Colloquium
8:00 AM-9:55 AM
Political Action in Music Education
This colloquium examines ways music education stakeholders can respond to policy, the influence of media on the perception of policy, means for individuals to act on specific policy mechanisms, and how being a music educator creates accidental advocates. Panelists will present information and resources along with an opportunity for dialogue. (SMTE ) Presenters :Carla E. Aguilar, Metropolitan State University of Denver, Denver, Colorado; Patrick Schmidt, The University of Western Ontario, London, Ontario; Suzanne L. Burton, University of Delaware, Newark, Delaware; Daniel Hellmanm Missouri State University, Springfield, Missouri; Lynn M. Rechel, Shenandoah University, Winchester, Virginia. Presider: Constance McKoy, School of Music, Theatre and Dance, The University of North Carolina at Greensboro. Chastain I/J
Symposium
8:00 AM-9:25 AM
Conductor Gesture and Music Perception: An Update on the Multimodal Experience of Conducted Ensembles
Conducting is a daily activity for music educators across ensemble contexts, yet we are still exploring the ways in which gesture communicates information. We present three studies, utilizing participant response to audio and video stimuli, examining aspects of conductor gesture and the effect on observers’ evaluations of conductor and performance. (SRME ). Presenters: Anita B KumarUniversity of Washington, Seattle, Washington; Cory D Meals, Kennesaw State University, Kennesaw, Georgia; Brian A Silvey, University of Missouri, Columbia, Missouri; Steven J Morrison, University of Washington, Seattle, Washington; Deborah A Confredo, Temple University, Philadelphia, Pennsylvania; Aaron T Wacker University of Missouri, Columbia, Missouri. Presider: Martin Bergee, University of Kansas. Chastain G/H
Presentation Session 1
8:00 AM-8:25 AM
The Effects of the Performers’ Age on Evaluating Musical Performances by Musicians, Non-Musicians, and New Horizons Members
This study investigated effects of performer age on perceptions of performance quality. Similar musical stimuli were paired with images of older adult or younger adult wind bands. Participants’ rated the quality of audio-only stimuli and paired stimuli. Results suggest that performer age enacted some influence on perceptions of performance quality. (SRME) Presenter: Ann Marie Harrington,University of Kentucky, Lexington, Kentucky. Presider: John Geringer, Florida State University. Augusta Room 1
A Tale of Two Novices
Mentoring is important to the professional growth, development, and retention of novice music teachers. However, mentoring programs vary greatly and are often ineffective. This study examined the year-long mentoring experiences of two first-year music teachers. Results and implications will be discussed in regards to existing literature. (SMTE) Presenter: Kristina R WeimerPenn State, State College, Pennsylvania.Presider: Christopher Baumgartner, University of Oklahoma. Augusta Room 2
Musical Expression in the Choral Classroom
The purpose of this study is to explore with high school choral directors and their students, their perceptions of the ways in which musical expression is manifested in the choral classroom setting. Stimulated Recall Interviews are used to investigate descriptions and practices of musical expression by ensemble singers. (SRME) Presenter: Andrea MaasTeachers College, Columbia University, New York, New York. Presider: Steven Demorest, Northwestern University. Augusta Room 3.
The Impact of Core Practices in Music Education on Curriculum, Teacher Socialization, and Professional Development for Beginning and Experienced Teachers
This interactive session will explore the concept of core practices in music teaching and their relationship to music curriculum, teacher socialization, and professional development for beginning and experienced teachers. Session participants will also help develop a research agenda for investigating core practices in music teaching and learning. (SMTE) Presenter: Sommer H Forrester,University of Massachusetts Boston, Boston, MA. Co-Presenter: Si Millican, University of Texas at San Antonio, San Antonio, Texas. Presider: Kyle Chandler, Arkansas State University. Chastain 1
Music Cooperating Teachers as Teacher Educators: Honoring Voice and Bridging the Gap
This presentation combines the studies of two music cooperating teachers turned narrative inquirers. By sharing this research, we strive to give voice to cooperating teachers, allow for their personal and professional development by forming knowledge communities and create a basis for future research that seeks to do the same. (SMTE) Presenter: Laura Catherine Moates StanleyBrookwood High School, Snellville, GA. Co-Presenter: Jennifer L. R. Greene, Fayetteville-Manlius High School, Manlius, NY. Presider: Molly Weaver, West Virginia University. Chastain E
Exploring Racial Gaps in Praxis II Music Test Scores: Do Institutional Effects Matter?
This study replicated and extended prior research on Praxis II music tests using a larger dataset which grouped candidates by preparing institution. Results indicated that a large portion of the previously reported racial/ethnic score gap were likely due to institutional effects. Discussion includes implications for music teacher education and assessment. (SRME) Presenter: Kenneth Elpus, University of Maryland, College Park, MD. Presider: Lori Custodero, Columbia University Teachers College. Chastain F
The Effect of Timbre and Pitch-Pattern on Pitch Perceptions of Elementary-Aged Users of Cochlear Implants
This investigation of the effect of timbre and pitch-pattern difficulty on pitch perceptions of children with cochlear implants revealed a significant interaction between pitch-pattern difficulty and timbre. Secondary analyses revealed no significant relationships between age, implant age, and scores, and no significant differences between scores and processors (p > .05). (SRME) Presenter: Morgan C Soja, Gardner-Webb University, Boiling Springs, North Carolina Presider: Maud Hickey, Bienen School of Music – Northwestern University. Peachtree 1
Presentation Session 2
8:30 AM-8:55 AM
Relationships Among Musical Home Environment, Parental Involvement, and the Developmental Music Aptitude and Early Audiation Achievement of Preschool Children
The purpose of this study was to examine the relationship between the home musical environments and parental involvement and to determine if selected factors (home musical environment, musical education of parents, age, gender of child) were predictive of musical potential in pre-school children. Presenter: Alena V. HolmesUniversity of Wisconsin-Whitewater, Whitewater, WI. Co-Presenter: Sharri VanAlstine, University of Wisconsin-Whitewater, Whitewater, WI. Presider: James L. Byo, Louisiana State University, Baton Rouge. Augusta Room 1
Demographics of the Music Education Professoriate: Issues of Equity
With an eye toward issues of equity, this study used an online questionnaire to investigate the following questions: (1) What are the demographic characteristics of music teacher educator professoriate? (2) Who is under-represented in the music teacher educator professoriate? and (3) What are the outcomes (interactions) of the demographics? Presenter: Cyntthia Crump Taggart, Michigan State University, East Lansing, MI. Co-Presenter: Joshua A. Russell, University of Hartford, West Hartford, CT. Presider: David Rickels, University of Colorado. Augusta Room 2
Sound Recording at the Heart of Pedagogy: Suzuki’s Method in America
This historical study presents the Suzuki method as the first deep enmeshment of music education with sound recordings. Archival research documents the importation of Suzuki’s method by John Kendall. The paper outlines the many ways that pedagogy and practices were adapted to the medium of sound recordings, with continued relevance. (SRME) Presenter: Matthew D. Thibeault, University of Florida, Gainesville, FL. Presider: Ryan Fisher, University of Memphis. Augusta Room 3
