Journal of Research in Music Education最新文献

Teacher Feedback in Collegiate Instrumental Music Lessons 高校器乐课中的教师反馈

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-07-30 DOI: 10.1177/00224294241265014

Gary E. McPherson, Jennifer Blackwell

{"title":"Teacher Feedback in Collegiate Instrumental Music Lessons","authors":"Gary E. McPherson, Jennifer Blackwell","doi":"10.1177/00224294241265014","DOIUrl":"https://doi.org/10.1177/00224294241265014","url":null,"abstract":"Teacher feedback is an integral component of helping students understand their current level of achievement and what they can do to improve their performance. This study built on literature in educational psychology by adopting a framework developed by Hattie and Timperley to explore how different types of feedback are used in studio instrumental lessons. For this study, we investigated the use of feedback of highly experienced collegiate instrumental studio music teachers ( N = 6) and their students ( N = 18). Results indicated that around 83% of all teacher comments were classified as “feed-back” (i.e., reflections on what the student just played), with far fewer focused on “feed-forward” (16%) strategies for improving performance and “feed-up” (<1%) goal setting. Task-level comments on what the student had just done comprised 85% of the feedback, in contrast to process-level (9%) feedback that provides strategies for improving the next performance attempt and self-regulation comments (<1%) that cue the learner to monitor and control their own performance. Discussion of these results include comparisons between classroom and studio teaching practices and ways of refining instrumental teachers’ abilities to provide more targeted and effective feedback to their students.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-07-28 DOI: 10.1177/00224294241264894

Peter Miksza

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A National Analysis of High School Music Course Grades 全国高中音乐课程成绩分析

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-07-27 DOI: 10.1177/00224294241259483

Brian P. Shaw

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Navigating Identities: The Musical Lives of Four Second-Generation Immigrant Children 身份导航：四位第二代移民子女的音乐生活

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-07-26 DOI: 10.1177/00224294241256929

Sandra Sanchez Adorno

{"title":"Navigating Identities: The Musical Lives of Four Second-Generation Immigrant Children","authors":"Sandra Sanchez Adorno","doi":"10.1177/00224294241256929","DOIUrl":"https://doi.org/10.1177/00224294241256929","url":null,"abstract":"This collective case study explored the musical lives of second-generation immigrant children in Miami, Florida, USA, to gain greater insight into music’s role in the negotiation, construction, and expression of their “identities in music” and “music in identities.” Four children between the ages of 8 and 12 who had at least one parent born outside of the United States participated in the study. Data were collected through participant-created artifacts, observations, and semistructured interviews with the children and other key figures in their homes and communities. Findings suggest that the children explored and evaluated their musical identities through a continuous cycle of musical experiences and social comparisons and that formal, informal, and nonformal music experiences in school, at home, and with the media informed the children’s understandings and expressions of musical identities. Additionally, music allowed the children to explore the values, traditions, and expectations of particular social groups. Children’s musical experiences also served as a source for understanding, maintaining, and expressing their ethnic, gender, and youth identities.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering Composer Voice in Tertiary Teaching of Contemporary Music Composition 在高等院校当代音乐创作教学中培养作曲家的声音

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-06-12 DOI: 10.1177/00224294241255579

Lucas Lörch, Erkki Huovinen

{"title":"Fostering Composer Voice in Tertiary Teaching of Contemporary Music Composition","authors":"Lucas Lörch, Erkki Huovinen","doi":"10.1177/00224294241255579","DOIUrl":"https://doi.org/10.1177/00224294241255579","url":null,"abstract":"The aspiring composer’s development is commonly described using the metaphor of finding one’s own composer voice. A central goal for teaching composition in higher music education is to guide students toward finding such a voice—toward personal expression and creativity. In order to shed light on the teaching strategies associated with this goal, we analyzed composition teachers’ views on their students’ typical problems and how they deal with them. We conducted semistructured interviews with higher education composition teachers in Germany and Sweden. By means of thematic analysis, we identified two recurring problem situations. First, students might be insecure about what they want to achieve musically. To address this issue, teachers reported engaging students in self-reflection regarding their aesthetic preferences or specific compositional decisions. Second, students’ work might not seem original enough. Teachers reported addressing this problem by providing new perspectives on students’ music, for example, by prompting students to engage with their materials, acquire new experiences, or consider different musical parameters. Despite an ideal of creative freedom, the teachers thus retain authority over the aesthetic learning process by requiring adherence to a second ideal—that of originality. The findings could strengthen pedagogical practitioners’ efforts to foster the creativity of young composers.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141350101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Music Participation Among Public School Students in Metropolitan China: An Examination of Personal, Parental, and School Factors 中国大都市公立学校学生的音乐参与情况：个人、家长和学校因素的研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-06-12 DOI: 10.1177/00224294241257154

