” for implementing mentoring, induction, and professional development programs. (SMTE). Presenter: Bryan D. Koerner, University of Colorado at Boulder, Boulder, CO. Co-Presenters: Melissa M. Baughman, University of Oklahoma, Norman, OK; Christopher M. Baumgartner, University of Oklahoma, Norman, OK; Morgan C. Soja, Gardner-Webb University, Boiling Springs, NC; J. Si Millican, University of Texas at San Antonio, San Antonio, TX; Denisse Stanbery, Charleston County School District, Charleston, SC Presider: Carla Aguilar, Metropolitan State University. Chastain 1
Cooperating Teachers’ Perceptions of Facilitating Student Teacher Capstone Assessments
Requiring capstone performance assessments of preservice teachers is a recent focus of policy makers. These policies have an obvious impact on student teachers but also affect their cooperating teachers. A study of four in-service teachers who have facilitated a student teaching capstone project (like edTPA) will be presented. (SMTE). Presenter: Jocelyn Stevens Prendergast, Truman State University, Kirksville, MO Co-Presenter: Crystal A SiegerUniversity of Wyoming, Laramie, WY; Brittany Nixon May, Brigham Young University, Provo, UT; Peter J Hamlin, Gonzaga University, Spokane, WA Presider: Linda Thornton, The Pennsylvania State University. Chastain E
A Comparison of Music Compositional Process and Product of Two Groups of Secondary Students: Using Only Acoustic Instruments Versus Using Acoustic Instruments and iPads
This session will present the results of a study to explore compositional process stages, determine aptitude score changes, and examine differences in two groups (technology and non-technology) of secondary-level general music students who composed music over eight composition sessions. (SRME). Presenter: Robert L Lyda, Auburn City Schools, Auburn, AL Presider: Elizabeth Menard, Bowling Green State University. Chastain F
Participation in Community Youth Orchestras: Student Observations, Perceptions, and Musical Identities
This study investigated musical identities amongst underrepresented children participating in a community youth orchestra. Currently, little is known regarding perspectives of the child musician, and how participation impacts their musical identities. Findings suggested that musical identities were impacted and their perspectives were shaped through orchestral experiences, social and cultural factors. (SMTE). Presenter: Christine M. D’Alexander, Longy School of Music of Bard College, Los Angeles, California Presider: John Wayman, University of Texas at Arlington. Peachtree 1
Presentation Session 15
3:30 PM-3:55 PM
A Learner-Centered Approach to the Concert Band
Inspired by the Orpheus Chamber Ensemble, a project was undertaken by a University Symphonic Band in which two pieces of music were rehearsed and then performed by the student musicians with no director involvement at all. This session will overview the methodology and conclusions, and recommendations will be offered. (SRME) Presenter: David A Williams, University of South Florida, Tampa, Florida Presider: Carlos Abril, University of Miami. Augusta Room 1
Exploring the Role of Teacher Resilience in Combating Migration and Attrition Among Music Educators at Different Career Stages
We explored the role of teacher attributes, job attributes, workplace environment perceptions and teacher resilience in determining K-12 music teachers’ professional plans. Risk for migration and attrition increased over time. Results suggest that music teachers may lack the resilience needed to overcome major challenges in the workplace. (SMTE). Presenter: James R. Austin, University of Colorado, Boulder, CO Co-Presenter: Bryan D. KoernerUniversity of Colorado, Boulder, CO Presider: Mackie Spradley, SMTE. Augusta Room 2
Beyond the Anthropocentric: A Valuing System for Eco-Literate Music Pedagogy
In this philosophical paper, I draw on ecology literature to extend anthropocentric (human-centered) valuing systems that dominate our field’s literature to the ecocentric (ecology-centered). What does an anthropocentric position not allow music educators to value? And, what benefits might an ecocentric position offer music educators? (SRME). Presenter: Daniel J. Shevock, Penn State Altoona, Altoona, PA Presider: Martin Bergee, University of Kansas. Augusta Room 3