Current Trends for the Doctoral Dissertation in Music Education
The purpose of this session is to explain different structures for the culminating project of the music education doctorate. The traditional monograph will be compared with the newer, project-based dissertation. Dissertation requirements and their relevance to expectations for the degree and for the music teacher education professoriate will be considered. (SMTE) Presenter: Wendy L. Sims, University of Missouri, Columbia, MO. Co-Presenter: Joanne Rutkowski, The Pennsylvania State University, University Park, PA. Presider: Linda Thornton, The Pennsylvania State University. Chastain 1
An Ecological View of Music Teachers’ Curricular Agency
The purpose of this study was to examine music teachers’ curricular agency as they maneuver within the context of school reform. Experienced music educators participating in summer graduate study described their curricular landscapes, affordances, and constraints for creative curricular work. (SMTE) Presenter: Janet R. Barrett, University of Illinois, Urbana, IL. Co-presenter: Timothy C. CaskinUniversity of Illinois, Urbana, IL. Presider: Alden Snell, University of Delaware. Chastain E
The Effects of Instruction on the Singing Ability of Children Ages 5-11: A Meta-Analysis
A meta-analysis statistically summarized results regarding the effects of instruction on singing ability. Analyses yielded a small overall mean effect for instruction (g = 0.43) across 34 studies with the largest effects having been for feedback and research design. Conclusions addressed implications for teaching, research pedagogy, and research practice. (SRME) Presenter: Christina L. Svec, Iowa State University, Ames, IA.Presider: Melissa Brunkan, Louisiana State University. Chastain F
Teaching Ear Playing in Formal Education Settings: Strategies from Three Master Fiddlers
In this multiple case study, three expert fiddlers rooted in Irish, Arabic, and American aural traditions contribute strategies for helping students to play by ear. Data collected from interviews, observations, and documents is analyzed towards a theory for teaching ear playing in formal education settings. (SRME) Presenter: Anne-Marie HildebrandtPenn State School of Music, University Park, PA.Presider: Sarah Bartolome, Northwestern University. Peachtree 1
Presentation Session 3
9:00 AM-9:25 AM
“I Am My Dissertation in the Classroom”: The Experiences of Ph.D. Graduates Who Return to K-12 Music Teaching
This study focused on the experiences of two practicing teachers who completed Ph.D. degrees in music education and continued to teach in K–12 classrooms, including factors that guided their decisions, connections between their doctoral training and their current classroom practice, and implications for their music teacher identities. (SMTE) Presenter: Stuart Chapman Hill, Michigan State University, East Lansing, Michigan Presider: Sandra Stauffer, Arizona State University. Augusta Room 1
Administrators and Music Teacher Evaluation: Context, Support, and Survival
This study examined the ways in which public school administrators (some with musical and some without musical background) described the effect of implementing standardized teacher evaluations on their music-based supervision practices and perspectives. Administrators discussed their role as supervisor and how they navigate their educational backgrounds in the evaluation process. (SMTE) Presenter: Cara Faith Bernard, University of Connecticut, Storrs, CT Presider: Stephanie Prichard, University of Maryland. Augusta Room 2
SELF-CULTIVATION THROUGH TEACHING BAND: A CASE STUDY
For this session, I will share findings from this completed investigation that highlight MacIntyre’s (2007) three levels of moral life. Findings support the importance of practice in the narrative unity and tensions between narrative unity and tradition. Further, self-cultivation sustains and motivated my participant to grow personally and professionally, (SRME) Presenter: Jason Gossett, Oregon State University, Corvallis, Oregon. Presider: James Byo, Louisiana State University. Augusta Room 3
Network Science, Neuroimaging, and The Effects of Music on the Brain: A NetSci Education Project for Training Pre-College, Undergraduate, and Graduate Music Students in Network Science Techniques Through Exploring the Effects of Music on the Brain
This session will describe practice that expanded current music education curriculum choices by offering musically trained pre-college, undergraduate, and graduate students neuroimaging training intended to facilitate one’s capacity to examine the effects of music on the brain. Implications for participants and future applications in music teacher education will be discussed. Presenter: Robin W. Wilkins, Neuroimaging Lab for Complex Systems, Joint School for Nanoscience and Nanoengineering University of North Carolina-Greensboro, Greensboro, NC. Co-Presenters: MIchelle Lovett,Southwest High School-Guilford County Public Schools, Greensboro, NC; David J. Teachout, University Teaching and Learning Commons-University of North Carolina at Greensboro, Greensboro, NC; Chelsea Joyce, Department of Biological Sciences-University of North Carolina at Greensboro, Greensboro, NC; Robert A. Kraft, Department of Biomedical Engineering-Wake Forest University Baptist Medical Center, Winston-Salem, NC. Presider: Jeffrey Marlatt, Shenandoah Conservatory. Chastain 1
Teacher Education Program Evaluation Policy in the United States
Current education legislation has put increased pressure on institutions to quantify the ability of their teacher-education program graduates to demonstrate appropriate content knowledge and teaching efficacy. This research project examined the U.S. state-level policy for rating program effectiveness, along with discussing implications for policy and future research. (SMTE) Presenter: Kevin J. TuttGrand Valley State University, Allendale, MichiganPresider: Lori Gray, University of Montana. Chastain E
The Effect of Teacher Nonverbal Expressiveness on Ratings of Teacher Effectiveness and Student Learning
The purpose of this study was to determine if levels of teacher nonverbal expressiveness have an effect on ratings of teacher effectiveness, lesson content, and on student learning. Results revealed that higher ratings of teacher nonverbal behaviors were related to higher ratings of teacher effectiveness. (SRME) Presenter: Julia Heath-Reynolds, Indiana State University, Terre Haute, INPresider: Judy Bowers, Florida State University. Chastain F
Using Thin-Slice Methodology to Evaluate Pre-Service Teachers’ Intuitive Judgment of How Disability, Racial, and Gender Issues May Impact Children’s Success in the Music Classroom
The purpose of this study was to evaluate pre-service teachers’ intuitive judgment when deciding, within 5 seconds, which children portrayed in the picture would be successful in their music classroom, exposing how issues of disability, gender, and race may impact a teacher’s decision of who can be successful in music. (SMTE) Presenter: Elisa M DekaneySyracuse University, Syracuse, New YorkPresider: Elizabeth Menard, Bowling Green State University. Peachtree 1
Symposium
10:00 AM-10:55 AM
Greater than the Sum of its Parts: Authoring and Publishing Mixed Methods Research in Music Education
Relatively few article-length mixed methods studies have been published in music education research journals. In order to provide suggestions for future authors, this session will explore the experiences and reflections of two published mixed methods authors in music education and one editor of a prominent music education research journal. (SRME). Presenters: Kate R. Fitzpatrick, University of Michigan, Ann Arbor, MI; Janet R. Barrett, University of Illinois, Urbana, IL; David A. Stringham, James Madison University, Harrisonburg, VA Presider: Deborah Confredo, Temple University. Chastain I/J
