Journal of Research in Music Education最新文献_第2页

Editor’s Forum 编辑论坛

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

引用次数: 0

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

A Grounded Theory of Early Preservice Music Teacher Identity Development 早期职前音乐教师身份发展的基础理论

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-03-21 DOI: 10.1177/00224294241236657

Nicole K. Ramsey, Heather Babb Graham, Tami J. Draves, Drew Brooks

{"title":"A Grounded Theory of Early Preservice Music Teacher Identity Development","authors":"Nicole K. Ramsey, Heather Babb Graham, Tami J. Draves, Drew Brooks","doi":"10.1177/00224294241236657","DOIUrl":"https://doi.org/10.1177/00224294241236657","url":null,"abstract":"The purpose of this grounded theory was to discover the process of undergraduate students’ music teacher identity development in the first 2 years of their preservice music education program. Participants in this study were 21 undergraduate students from an introduction to music education course. We collected multiple types of data, including interviews and written artifacts, from a course-based undergraduate research experience that focused on music teacher identity development. Consistent with Charmaz’s approach, data collection and analysis were grounded in a constructivist paradigm. We analyzed participants’ music teacher identity development in a cyclical, three-phase process during the early years of their undergraduate teacher education programs. The three phases involved (a) outer experiences and interactions, (b) inner reflective processes, and (c) actions based on their reflections. The phases were situated within the context of participants’ developing sense of self. Central to this process was the students’ personal development, particularly as individuals in the stage of late adolescence.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140192800","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

“I’ve Sat in Your Seat Before”: A Study of the Experiences of Three Black Women Music Educators "我曾坐在你的座位上"：三位黑人女性音乐教育工作者的经历研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-02-24 DOI: 10.1177/00224294241229073

Marjoris Regus, Kate R. Fitzpatrick, Sean Grier

{"title":"“I’ve Sat in Your Seat Before”: A Study of the Experiences of Three Black Women Music Educators","authors":"Marjoris Regus, Kate R. Fitzpatrick, Sean Grier","doi":"10.1177/00224294241229073","DOIUrl":"https://doi.org/10.1177/00224294241229073","url":null,"abstract":"This descriptive collective case study explored the experiences of three Black women music educators through the framework of community cultural wealth. Analysis of data collected through Seidman’s three-stage phenomenological interview model revealed three themes. The first, “path to teaching,” represented the formative experiences that shaped participants’ development, including a deep level of embodied musical knowledge in multiple genres and the development of resilience. The second, “navigating the academy,” represented the experiences of participants during their collegiate programs, including mentorship and support they had received, perseverance through difficult challenges, and intersections of their experience with existing and often problematic structures in music schools. The final theme, “pedagogical approach,” represented the ways that participants wove aspects of their individual capital and experience into their pedagogical approach, including knowledge of families and community, ethnoracial representation for their students, culturally responsive approaches to pedagogy, and passing along tools for navigational success to their students. Alignment of the data with the framework of community cultural wealth is discussed, emphasizing participants’ prominent uses of both navigational and resistant capital and the development of “Black musical capital.” Implications for music education are discussed.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945372","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

Describing Engagement in the Collegiate Concert Band Rehearsal 描述参与大学音乐会乐队排练的情况

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-02-21 DOI: 10.1177/00224294241228213

Ryan D. Shaw, David Hedgecoth, Andrew Bohn, Emily Moler Huddleston, Nathan Irby, Charles Oldenkamp, Gentry Ragsdale, Lorenzo L. Sánchez-Gatt, Austin D. Thomas

引用次数: 0

The Effect of Memory and Presentation Mode in Melodic Error Detection 记忆和呈现模式对旋律错误检测的影响

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-01-31 DOI: 10.1177/00224294231225408

Bryan E. Nichols, Logan Barrett

{"title":"The Effect of Memory and Presentation Mode in Melodic Error Detection","authors":"Bryan E. Nichols, Logan Barrett","doi":"10.1177/00224294231225408","DOIUrl":"https://doi.org/10.1177/00224294231225408","url":null,"abstract":"Previous research has variably indicated the role of working memory in error detection by which working memory played a role in rhythmic error detection but not melodic error detection. Here, we devised a longer melodic error detection task for college musicians in an auditory, rather than visual, condition using classical excerpts, which we compared to briefer visual and auditory control conditions. These tests were compared to performance on a test of verbal working memory (forward digit span test) and an experimenter-created tonal working memory test. The tonal working memory test was positively related to the forward digit span test, the melodic error detection, and the visual control but not to the auditory control. Performance on the error detection test was not significantly related to year in school, level of aural skills class, years of private piano, or level of group piano class. Our participants performed similarly on the aurally presented melodic error detection of classical excerpts and the briefer visual control but not on the briefer aural control. Among other variables, years of experience on a second instrument was a significant predictor of error detection skill. High familiarity ratings with a classical excerpt did not yield a relationship to error detection performance.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938982","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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2024 Call for Applications for the JRME Editorial Committee 2024 征集 JRME 编辑委员会申请表

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-01-07 DOI: 10.1177/00224294231221880

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Forum 论坛

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-01-07 DOI: 10.1177/00224294231223017

Peter Miksza

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Call for Applications: JRME Associate Editor/Editor-Elect 征集申请：JRME 副主编/当选主编

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2024-01-07 DOI: 10.1177/00224294231221881

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