Tensions and Perplexities within Teacher Education and P-12 Schools for Music Teachers with Visual Impairments
In this session, we connect societal perceptions of disability with P-12 schools and higher education institutions to increase understanding and equitable employment opportunities for persons with disabilities. We address several topics including teacher candidates with disabilities, essential functions of teaching, and ways to foster inclusive spaces for persons with disabilities. (SMTE). Presenter: Elizabeth Cassidy Parker, Temple University, Philadelphia, PA Co-Presenter: Tami J. Draves, University of Arizona, Tucson, Arizona Presider: Lauren Richerme, Indiana University. Chastain 1
Cooperating Teachers’ Perceptions of Hosting Student Teachers as Professional Development
In this exploratory mixed methods study, we first interviewed 13 cooperating teachers. Based on those results, we distributed a national survey to document cooperating teachers’ perceptions of this role as professional development. Results affirm the importance of fostering strong relationships between music education faculty and cooperating teachers. (SMTE). Presenter: Alden H Snell II, University of Delaware, Newark, DE Co- Presenters: Jill Wilson, Luther College, Decorah, IA; Carolyn Cruse, Texas Tech University, Lubbock, TX Presider: Ann Marie Stanley, Eastman School of Music. Chastain E
Chastain F
Presentation Session 15
Experiences During Doctoral Music Education Students’ Degree Program: A Comparison of Perceptions
This study examined the differences in perception by established and beginning university music education professors regarding what experiences they believe are needed to: (a) be hired as a faculty member in today’s higher education climate, and (b) meet the job requirements and expectations of a university music educator. (SRME). Presenter: Kimberly VanWeelden, Florida State University, Tallahassee, Florida Co-Presenter: Steven N. Kelly, Florida State University, Tallahassee, Florida Presider: James L. Byo, Louisiana State University, Baton Rouge. Chastain F
Peachtree 1
Presentation Session 15
“One Size Does Not Fit All”: Examining Teacher Evaluation Procedures for Elementary General Music Educators
This study examined elementary general music educators’ experiences with a statewide teacher evaluation system. Data collection entailed interviews, observations, and analysis of policy documents and completed evaluation forms. The paper explores challenges and benefits of the system and possible implications for music education during the age of state-mandated teacher accountability. (SRME). Presenter: Sarah J. Bartolome, Northwestern University, Evanston, IL Presider: Sandra Stauffer, Arizona State University. Peachtree 1
Poster Session II
4:00 PM-5:30 PM
Overlook & Chastain 2
A Content Analysis of Responses to Music Teaching and Performance Videos Posted on YouTube. Jennifer A. Whitaker, UNC Charlotte, Charlotte, NC; Evelyn K. Orman, UNC Charlotte, Charlotte, NC;Cornelia Yarbrough, Louisiana State Unviersity, Baton Rouge, LA
A Cross-University Collaborative DOCC: Outcomes of a Pilot Study in Collaborative Learning. Ann C Clements, Penn State University, University Park, PA; Darrin Thornton, Penn State University, University Park, PA
A Description of Middle School Male Singers’ Vocal Range and Assigned Vocal Part. Ryan A Fisher, University of Memphis, Memphis, TN; Ellen B. Koziel, University of Memphis, Memphis, TN; Nancy L. SummittUniversity of Memphis, Memphis, TN
A History of the Bands at Historically Black High Schools in Northeast Florida. Timothy J. Groulx, University of North Florida, Jacksonville, FL
A Model of Metacognition, Achievement Goal Orientation, Learning Style, and Self-Efficacy. Peter John Hamlin, Gonzaga University, Spokane, WA
A Study of the Process of Commissioning New Music for the Concert Band. James McAllister, Lincoln Memorial University, Harrogate, Tennessee