Presentation Session 4
10:00 AM-10:25 AM
Is Seeing or Hearing Believing: The Effect of Accurate and Inaccurate Visual Feedback on the Tuning Accuracy of High School and College Trombonists
High school and college trombonists were tasked to play in tune with a stimulus tone presented through headphones. Across each of three attempts, a tuner was provided and set to one of three conditions that displayed either accurate or inaccurate feedback. Tuner condition and experience level had significant main effects. (SRME) Presenter: Amanda L. SchlegelUniversity of Southern Mississippi, Hattiesburg, Mississippi. Co-Presenters: D. Gregory SpringerUniversity of South Carolina, Columbia, South Carolina; Presider: DaLaine Chapman, Florida Atlantic University. Augusta Room 1
Pre-Professional Service-Learning in Music Education and Art Therapy
This paper describes what and how art therapy and music education students learned from participating in a service-learning study prior to internship or student teaching. Recommendations for service-learning instruction and research are offered. (SMTE) Presenter: Wendy K. Matthews, Wayne State University, Detroit, Michigan. Co-Presenters: Holly Feen-CalliganWayne State Unversity, Detroit, MichiganPresider: Debbie O’Connell, Winston-Salem State University. Augusta Room 2
INMATE AXEL JAMES— HIS PASSION FOR SONGWRITING AND HIS RECOVERY FROM ADDICTION
Axel James has enjoyed writing poetry since he was young. Ultimately, his fast, high life led to addiction and self-destructive behavior. Any money he earned or stole he spent on drugs and alcohol. While incarcerated, Axel processed his emotions through songwriting, giving him resilience and hope, ultimately reshaping his future. (SMTE) Presenter: Catherine M Wilson, University of Wisconsin Stevens Point, Stevens Point, Wisconsin; Presider: Kevin Droe, University of Northern Iowa. Augusta Room 3
Field Experience Immersion in Music: A Model for Cultural Diversity through Field Experience
This session will describe our Field Experience Immersion in Music course, which includes field experience activities while immersed in the culture of a different population, and will include an overview of the timeline for preparation, the syllabus and course materials, and student comments about their experience of the course. (SMTE) Presenter: Kathy Melago, Slippery Rock University of Pennsylvania, Slippery Rock, PA. Presider: Amanda Soto, Texas State University. Chastain 1
Integrating Popular Music into Urban Schools: Assessing the Effectiveness of a Comprehensive Teacher Development Program
This study examined an ongoing teacher development program that focuses on increasing the capacity of urban music teachers to incorporate popular musics and instruments into their teaching. Results show that teachers perceived that their skills in playing popular music instruments and their skills in improvisation and composing improved. (SMTE) Presenter: Hal AbelesTeachers College, Columbia Univ, New York, New York. Co-Presenters: Lindsay Weiss,Teachers College, Columbia Univ, New York, New York; Bryan Powell, AmpUp NYC, New York, New York.Presider: Ann Marie Stanley, Eastman School of Music. Chastain E
The Experience of Performance Anxiety in Young Contemporary Musicians
Most research on music performance anxiety has focused on Classical musicians. The purpose of the present study was to extend the literature base by focusing the lens squarely on young, contemporary musicians. Results indicate similarities in experience between study participants and their classically-trained peers, with some key differences. (SRME) Presenter: Charlene Anne Ryan, Berklee College of Music, Boston, MA. Presider: Mary Cavitt, Texas State University. Chastain F
Leading Teacher Evaluation: Music Making and Beyond
In this session we will explore models of teacher evaluation that measure the effectiveness of traditional music instruction as well as the teacher’s ability to set up students’ engagement in their own music making. We’ll investigate district designed rubrics that assess 21st century skills and SLOs for musical skills. (CMPL) Presenter: Demaris A Hansen, University of Hartford, The Hartt School, West Hartford, Connecticut. Presider: Heather Cote, Westwood Public Schools. Chastain G/H
Degree Enrollment and Persistence of African American Music Education Doctoral Students: Institutional, Environmental, and Motivational Factors
This narrative research ascertained the institutional, environmental, and motivational factors that influenced the decision to enroll in doctoral programs and persist through degree completion for three African American music education doctoral students. Implications for improving the effectiveness of recruitment and retention efforts, and interrogating appropriate policies and programs are explored. (SRME) Presenter: Steven Armon Anderson, Georgia State University, Atlanta, Georgia. Co-Presenters: Joyce M. McCall, Indiana University, Bloomington, IN; Jason D. ThompsonArizona State University, Phoenix, AZPresider: Elaine Colprit, Bowling Green State University. Peachtree 1
Presentation Session 5
10:30 AM-10:55 AM
The Verification of a Solo Performance Assessment Model
The purpose of this study was to verify a causal paradigm of solo performance components on perceptions of performance quality. Investigation of the measurement model reported good fit of the proposed model and suggests that improvements in technique and music expression can significantly influence assessments of overall quality. (SRME) Presenter: Brian E. Russell, University of Miami, Frost School of Music, Coral Gables, FL Presider: Ruth Brittin, University of the Pacific. Augusta Room 1
The Virtual Reality Teaching Lab (VRTL): Training Music Educators for Meaningful Engagement With All Students
This presentation will highlight a Virtual Reality Teaching Lab (VRTL) that has been constructed to provide preservice music education students an opportunity to hone their teaching and engagement skills beyond classroom discussion. Built around Microsoft Kinect, Unity, and the Microsoft Speech Platform, this program provides lifelike engagement with VR benefits. (SMTE) Presenter: Ann C Clements, Penn State University, University Park, PA Presider: Douglas Orzolek, Univeristy of St. Thomas. Augusta Room 2
The Vulnerability of Enacting Social Justice in Music Education
This philosophical inquiry suggests that the feeling of vulnerability influences and enables thinking and action related to social justice and posits how music educators might embrace rather than resist vulnerability. The role of general human vulnerability, emotional uncertainty, and a potential loss of power in social justice interactions are discussed. (SRME) Presenter: Lauren Kapalka Richerme, Indiana University, Bloomington, Indiana Presider: Joseph Parisi, University of Missouri – Kansas City. Augusta Room 3
Welcoming the Elephant in the Music Room: A Content Analysis of Ten Years of Publications Related to Urban Music Education
The 10-year anniversary of Teaching Music in the Urban Classroom provides a milestone for appraising the conversation about urban music education. Our content analysis of literature from 2005-2015 suggests the parable of the Blind Sages and the Elephant as an apt metaphor for the “elephant” in the music room. (SMTE) Presenter: Carol Frierson-Campbell, William Paterson University, Wayne, New Jersey. Co-Presenters: Constance McKoySchool of Music, Theatre and Dance, The University of North Carolina at Greensboro, Greensboro, North Carolina; Nicole RobinsonUniversity of Utah, Salt Lake City, Utah. Presider: Karen Salvador, University of Michigan, Flint. Chastain 1
No Musician Left Behind: Incorporating Popular Musicians into High School and Collegiate Music Programs