Ning Luo, Tao Guan

{"title":"Music Participation Among Public School Students in Metropolitan China: An Examination of Personal, Parental, and School Factors","authors":"Ning Luo, Tao Guan","doi":"10.1177/00224294241257154","DOIUrl":"https://doi.org/10.1177/00224294241257154","url":null,"abstract":"The purpose of this study was to explore the influence of personal, parental, and school-related musical factors on music participation among public elementary and secondary school students in an economically advantaged urban area in China. A total of 12,155 students from sixth, eighth, and 11th grades reported their demographic information, musical interest, attitude, self-concept, perceived parental support, and perceived school music environment. The results indicated that (a) the female students and those with higher socioeconomic status had higher levels of musical interest, more positive attitudes, a stronger musical self-concept, greater perceived parental support, and better perceived school music environments; (b) there was a gap between National Curriculum Standards and actual music education delivery at the elementary level; (c) students’ demographic and personal factors were more influential than parental and school factors in predicting music participation; (d) there was a significant association between socioeconomic status and engagement in out-of-school music activities; and (e) parental support and the perceived school music environment moderated the relationships between personal factors and music participation. By illuminating the complex dynamics that affect music participation in a metropolitan Chinese context, we hope to enhance global understanding and foster cross-cultural discourse on music education.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Participation and Persistence in High School Elective Music Ensembles 高中音乐选修课合奏的参与和坚持情况

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-04-29 DOI: 10.1177/00224294241247267

Kenneth Elpus, Carlos R. Abril

{"title":"Participation and Persistence in High School Elective Music Ensembles","authors":"Kenneth Elpus, Carlos R. Abril","doi":"10.1177/00224294241247267","DOIUrl":"https://doi.org/10.1177/00224294241247267","url":null,"abstract":"In this study, we examined demographic patterns of participation and persistence in high school elective music ensembles. We extend prior research that has only compared music and non-music students by explicitly modeling persistence across multiple years of ensemble enrollment. The research draws on data from the High School Longitudinal Study of 2009 and employs a zero-inflated Poisson regression model to analyze the data. This hurdle model, suitable for count data with a large number of zero observations, allows us to jointly examine factors related to enrolling in at least 1 year of a music ensemble (moving from 0 years to 1 year of music) and those factors related to accruing additional years of music ensemble enrollment (moving beyond 1 year to multiple years). We found that family socioeconomic status, birth-assigned sex, academic achievement, shared parent/student outside arts event attendance, and out-of-school arts engagement were significant predictors of both students’ music participation and persistence. By examining persistence, we add important nuance to the prior research examining demographic predictors of elective high school music enrollment, particularly for issues of birth-assigned sex and socioeconomic status in the choral context.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140820036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-04-29 DOI: 10.1177/00224294241250087

Peter Miksza

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Lived Experiences of Adult Caregiver “Nonmusicians” and “Nonsingers” in Early Childhood Music Classes 幼儿音乐课中 "非音乐家 "和 "非歌唱家 "成年照顾者的生活经历

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-04-26 DOI: 10.1177/00224294241247578

Karen Salvador, Saleel Adarkar Menon

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How Does Increasing Contextual Interference in a Musical Practice Session Affect Acquisition and Retention? 在音乐练习课中增加情境干扰如何影响习得和保持？

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-04-02 DOI: 10.1177/00224294231222801

Thomas Mathias, Andrew Goldman

{"title":"How Does Increasing Contextual Interference in a Musical Practice Session Affect Acquisition and Retention?","authors":"Thomas Mathias, Andrew Goldman","doi":"10.1177/00224294231222801","DOIUrl":"https://doi.org/10.1177/00224294231222801","url":null,"abstract":"The purpose of this study was to investigate the effect of three schedules of practice on high-level violinists’ learning. The contextual interference (CI) effect occurs when two or more tasks are practiced in an interleaved manner, which has been shown to impair initial learning but improve retention. How a musician alternates between tasks during practice can have a great impact on learning. This study was designed to explore how an increasing schedule of CI within a practice session would compare to the traditional blocked and random schedules. Sport research has shown a dynamically adaptive schedule to be advantageous, yet this area is relatively unexplored in music. Twenty advanced violinists at a music school practiced three sets of musical excerpts under three practice schedule conditions: blocked (pieces practiced one at a time), increasing contextual interference (blocked and then random), and interleaved (pieces randomly alternating). Recordings were taken at the stages of sight-reading, acquisition (immediately after practice sessions), and retention (24 hours later). Expert ratings of each musician’s recordings revealed no effect at the acquisition stage. However, at the delayed retention test, the blocked condition proved to be most effective. Fifty percent of participants perceived blocked practice to be the most effective.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0