Aboriginal Voices: Realigning Inclusivity and Informal Music Learning. Jennifer A. Gowan, Western University, London, Ontario
An Analysis on the Impact of Language Arts Reform on Elementary Music Education in Urban Schools. Suzanne N Hall, Augusta University, Augusta, GA; Nicole R Robinson, Univeristy of Utah, Salt Lake City, UT
An Examination of Solo and Small-Ensemble Participation on Large Ensemble Ratings. Jay Juchniewicz, East Carolina University, Greenville, NC; Cynthia L. Wagoner, East Carolina University, Greenville, NC
An Exploratory Study on Melodic Acquisition in Preschool Children. Jennifer E P Campbell, The University of Mississippi, Oxford, Mississippi
An Investigation of Brass Pedagogical Practices in Virginia Public Schools. William M. Dabback, James Madison University, Harrisonburg, VA
An Investigation of Teacher Performance and Instrument Modeling in the Band Classroom. Keith P MatthewsColumbus State University, Columbus, Georgia
Assessing the Value of Student-Led Laboratory Ensembles. Brian C. Wuttke, George Mason University, Fairfax, VA; Margaret Woods, George Mason University, Fairfax, VA
Aural Identification of Guitar-Chord Accuracy among Pre-service Music Educators and Therapists Referencing Written Manuscript. Debra Rae Brown, University of Kansas, Lawrence, KS
Band Directors’ Use of Verbal Instructions in a Middle School Ensemble Setting. Shawna M Laity, Texas Tech University, Lubbock, Texas
Band Students’ Perceptions of Instruction via Videoconferencing. John M Denis, University of North Texas, Denton, TX
Belief and Behavior: Relationships Involving Music Teaching Behaviors and Focus of Teaching Concern in the School Performance Ensemble. Stanley Haskins, Northern Illinois University, Dekalb, IL
Best Evidence Synthesis of Optimal Online Class Size. Colleen Pinar, University, Milwaukee, Wisconsin
Choral Music Educators and High School Musical Theater Programs: A Collective Case Study. Shelley Maree Sanderson, Young Harris College, Young Harris, Georgia
Collection, Transcription, and Categorization of Mexican Singing Games. Gabriela Ocádiz Velázquez, University of Werstern Ontario, London, Ontario.
Composing In Groups: Creative Thinking Processes of Third and Fifth Grade Students. Lisa A Crawford, University of Southern California, Los Angeles, CA
Conductors’ Strict and Rubato Tempo: A Pilot Study of Motion Sensor Technology to Control Performance Tempo of Recordings. John M Geringer, Florida State University, Tallahassee, FL; Matthew L Williams, Florida State University, Tallahassee, FL
Curious, Collaborative, and Creative: Applying the CCC Approach to Elementary, Secondary, and Collegiate Performing Ensembles. Danni Gilbert, Doane College, Crete, Nebraska; Caron Collins, State University of New York, Potsdam, New York
Developing Emotional Intelligence in Undergraduate Music Education Majors: An Exploratory Study Using Bradberry and Greaves’ (2009) Emotional Intelligence 2.0. Emily J. McGinnisUniversity of Missouri – Kansas City, Kansas City, MO
Developing Individual Musicianship in Elementary General Music. Raffi A Rachdouni, Blackstone Valley Prep Elementary School 2, Cumberland, RI
Differentiation Practices in String Music Education: Case Studies of Two Secondary Orchestra Directors. Anne M. Bell, Old Dominion University, Norfolk, VA
Do They Hear What They See? An Analysis of Students’ Focus of Attention When Viewing Jazz Performance Videos. John C. Coggiola, Syracuse University, Setnor School of Music, Syracuse, New York
Dosimeter Sound Level Measurements in University Opera Production Rehearsals: A Case Study. Alan J. Martin, University of Kansas, Lawrence, KS
Early Childhood Singing Competency in Songs Taught With and Without Text. Jessica L. Kendal, University of Maryland, Germantown, Maryland
Early Childhood Songs and Cultural Preservation: Voices of Vietnamese American Parents. Tina A. Huynh, University of Southern California, Los Angeles, CA
Effect of Introductory Fingering Sequence on Soprano Recorder Tone Quality and Fingering Accuracy. Ellen B Koziel, University of Memphis, Memphis, Tennessee (TN); Ryan A Fisher, University of Memphis, Memphis, TN