This presentation provides research investigating entry requirements for students seeking to study music education. Specifically, the researchers investigate college requirements in the state of Pennsylvania as they pertain to students from non-traditional music backgrounds. Implications for developing inclusive music education programs will be offered with space for group discussion. (SMTE) Presenter: Sarah A Gulish, Lower Moreland Township School District, Huntingdon Valley, PA. Co-Presenter: Amelia E GarbischBloomsburg University, Bloomsburg, PA. Presider: Natalie Royston, Iowa State University. Chastain E
“Give Me Actual Music Stuff!”: The Nature of Feedback in a Collegiate Songwriting Course
The purpose of this study was to understand the nature of feedback in a collegiate songwriting course. Findings focus on four themes that emerged from the analysis: micro-feedback, macro-feedback, feedback roles, and overarching features of the class’ feedback culture. Implications for songwriting teachers and recommendations for future research are offered. (SRME) Presenter: Stuart Chapman Hill, Michigan State University, East Lansing, Michigan. Presider: Carlos Abril, University of Miami. Chastain F
An Exploration of Aural-Based Pedagogy in the Instrumental Classroom
This study examined how students involved in traditional, notation-based school band instruction created an arrangement by ear without relying on direct instruction or notated music. This study also explored the benefits and challenges of this non-traditional approach, and how arranging songs in a small group setting impacted participants. (SRME) Presenter: Sara K Jones, University of Massachusetts Amherst, Amherst, Massachusetts. Presider: Amanda Schlegel, University of Southern Mississippi. Chastain G/H
The Role of Participatory Music Making in the Quality of Life of Senior Citizens
Individual interviews and researcher observation were utilized to examine the role of circle singing in the quality of life of adults aged 50 or older. Findings indicated that circle singing played a role in participants’ quality of life that was both important and different from that of presentational music making. (SRME) Presenter: Lisa J Lehmberg, University of Massachusetts, Amherst, Massachusetts. Presider: James L. Byo, Louisiana State University, Baton Rouge. Peachtree 1
SRIG Sessions and ASPA Meetings
11:00 AM-12:30 PM
SRIG Sessions: Learning and Development
Presider: Mark Montemayor, University of Northern Colorado
Augusta Room 1
Symposium: Music Learning in Childhood and Family Dynamics
This symposium will center on the relationship between formal and informal music learning and family dynamics. Three studies conducted with children of varied ages and their families across the U.S. will be presented, followed by a discussion on the findings and their implications for music education. Presenters: Beatriz Ilari, University of Southern California, Los Angeles, California;Lori Custodero, Columbia University Teachers College, New York, NY; Claudia Cali, Columbia University Teachers College, New York, NY; Adriana Diaz Donoso, Columbia University Teachers College, New York, NY; Alissa Chitwood, University of Southern California, Los Angeles, California; Lily Chen-Hafteck, University of California Los Angeles, Los Angeles, California
The Association Between School Music Participation and Social Capital Development in Young Adulthood
Data from the National Longitudinal Study of Adolescent and Adult Health was used to investigate the longitudinal association between school music participation and social capital development in young adulthood. Music participation had stronger predictive value and larger increases in social capital scores than other types of activity participation. Presenter: Marshall A Haning, Case Western Reserve University, Cleveland, Ohio
ASPA Meeting: Teacher Recruitment
Presider: Wesley Brewer, Roosevelt University, Augusta Room 2
SRIG Sessions: History
Helen May Butler and her Ladies’ Military Band: Being Professional during the Golden Age of Bands
From the late 1890s through the early 1910s, Helen May Butler and her Ladies’ Military Band rivaled the ensembles of Sousa, Clarke, Creatore, and Conway. This study presents a brief history of the ensemble and focuses on the professional and personal difficulties faced by both Butler and her band. Presenter: Brian D. Meyers, Miami University, Oxford, OH
The Narrative Framing of Large Ensembles in Music Educators Journal
This study included a systematic review of Music Educators Journal content (1914-2016) pertaining to large ensembles. This content has appeared at inflection points as reactions to political developments and as responses to provocative authors. Results indicate that narrative framing has promoted and/or diminished the role of large ensembles. Presenter: Patrick K Freer, Georgia State University – School of Music, Atlanta, GA
Glamour and Music Combine: The Austin High School Girls Band of Chicago, 1926-1956
This study documented the history of the Austin High School Girls Band (AHSGB) of Chicago, Illinois, from 1926-1956. Research questions examined the band’s organization, activities, directors, repertoire, and instrumentation, as well as the extent to which the AHSGB supported and challenged prevailing attitudes towards gender roles associated with instrumental music. Presenter: Phillip M Hash, Calvin College, Grand Rapids, Michigan
Presider: Patti Tolbert, Professor Emeritus, Georgia College. Augusta Room 3
ASPA Meeting: Cultural Diversity and Social Justice
Presiders: Amanda Soto, Texas State University; Karen Salvador, University of Michigan-Flint Chastain E
ASPA Meeting: Professional Development for the Experienced Teacher
Presiders: Ann Marie Stanley, Eastman School of Music; Alden Snell, University of Delaware. Chastain F
SRIG Sessions: Instructional Strategies
The Impact of Music Practice Instruction on Middle School Instrumentalists’ Practice Behaviors
The purpose of this study was to investigate the impact of music practice instruction on middle school band and orchestra students’ practice behaviors. Results indicate that practice instruction may have a positive effect on students’ ability to select and utilize appropriate practice strategies. Implications for practice will be discussed.Presenter: Stephanie Prichard, University of Maryland, College Park, Maryland
Designing Instruction on Practicing: A pilot test of a micro-analytic self-regulation intervention
We explored the effectiveness of a pedagogical approach for enhancing musicians’ self-regulated learning. We employed a multiple baseline experimental design involving three collegiate instrumentalists’ practicing across 14 days. A personalized intervention emblematic of the forethought, performance, and self-reflection processes described in Zimmerman’s (1989) model of self-regulated learning was tested. Presenter: Pete Miksza, Indiana University, Bloomington, Indiana; Jennifer Blackwell, Indiana University, Bloomington, Indiana; Nicholas Roseth, Indiana University, Bloomington, Indiana; Stephanie Cole, Indiana University, Bloomington, Indiana
Analysis of Movement During Cello Bowstrokes
Using a three-dimensional kinematic model I evaluated bowing motions of novice and experienced cellists. Results suggest that experienced cellists use a greater range of wrist motion during bowing cycles performed at a slower tempo. The data show small differences in elbow, shoulder, and trunk angles for novice and experienced cellists. Presenter: Elaine J Colprit, Bowling Green State University, Bowling Green, OH
Presider: Lisa Maynard, James Madison University Chastain G/H
ASPA Meeting: Policy
Presiders: Lauren Kapalka Richerme, Indiana University; Carla Aguilar, Metropolitan State University of Denver. Chastain I/J
SRIG Sessions: Affective Response
Peachtree 1
Personality and World Music Preferences of Undergraduate Non-music Majors in South Korea and the United States
We investigated undergraduate non-music majors’ selected personality variables and their preferences for world musics from Africa, Asia, and Latin America. Data were collected in South Korea (n = 208) and the United States (n = 193). Overall, familiarity followed by openness were the strongest predictors for world music preference. Presenter: Hyesoo Yoo, University of Florida, Gainesville, Florida Co-Presenters: Sangmi Kang, University of Florida, Gainesville, Florida; C. Victor Fung, University of South Florida, Tampa, Florida
Effects of Gesture Height on Individual and Ensemble Singing: Acoustic and Perceptual Measures
I explored effects of gesture height on singer intonation, vibrato, and tone quality, as well as singer participant perceptions of gestural effects on singing. Individual singer responses were isolated within an authentic choral setting. Singers were less flat with high gesture although order effects were found. Presenter: Lesley Maxwell Mann, Belmont University, Nashville, TN
Across the Lines: Advanced High School String Players’ Listening and Performing Preferences
Advanced high school string players (n = 60) completed a survey regarding listening preferences, performing experiences, and aspirations for playing a range of genres. Results show interesting responses across styles such as jazz, rock, and mariachi, with one-third intending to concentrate on styles other than classical music in the future. Presenter: Ruth V. Brittin, University of the Pacific, Stockton, CA
Presider: Jason Silveira, Ithaca College
Symposiums
1:30 PM-2:55 PM
Doing Historical Research in Music Education in a Digital Age: Promise and Challenge
The infinite archive of digital sources presents both promise and challenge to researchers in music education history. Three studies serve to illustrate the use of diverse digital sources in the historical research process. The symposium ends with a critique, and trajectory for expanding digital history in music education research. (SRME). Presenters: Marie McCarthy, University of Michigan, Ann Arbor, Michigan; Jacob Hardesty, Rockford University, Rockford, Illinois; Phillip HashCalvin College, Grand Rapids, Michigan; Jill M. Sullivan, Arizona State University, Tempe, Arizona. Presider: Sandra Stauffer, Arizona State University. Chastain G/H
The Creation of Authentic Multicultural Music Making Experiences for Undergraduates in Music Education Teacher Training Programs
As the school age population in the United States increases, the number of cultural groups represented also increases. This trend has implications for music teacher educators in ensuring that cultural musical content is taught and modeled authentically. This symposium will examine this issue from four different perspectives. (SRME) Presenter: Lisa M MaynardJames Madison University, Harrisonburg, VA; Jennifer S Walter, University of North Carolina, Greensboro, NC; Jacqueline C HenningerTexas Tech University, Lubbock, TX; Excel Michael Haonga, Texas Tech University, Lubbock, TX Presider: James Byo, Louisiana State University. Chastain I/J
Presentation Session 6
1:30 PM-1:55 PM
Effects of Conductor Expressivity on Secondary School Band Members’ Performance and Attitudes Toward Conducting
Effects of expressive and unexpressive conducting on school band members’ and experts’ audio evaluations of band performance expressivity and student attitudes were investigated. Analyses indicated that experts assigned lower expressivity scores than band members, and that middle and high school students preferred being conducted expressively rather than unexpressively. (SRME) Presenter: Brian A. SilveyUniversity of Missouri, Columbia, Missouri Co-Presenter: Bryan D. Koerner, University of Colorado, Boulder, Colorado. Presider: Jennifer Whitaker, UNC Charlotte. Augusta Room 1
That Experience Was the Reason I Chose a Performance Degree Rather than an Education Degree: Two Stories of Role Transformation
Music teacher identity has been studied for decades with various changing perspectives. There has been call to investigate this phenomenon via life narratives (Pellegrino, 2009). This study tells the stories of two professional performers who, after experiencing authentic teaching experiences, claim a professional identity as ‘music teacher.’ (SMTE) Presenter: Michael A. Raiber, Oklahoma City University, Oklahoma City, Oklahoma. Presider: Cynthia Wagoner, East Carolina University. Augusta Room 2
Measuring professional dispositions in pre-service music educators
The purpose of this session is to share research regarding the identification and measurement of professional dispositions in pre-service music education students. The session will consist of three sections: An introduction to and review of our work, a substantive theoretical section, and a section detailing our work in measuring dispositions (SMTE) Presenter: Kelly A. Parkes, Teachers College Columbia University, New York, NY; Gary K Ritcher, James Madison University, Harrisonburg, VA; Paul F. Doerksen, Duquesne, Pittsburgh, PA. Presider: Sean Powell, University of North Texas. Chastain 1
Where Do We Go From Here?: Moving Forward After Changes to Music Education
Working to secure a path of future success for music education in public schools, this study examined the fallout of fiscal cuts, the changes in expectations to music programming, and the efforts to restructure, rebuild and revitalize music programs in three large public school districts. (SMTE) Presenter: Marci L Major, West Chester University, West Chester, PA Co-Presenter: David Hedgecoth, The Ohio State University, Columbus, OH. Presider: Lauren Richerme, Indiana University. Chastain E
Examining the Predictive Properties of an Electronic Portfolio as it Relates to the Four Domains of the Danielson Framework
The authors examined the coursework portfolio of pre-service music teachers to determine if any parts of the process served as predictors for teaching effectiveness in the classroom during the student teaching semester. Multiple regression analyses revealed a significant regression equation between the ePortfolio and student teaching assessments. (SRME) Presenter: Phillip Payne, Kansas State University, Manhattan, KS. Co-Presenter: Frederick Burrack, Kansas State University, Manhattan, KS. Presider: John Wayman, University of Texas at Arlington. Chastain F
Looking Inward, Branching Outward: Applications of Qualitative Research as a Music Learning Tool
The purpose of this research is to explore the application of qualitative research techniques (autobiography and oral history) as music learning tools. Participants were collegiate and eighth grade students who completed musical autobiographies and oral histories. Participants found the exercises to be meaningful and were empowered by new research skills. (SRME) Presenter: Sarah H Watts, Penn State, University Park, PA Presider: Loneka Battiste, University of Tennessee, Knoxville. Peachtree 1
Presentation Session 7
2:00 PM-2:25 PM
“My Life’s Playlist:” Exploring the Psychological Functions of Music in the Lives of Adolescent Children
The purpose of this study was twofold: (1) to study the psychological functions of music in adolescence, and (2) explore adolescent participants’ preference towards an in-class writing assignment entitled: “My Life’s Playlist.” Psychological functions investigated among adolescents’ song choices were the construction of identity, emotional regulation, interpersonal relationships, and agency. (SRME) Presenter: Daniel J Keown, Youngstown State University, Youngstown, OH. Presider: Amanda Schlegel, University of Southern Mississippi. Augusta Room 1
The Online Resource for Social Justice for the Practicing Teacher – Using Research to Promote Social Justice in the Pubic Schools
The study will investigate both the relevance and appropriate implementation of social justice discussions in the music education classroom. Using empirical data, specific strategies will be offered based on both previous and current research on how to address various social justice issues in the public music school system. (SMTE) Presenter: Jaclyn F Paul, Texas Tech University, Lubbock, Texas Presider: Amanda Soto, Texas State University. Augusta Room 2