Effect of Learning a Melody via Oral or Notated Means on Improvised Accompaniment Quality. Janice N Killian, Texas Tech University, Lubbock, Texas; Branco Sekalegga, Texas Tech University, Lubbock, Texas
Elementary Students’ Situational Interest in Lessons of World Music. J. Christopher Roberts, University of Washington, Seattle, WA
Evaluating Chromesthetic Connections among Individuals Possessing Absolute Pitch. Luciano R. Silvestri, Jr., University of Northern Colorado, Greeley, CO
Evaluating Psychometric Qualities of a Rubric to Evaluate Lesson Plan Development. Dorothy J Musselwhite, University of Georgia, Athens, GA; Brian C Wesolowski, University of Georgia, Athens, GA
Evaluating the Implementation of an Intonation-Training Program. Ryan V. Scherber, Case Western Reserve University, Cleveland, OH
Expectations of Incoming Ninth-Grade/ Outgoing Eighth-Grade Band Students Among High School Directors and Middle School Directors. Trey Harris, Florida State University, Tallahassee, FL
Expert Teaching in the Context of Traditional Korean Music. Youjin Kim, The University of Texas at Austin; Robert A Duke, The University of Texas at Austin
Exploring Models of Integrating Technology into Music Teacher Preparation Programs. Jay Dorfman, Boston University, Boston, MA
Exploring Pre-service Music Teacher Perceptions of the Role of Peer Feedback in Shaping Teaching Effectiveness and Self-Efficacy. Roy M. Legette, University of Georgia, Athens, Georgia; Johanna L. Royo, University of Georgia, Athens, Georgia
First Impressions of Conductors: Initial Communication and its Effect on Perception of Conductor Effectiveness. Julia Lauren Baumanis, Florida State University, Tallahassee, Florida
Free Improvisation, Its Practice and Process. MacKinlay Stewart Himes, Penn State University, University Park, PA
General Music Methods: The Efficacy of Orff Schulwerk, Kodaly, and Dalcroze Eurhythmics in Teaching Form. Sallie E Dugger, Montana State University, Bozeman, Montana
GPS for Music Educators: Tracking the Development of Future Teachers. Phillip D Payne, Kansas State University, Manhattan, KS; Ruth Gurgel, Kansas State University, Manhattan, KS; Travis Hale, Kansas State University, Manhattan, KS
Help Wanted? Toward a Better Understanding of the “Pedagogy of Kindness”. Josef Hanson, Eastman School of Music/University of Rochester, Rochester, NY
In Their Own Words: Marching Band Students’ Definition of Hazing. Michael W. Hudson, University of Kentucky, Lexington, Kentucky; Jason M. Silveira, Ithaca College, Ithaca, New York
Lesson Planning Strategies to Improve Teaching: Preservice Teachers’ Perceptions. Kimberly VanWeelden, Florida State University, Tallahassee, Florida; Kenna Veronee, Florida State University, Tallahassee, Florida; Laura Singletary, Florida State University, Tallahassee, Florida
Listening to Music in the Elementary Classroom: Yesterday, Today and Tomorrow. Louise Patrick, Florida Gulf Coast University, Fort Myers, Florida
Make it a Double Play!: Incorporating Technology to Enhance a World Music Pedagogy Unit. Amanda Christina Soto, Texas State University, San Marcos, Tx
Making Musicians: Developing Early Childhood Teachers Through Participation in a Professional Development Program. Caroline Westbrook Moore, University of Texas at Austin, Butler School of Music, Austin, TX-Texas
Motivation in Collegiate Secondary Trumpet Class. Dina L Alexander, Eastman School of Music / Roberts Wesleyan College, Rochester, NY
Music Educators’ Understanding and Expressed Opinions of U.S. Copyright Law: A Pilot Study. John Okley Egger, Indiana University-Purdue University Fort Wayne, Fort Wayne, Indiana; D. Gregory Springer, University of South Carolina, Columbia, South Carolina
Music IQ or Music I Will: Understanding the Influence of Music Aptitude on Beginning and Middle Level Band Program Participation. Brett C. Tozer, Indiana University of Pennsylvania, Indiana, PA
Music Teacher Burnout. Christian Bernhard, The State University of New York at Fredonia, Fredonia, New York
Music Teacher Education (SRME)- Do You See What I See? E. Danielle Todd, The University of Alabama, Tuscaloosa, Alabama.