Innovation is the Motivation: A Survey of K-12 Music Educators’ Intrapreneurial Orientation and Basic Needs Fulfillment at Work
This study gauged the salience of intrapreneuring for K-12 music teachers and whether intrapreneurial attributes and behaviors predicted teachers’ workplace motivation. Results of a survey of 1,351 music educators demonstrated that higher levels of confidence in and contextual support for intrapreneuring predicted significantly greater basic needs fulfillment at work. (SMTE). Presenter: Josef Hanson, University of Rochester, Rochester, NY Presider: Mark Montemayor, University of Northern Colorado. Augusta Room 3
Beginning Music Teachers’ Perceptions of the Student Teaching Seminar
The purpose of this study was to investigate beginning music teachers’ perceptions of their experiences in the student teaching seminar, specifically, the impact of course topics and activities. Findings provide instructors with information for constructing seminar content that will best serve their students during their first days in the classroom. (SMTE) Presenter: Christopher M. Baumgartner, University of Oklahoma, Norman, OK Co-Presenter: Kimberly H. CouncillBucknell University, Lewisburg, PA. Presider: Janice Killian, Texas Tech Univeersity. Chastain 1
Changing Licensure Requirements: Issues and Implications for Teacher Mobility and Reciprocity
Recent revisions to graduation and licensure requirements in various states have complicated the landscape of teacher mobility and the potential for licensure reciprocity. This session will address recent policy developments in teacher licensure and reciprocity, highlight potential challenges for music teacher educators, and propose principles for future reform. (SMTE) Christopher K Dye, Middle Tennessee State University, Murfreesboro, Tennessee. Co-Presenter: Carla E. AguilarMetropolitan State University of Denver, Denver, Colorado. Presider: Mackie Spradley, SMTE. Chastain E
Developing Melodic Dictation Pedagogy: A Survey of College Theory Teachers
University music theory professors (N=270) responded to a survey about teaching melodic dictation. Results included the most frequently used rhythm and pitch systems, recommended sequences, and materials (print and digital) instructors used. This report of current practice may help both high school and college music teachers. (SRME) Presenter: Andrew S. Paney, University of Mississippi, Oxford, MS. Co-Presenter: Nathan O. Buonviri, Temple University, Philadelphia, PA. Presider: Brian Silvey, University of Missouri. Chastain F
The Use of Improvisation in Undergraduate String Methods and Techniques Courses
This session examines the use of improvisation in undergraduate string methods and techniques classes. The results of a researcher-created survey indicated that music teacher educators value improvisation, but include it only sometimes to never in classes. Interviews revealed best practices suggestions for the inclusion of improvisation in string music education. (SRME) Presenter: Nancy S. Conley, Clayton State University, Morrow, Georgia. Presider: Elizabeth Menard, Bowling Green State University. Peachtree 1
Presentation Session 8
2:30 PM-2:55 PM
Effects of a Straw Phonation Protocol on Acoustical Measures of an SATB Chorus Singing Two Contrasting Renaissance Motets
The purpose of this investigation was to measure the effect of a straw phonation protocol on acoustical changes of conglomerate, choral sound. An intact SATB choir sang two motets prior to and after engaging in the protocol. Recordings provided data for acoustical analyses of differences in the choir’s overall timbre. (SRME) Presenter: Jeremy N Manternach, The University of Iowa, Iowa City, Iowa Co-Presenters: James F Daugherty, The University of Kansas, Lawrence, Kansas; Chad J Clark, The University of Iowa, Iowa City, Iowa. Presider: Melissa Brunkan, Louisiana State University. Augusta Room 1
“Out of Place” in Palestine: Toward Diverse Interpretations of Place in Music Education
Spending 5 months teaching music and studying music education in a Palestinian conservatory challenged me to think differently about definitions of place and space in music education. In this presentation I share interpretations of place and space gathered from Palestinian musickers, and query possible applications to North American contexts. (SMTE) Presenter: Carol Frierson-Campbell,William Paterson University, Wayne, NJ. Presider: Tami Draves, The University of Arizona. Augusta Room 2
MUSIC FIRST: A Platform for Exploration, Experience, and Curricular Integration
This presentation will provide an overview of an interdisciplinary, inter-professional and inter-institutional research project that investigates music listening as a non-pharmacological intervention in the ABC’s (Affect-Behavior-Cognition) of dementia patients. Results from preliminary studies and an update on the current collaborative study with the State Department of Health will be shared. (SRME) Presenter: Penny G Dimmic, Butler University, Indianapolis, IN; Timothy Brimmer, Butler University, Indianapolis, IN. Presider: Maud Hickey, Bienen School of Music – Northwestern University. Augusta Room 3
The Music Education Mentor Plus Program
The Music Education Mentor Plus Program is designed to introduce mentoring strategies teachers can implement during preservice practicum student and student teacher supervision. During 2015-2016, seven teachers and two university music education faculty members met five times. Participants engaged in discussions and role-play activities, and completed readings and reflection assignments. (SMTE) Presenter: Margaret Berg, University of Colorado, Boulder, Colorado Co-Presenter: David Rickels,University of Colorado, Boulder, CO, Presider: Ken Elpus, University of Maryland. Chastain 1
Chastain E
Presentation Session 8
Promoting Professional Collaboration among Pre-Service Music Education Majors: Pedagogy through Technology
In this inter-campus research project on collaboration, we addressed we investigated how collaborative assignments facilitated by online technology influenced undergraduate music education majors’ perception of professional collaboration and understanding of pedagogy. Participants highlighted the importance of preparing for collaboration, encountering obstacles, realizing benefits, and recognizing value of professional communication.(SMTE) Presenter: Wendy K. Matthews, Wayne State University, Detroit, Michigan. Co-Presenter: Daniel C. Johnson,University of North Carolina at Wilmington, Wilmington, North Carolina. Presider: Douglas Orzolek, University of St. Thomas. Chastain E
Cultural Passivity and Cultural Competence: Multicultural Sensitivity in Children’s Musical Learning
This study added a new perspective to the existing body of work regarding what children are capable of musically, socially, and culturally.Music education presents children with an opportunity to unpack these difficult and polarizing subjects through deep interaction with the selected repertoire thereby possibly developing Multicultural Sensitivity. (SMTE) Presenter: Karen Howard, University of St. Thomas, St. Paul, Minnesota. Presider: Sarah Bartolome, Northwestern University. Chastain F
A Survey of Choral Methods Instructors at NASM-accredited institutions: Pedagogical Content Knowledge Orientation and the Choral Methods Class
Choral methods courses are uniquely situated in the degree program and provide significant insight into choral teacher training. The purposes of this study were to determine how choral methods courses are structured within the undergraduate curriculum and what types of PCK knowledge/skills were emphasized by the instructor. (SRME) Presenter: Kyle Chandler, Arkansas State University, Jonesboro, AR. Presider: Judy Bowers, Florida State University.
3:00 PM-4:30 PM
General Session, President’s Welcome, and Keynote Speaker Address (Ben Cameron). Peachtree Ballroom
Poster Session I
4:30 PM-6:30 PM
Overlook & Chastain 2
1895-1916 New School of Methods – Institute Note-Book. Colleen Pinar, Milwaukee, Wisconsin
A Collective Case Study of the Perceptions of Intentional Reflective Dialogue by Music Student Teachers, Cooperating Teachers, and a Supervisor During the Student Teaching Experience. Stacy A. PaparoneGrove City College, Grove City, Pennsylvania
A Comparative Content Analysis of The Orff Echo and Kodály Envoy, 1975-2015. Nicola F. Mason, Eastern Kentucky University, Richmond, KY
A Comparison of Expert and Novice Task Persistence within Instrumental Music Rehearsal Frames.Mary Ellen Cavitt,Texas State University, San Marcos, Texas
A Comparison of Florida High School Band Participation and Ratings during Segregation. Timothy J. Groulx, University of North Florida, Jacksonville, Florida
A Comprehensive Profile of Scholastic Steel Bands in the United States. Adam Twain Grisé,
A Content Analysis of the Breadth of Music Literature Regarding Students with Exceptionalities. Fred SpanoUniversity of North Carolina at Charlotte, Charlotte, NC; Kimberly VanWeelden Florida State University, Tallahassee, FL
A Content Analysis of the Youth Orchestra Directors Facebook Group. Lindsay Fulcher, Ball State University, Muncie, Indiana
A Motivational Sequence Model of Students’ Intentions to Continue Participating in Music and Performing Ensembles. Hyesoo Yoo, University of Florida, Gainesville, FL
A Narrative Investigation of Adult Music Engagement Debbie Rohwer, UNT, Denton, Texas
Adaptations and Modifications Used By School Orchestra Directors To Accommodate Students with Autism Spectrum Disorder in Inclusive Settings. Annalisa Chie Chang, Florida State University, Tallahassee, Florida
Advancing the Profession: Current Status and Requirements of Teacher Leader Programs. Timothy D BrakelThe Univeristy of Toledo, Toledo, OH
An Exploration of Possible Influences of a Mixed Choir upon Life and Work Inside a Medium Security Adult Male Prison. Mary L Cohen, University of Iowa, Iowa City, IA
Body Posture Effects on Preservice Music Educators’ Professional Presence and Students’ Evaluation of Teacher Attributes. Steve Kelly, Florida State University, Tallahassee, FL; Alice-Ann DarrowFlorida State University, Tallahassee, FL
Building Preservice Elementary Classroom Teachers’ Self-Efficacy to Use Music. Yo-Jung Han, Penn State, University Park, Pennsylvania; Mara E. Culp, Penn State, University Park, Pennsylvania
Burning at Both Ends: Perspectives of the Mid-Career Music Researcher . Virginia E Wayman Davis, University of Texas – Pan American, Edinburg, TX
Can You Hear My Voice?: Students’ Reflections Regarding Access To Music Participation During Secondary School. Paulette T. SiglerGeorgia State University, Atlanta, Georgia
Caring Climates in High School Bands Susana M Lalama, Converse College, Spartanburg, SC
Children with Exceptionalities (SRME)- Music Programs within Schools for the Deaf: Developing a Grounded Theory for Inclusion. Jaclyn F Paul, Texas Tech University, Lubbock, Texas
Concert Band Literature on YouTube. Jennifer A. Whitaker, UNC Charlotte, Charlotte, NC
Culturally Relevant Attitudes and Expectations of Urban, Rural, and Suburban Teacher. Gaile StephensEmporia State University, Emporia, KS
Democratic Action in Contemporary Collegiate A Cappella. Jacob A Berglin, Northwestern University, Evanston, IL
Developing Music Teacher Educators (SMTE)- An Exploration of Interactions between Virtual Mentors and Mentees. Jill A Reese, The State University of New York at Fredonia, Fredonia, NY
Developing Music Teacher Educators (SMTE)- Communities of Practice in Music Education: A Self-Study. Erin Dineen Zaffini, Keene State College, Keene, NH
Disruptions and Transformations: The Influences of Culture and Community on Pre-Service Music Educators’ Occupational Identities. Daniel J. Albert, Michigan State University, East Lansing, MI
Evolving Music Teacher Concerns and Professional Identity: Phase II of a Longitudinal Study. Beth E Gibbs, Grand Valley State University, Allendale, MI
Experiences of Music Teachers in International School Settings. Andrea J VanDeusen, Michigan State University, East Lansing, MI
Female Doctoral Students in Music Education: The Lived Experiences of Teachers Turned Doctoral Students. Liza Meyers, Arizona State University, Tempe, Arizona
Full Service Violin Teacher: Mentoring Practices of Dorothy DeLay. Dijana Ihas, Pacific University, Forest Grove, OR
Goal Setting in Music Education Methods Courses: A National Survey. Linda C. Thornton, The Pennsylvania State University, University Park, Krissie R. Weimer, The Pennsylvania State University, University Park, PA
HISTORICAL IMAGES OF FEMALE SCHOOL BANDS: APPLICATIONS OF ICONOGRAPHY IN GENDERED-PERFORMANCE ANALYSIS. JILL M SULLIVAN, ARIZONA STATE UNIVERSITY, TEMPE, AZ; AMY SPEARS, Nebraska Wesleyan University, Lincoln, NE
Hungarian Music Education 1806-1945. Boglarka Kiss, Pasadena City College, Pasadena, CA
Implicit Theories of Intelligence as a Correlate for Pre-service Elementary Education Majors’ Change of Musical Self-Efficacy. Christen M Dillon, University of Kentucky, Lexington, KY
Instructional Content and Frequency in the Beginning Band Setting: Defining the Fundamentals. Laura Singletary, Florida State University, Tallahassee, FL
Into the Spotlight: A Case Study of Music Education Students and a Children’s Musical Theater Program Elizabeth J Tracy, Case Western Reserve University, Cleveland, Ohio
Jacquelyn Dillon and the Development and Promotion of Heterogeneous String Class Teaching Methods in the United States. Rebecca Tast,, Texas State University, San Marcos, TX
Kernaa D. McFarlin and the Fighting Blue Devil Band of New Stanton: A Review of His Tenure. John Marvin Peasant, Jr. The University of Florida, Gainesville, FL
Learning Together and Helping Each Other: Observations of First-Grade Inclusive Music Classrooms Following Peer Interaction Instruction and Activities. Ellary A Draper, The University of Alabama, Tuscaloosa, Alabama; Laura Brown, Ohio University, Athens, Ohio; Judith Jellison, The University of Texas at Austin, Austin, Texas
Lifelong Musicians and Personality Type: Predictors of Long-Term Involvement in Music. Daniel C. WelbornGeorgia State University, Atlanta, Georgia
Literature Selection Practices for Teaching Children to Sing. Debra G. Hedden, University of Kansas, Lawrence, Kansas; Asta Rauduvaite ,Lithuanian University of Educational Sciences, Vilnius
“Look at the white girl on the drum line!” An ethnoperformance of the majority as the minority. Steven Armon Anderson, Georgia State Univeristy, Atlanta, GA
Models of Professional Development: A Literature Review. Kristina R Weimer, Penn State, State College, Pennsylvania
“Music Education, Inc.” The Emergence of Private Rock Schools in America. Corin T Overland and Donna Hewitt, University of Miami, Coral Gables, FL
Music in a New Key: The Socio-Cultural Impact of the New Horizons Band Program and its Relationship to Baltes’ “Selective Optimization with Compensation” Model. Nancy L. Glen, University of Northern Colorado, Greeley, Colorado
Music Moves Me: A Content Analysis of the Orff-Schulwerk Professional Development Courses given by Movement Educator Nancy Miller. Pamela J Stover, University of Toledo, Toledo, Ohio
Music Teachers’ Work Engagement and Psychological Needs as Predictors of Their Well-Being. Sangmi Kang, University of Florida, Gainesville, FL; Hyesoo Yoo, University of Florida, Gainesville, FL