Observation and Analysis of Undergraduate Applied Piano Lessons and Individual Practice Sessions. Fen-Fang Chen, Florida Southern College, Lakeland, Florida
Older/Younger Sibling Pairs in the Context of a Community Outreach Children’s Choir. William E. Fredrickson, Florida State University – Center for Music Research, Tallahassee, FL; Suzanne Rita Byrnes, Florida State University – Center for Music Research, Tallahassee, FL; Sylvia A. Aycock, Florida State University – College of Music, Tallahassee, FL
Oliver Sachs was Right: Music Works in Tandem with the Common Core. Demaris A Hansen, University of Hartford, The Hartt School, West Hartford, Connecticut; Elaine Bernstorf, Wichita State University, Wichita, KS
Pep Band Member Noise Dosage and Noise-Induced Hearing Loss Prevention: A Case Study. Evan R. Edwards, University of Kansas, Vocal/Choral Pedagogy Research Group, Lawrence, KS
Perceptions of Cooperating Teachers on their Role in the Student Teaching Experience. C. Michael Palmer, Ball State University, Muncie, IN; Susan Finger, Ball State University, Muncie, IN
Perceptions of Taught Behaviors by Methods Course Professors and Their Students. Kenna Elizabeth Veronee, Florida State University, Tallahassee, FL
Potential for Enhanced Music Conducting Skills Using an Augmented Immersive Virtual Reality Learning Environment. Evelyn K. Orman, University of North Carolina at Charlotte, Charlotte, North Carolina; Harry E. Price, Kennesaw State University, Kennesaw, Georgia; Christine R. Russell, Louisiana State University, Baton Rouge, Louisiana
Practice Teacher Performance Assessment for Preservice Music Teachers. Mildred H. Yi, Columbia University Teachers College/Vanguard University of Southern California, New York/Costa Mesa, NY/CA
Praxes for Confident Music Improvising. Daniel J. Shevock, Penn State Altoona, Altoona, PA
Programming Trends of Southeastern Conference Wind Ensembles (2009-2014). Aaron T Wacker, University of Missouri, Columbia, Missouri; Brian A Silvey, University of Missouri, Columbia, Missouri
Reliability of the Measure of Musical Enjoyment. Christa R. Kuebel, Case Western Reserve University, Cleveland, OH.
Rethinking Music Methods Courses for Early Childhood Educators. Jennifer E Vannatta-HallMiddle Tennessee State University, Murfreesboro, Tennessee
Social Music Interactions between Three-year-old Children and a Music Teacher. Erika Michelle Hubbell, Univeristy of South Carolina, Columbia, SC
Socio-Cultural Group Creativity As An Example Of Community Of Practice. Matthew James Cotton, University of Southern California, Los Angeles, CA
Socio-Environmental Factors and Creativity of Musical Compositions In A Blended Learning Classroom. Candice A. Davenport, University of Miami, Coral Gables, Florida
Student-Identified Characteristics of Classroom Climate in Secondary Instrumental Music Classrooms. Erin N. Howard, University of Washington, Seattle, Wa
Talking To Them or Talking With Them: Questioning Strategies Used by Secondary Ensemble Teachers. Marshall A Haning, Case Western Reserve University, Cleveland, Ohio
Teacher Talk and Perceived Teacher Effectiveness: An Exploratory Study. Jessica Napoles, University of Utah, Salt Lake
Teachers’ Views of Effective Practice in the Instrumental Ensemble. Steven M Demorest, Northwestern University, Evanston, IL; Brian N. Weidner, Northwestern University, Evanston, IL
Teaching Improvisation: A Survey of Secondary String Music Teachers in Maryland and Virginia. Cheryl A. Blockland, Calvert County Public School, Prince Frederick, Md
The Effect of a Tonic Drone Accompaniment on the Pitch Accuracy of Scales Played by Beginner Violin and Viola Students. Charles C. Laux, Kennesaw State University, Kennesaw, Georgia
The Effect of Intensive Jazz Improvisation Instruction on Middle School Students’ Cognitive Flexibility Scores. Martin Norgaard, Georgia State University, Atlanta, GA; Lindsay Heston McCranie, Georgia State University, Atlanta, GA
The Effect of Mode of Instruction on Collegiate Level American Folk Song Experiences. Vallie S Owens, Texas Tech School of Music, Texas Tech University, Lubbock, TX
The Effect of Using Recordings in the Self-Evaluation Process Among Novice Performers. Beth A Wheeler, The University of Kansas, Lawrence, Kansas
The Effects of Choir Formation and Singer Spacing on the Tone Quality of a TTBB Male Chorus. James F. Daugherty, University of Kansas, Lawrence, KS
The Effects of Two Warm-up Procedures on the Acoustic and Perceptual Measures of Choral Sound. Sheri L. Cook-Cunningham, University of Central Arkansas, Conway, Arkansas;Me lissa L. Grady, Valdosta State University, Valdosta, Georgia
The importance of full score transcriptions for Jazz education. Shigefumi Tomita, University of Massachusetts Amherst, Amerst, Massachusetts
The Nature of Expertise in East African Ensemble Rehearsals: A Comparative Analysis of Common Elements Observed in East African Ensemble Rehearsals Taught by Accomplished Individuals. Jacqueline C Henninger, Texas Tech University, Lubbock, Texas
The Perceptions of Non-Music Major Songwriters Concerning Reasons to Participate in a Songwriting Class. Mark C. Adams, Michigan State University, East Lansing, MI
The Professional Backgrounds, Responsibilities and Demographics of Music Teacher Educators. Michael P. Hewitt, University of Maryland, College Park, MD; Linda Thompson, Lee University, Cleveland, TN
The Relationship Between High-level Violin Performers’ Degree of Movement and Evaluators’ Perception of Musicality. Kasia Bugaj, Florida State University, Tallahassee, FL; Alice-Ann Darrow, Florida State University, Tallahassee, FL; James Mick, Ithaca College, Ithaca, NY
The Use of One Week’s Time Among Specific Groups of College Students: Music Majors, Non-Music Majors, and Marching Band Participants. Jason P Cumberledge, University of Central Florida, Orlando, FL
The Use of Problem-Based Learning in a Woodwind Methods Course: An Action Research Study. Jennifer A. Blackwell, Indiana University, Bloomington, Indiana; Nicholas E. Roseth, Indiana University, Bloomington, Indiana
Three Teaching Approaches for Learning Treble Staff. Karen S. Stafford, University of Kansas, Lawrence, Kansas
University Music Students’ Experiences in an iPad Ensemble: A Case Study. Jill Reese, The State University of New York at Fredonia, Fredonia, NY; Kristina Verrico, The State University of New York at Fredonia, Fredonia, NY
Using Music Education Curricula to Enhance English Language Learning. Eunjung Choi, Claflin University, Orangeburg, South Carolina
What Order Do Band, Choir, and Orchestra Directors Introduce Musical Concepts to Their Beginning Students. Patty K. Nelson, Shorter University, Rome, Georgia