“Mystory”: Contextualizing Autobiography and Music Teaching Vision Through Arts-based Inquiry. Shannan L Hibbard, University of Michigan, Ann Arbor, MI
Navigating Identities: The Musical Lives of Second Generation Youth in Miami, FL. Sandra M Sanchez, University of Miami, Coral Gables, Florida
No Degree…No Problem? Alternative Certification in Music Education. Russell B Gavin, Baylor University, Waco, Texas; Mark A Belfast, Southeastern University, Lakeland, Florida
Online Master’s Capstones: A Model for Advising. Ed Duling, Kent State University, Kent, Ohio
Perceived Preparedness for Urban, Suburban, and Rural Teaching by Connecticut Music Educators. Amorette Languell, University of Arizona, Tucson, AZ
Pilot: Reconciling Cohen’s Phases of Second Half of Life and Active Senior Adult Community Music Participation. Lindsey R. Williams, West Virginia University, Morgantown, WV. Co-: Melita J. BelgraveUniversity of Missouri-Kansas City, Kansas City, MO
Pre-service Educator Views on At-Risk Students and Families, and Schools. Jane M Kuehne, Auburn University, Auburn, AL
Preservice Teachers’ Repertoire Choices For The Elementary General Music Classroom. Emily J Mason, California State University Fresno, Fresno, California
Professional Development in Leadership for Music Educators. Gayla Dale Kobialka, Northwest Missouri State University, Maryville, MO
Reclaiming Our Voice: How Music is Re-writing and Re-righting the Narrative of Indigenous Peoples. Ann C Clements, Penn State University, University Park, PA
Reflections on Becoming Music Teachers. Susana M Lalama, Converse College, Spartanburg, SC; Sandra M SanchezUniversity of Miami, Coral Gables, FL; Stanley Haskins, Northern Illinois University, DeKalb, IL; Craig Denison, Indiana University of Pennsylvania, Indiana, Pennsylvania
Restorative Justice in Music Programs. Mark A Kissel, Brock University, St. Catharines, Ontario
Schwenkfelder Education and Music Instruction in Eighteenth Century Southeastern Pennsylvania. Barbara E. Lewis, University of North Dakota, Grand Forks, ND
Secondary Students’ Perceptions of their Student Teacher in Music. Warren Haston, University of Hartford, West Hartford, CT
Seeds of Change: Tracing Multiculturalism in Music Education through the lens of Ethnomusicology. Bethany J Grant-Rodriguez, University of Washington, Seattle, Washington
Self-Compassion Levels in Musicians and Non-Musicians. Jamey Kelley, Florida International University, Miami, FL; Alison Farley, University of Washington, Seattle, WA
Self-Efficacy and Content Assessment in Beginning Music Educators. Elise M HepworthMissouri Western State University, Saint Joseph, MO; Andrew Homburg, Missouri State University, Springfield, MO
Social Capital within a Title I Band Program. Elizabeth S. Palmer, University of Southern California, Los Angeles, CA
Successful Mentoring Practices in Undergraduate Research: A Case Study of Faculty Mentors and Music Majors at the University of Wisconsin-Whitewater. Sharri Van Alstine, University of Wisconsin-Whitewater, Whitewater, WI; Alena HolmesUniversity of Wisconsin-Whitewater, Whitewater, WI
Supporting Music Mentors: conversations within a collaborative mentor group. Marsha M Vanderwerff, Arizona State University, Phoenix, Arizona
Teaching Beginning Jazz Improvisation. Sarin C. WilliamsUniversity of Rio Grande, Rio Grande, Ohio
Technology based Observation/Supervision for Music Student Teaching. Natalie Steele Royston ,Iowa State University, Ames, Iowa
Temperance Songs in American School Songbooks, 1865-1899 Paul D. Sanders, The Ohio State University at Newark, Newark, OH
The Description and Practice of Inclusive Education in Nebraska Secondary Music Education Classrooms. Rhonda J Fuelberth, University of Nebraska-Lincoln, Lincoln, NE; Glenn E. Nierman, University of Nebraska-Lincoln, Lincoln, NE; Amy Fraser, University of Nebraska-Lincoln, Lincoln, NE;Briana E Nannen, University of Nebraska-Lincoln, Lincoln, NE; George Parker, University of Nebraska-Lincoln, Lincoln, NE; Brittany Rom,University of Nebraska-Lincoln, Lincoln, NE; Polly Yukevich, University of Nebraska-Lincoln, Lincoln, NE
The Early History of the Heterogeneous String Class: Exploring the Merle Isaac String Class Method Book. Laurie Ann Colgrove WilliamsTexas Tech University, Lubbock, TX
The Effect of Memorized Versus Non-memorized on Choral Performance Evaluation. Sandra A Howard, Keene State College, Keene, NH
The Effect of the Middle School Band Classroom on the Relationship between Self-reported Bullying and Perceptions of Connectedness. Jared R Rawlings, Stetson University, DeLand, FL
The Engagement of Selected High School Students in a Collegiate Choir. Bryan E Nichols, The University of Akron, Akron, OH
The Expectancy Theory: Music Teachers’ Perceptions and Attitudes About Physical, Social, and Academic Risk Factors that Influence School Failure. Nicole R Robinson, University of Utah, Salt Lake City, Utah
The Friday Morning Musicale of Tampa, FL: 1902-1927. Terese M. Tuohey, Wayne State University, Detroit, MI
The Generative Approach to Musical Learning and the Holt Music Textbooks. Angela M MunroeUniversity of Colorado Boulder, Boulder, CO
The Implementation and Development of the Kodály Concept in the United States of America. Megan M Sheridan, University of Florida, Gainesville, Florida
The Irving Wolfe Collection and the Publication of “Voices of the World” Pamela J Stover . University of Toledo, Toledo, Ohio
The Level of Involvement of Students with Disabilities in Middle and High School Band and Choir: A Pilot Study. Kimberly VanWeelden, Florida State University, Tallahassee, Florida; Laura L. Dunbar, University of Wisconsin-Eau Claire, Eau Claire, Wisconsin
The Life and Career of William F. Cramer: Pedagogue, Performer, and Scholar. Michael W. Hudson, University of Kentucky, Lexington, Kentucky
The Life and Musical Contributions of Adolphe Sax: Understanding the Inventor’s Intentions. Kent C Grover, Brigham Young University, Provo, Utah
The Music Education Innovation and Legacy of Dr. James R. Wells: An Oral History Glen A Brumbach, University of Maryland, College Park, Maryland
The Secret Musical Life of Gabe: A Retrospective Case Study. Anne-Marie Hildebrandt, The Pennsylvania State University, University Park, Pennsylvania
The String Band Project: Using Vernacular Music to Drive Secondary Instrument Proficiency. Robert C Saunders, University of Miami, Miami, FL
The Use of Technology and Social Media as Tools for Communication with Students and Parents in K-12 Music Programs: A Pilot Study. Michael W. Hudson, University of Kentucky, Lexington, Kentucky; Martina Vasil, University of Kentucky, Lexington, Kentucky
Transforming Music Teacher Education through Juxtaposed Field Experiences in both Classical and Popular Music. Lily Chen-Hafteck, UCLA, Los Angeles, CA;Frank Heuser, UCLA, Los Angeles, CA
Using the iPad as an instrument in community music contexts. Jonathan R Kladder, University of South Forida, Tampa, FL
Vision Correction Experiences of Older Adults Participating in a New Horizons Band Program. Erin L WehrUniversity of Iowa, Iowa City, Iowa; Don D. CoffmanUniversity of Miami, Coral Gables, Florida
“Was My Whole World About To Be Turned Upside Down?”: The Professional Socialization of Preservice Music Teachers into Elementary General Music Education. Martina Vasil, University of Kentucky, Lexington, KY
Web-Based Accessibility Information: An Examination of University Concert Venue Websites. Kimberly VanWeelden, Florida State University, Tallahassee, Florida; Julia Heath-Reynolds, Indiana State University, Terre Houte, Indiana; Laura Meehan, United Cerebral Palsy, Orlando, Florida
