Journal of Research in Music Education最新文献_第9页

Effects of Attentional Focus on Motor Performance and Physiology in a Slow-Motion Violin Bow-Control Task: Evidence for the Constrained Action Hypothesis in Bowed String Technique. 在慢动作小提琴弓控制任务中注意焦点对运动表现和生理的影响:弓弦技术约束动作假说的证据。

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-07-01 Epub Date: 2021-08-05 DOI: 10.1177/00224294211034735

Emma Allingham, Clemens Wöllner

{"title":"Effects of Attentional Focus on Motor Performance and Physiology in a Slow-Motion Violin Bow-Control Task: Evidence for the Constrained Action Hypothesis in Bowed String Technique.","authors":"Emma Allingham, Clemens Wöllner","doi":"10.1177/00224294211034735","DOIUrl":"https://doi.org/10.1177/00224294211034735","url":null,"abstract":"<p><p>The constrained action hypothesis states that focusing attention on action outcomes rather than body movement improves motor performance. Dexterity of motor control is key to successful music performance, making this a highly relevant topic to music education. We investigated effects of focus of attention (FOA) on motor skill performance and EMG muscle activity in a violin bowing task among experienced and novice upper strings players. Following a pedagogically informed exercise, participants attempted to produce single oscillations of the string at a time under three FOA: internal (on arm movement), external (on sound produced), and somatic (on string resistance). Experienced players' number of bow slips was significantly reduced under somatic focus relative to internal, although number of successful oscillations was not affected. Triceps electromyographic activity was also significantly lower in somatic compared to internal foci for both expertise groups, consistent with physiological understandings of FOA effects. Participants' reported thoughts during the experiment provided insight into whether aspects of constrained action may be evident in performers' conscious thinking. These results provide novel support for the constrained action hypothesis in violin bow control, suggesting a somatic FOA as a promising performance-enhancing strategy for bowed string technique.</p>","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/00224294211034735","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40568110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

An Exploratory Study of Music Teachers’ Flow Experiences Between Performing and Teaching Music 音乐教师演奏与教学流动体验的探索性研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-06-06 DOI: 10.1177/00224294221099833

Sangmi Kang

{"title":"An Exploratory Study of Music Teachers’ Flow Experiences Between Performing and Teaching Music","authors":"Sangmi Kang","doi":"10.1177/00224294221099833","DOIUrl":"https://doi.org/10.1177/00224294221099833","url":null,"abstract":"The purpose of this study was to examine music teachers’ experiences with flow while performing and teaching music. A model with four flow antecedents (Challenge, Skills, Goal Clarity, and Feedback) and three dimensions of flow state (Absorption, Enjoyment, and Intrinsic Motivation) was adopted to investigate music teachers’ flow experiences in performing and teaching. Two hundred twenty-five music teachers completed the Flow in Music Performing and Teaching Scale, modified from Buil et al. The analyses revealed that the four flow antecedents in the proposed model explained a substantial amount of variance in music teachers’ flow state for both performing and teaching music settings (54.0% in performing, 34.7% in teaching). Participants’ open-ended descriptions of flow were also collected to further explore music teachers’ personal experiences with flow. The open-ended descriptions revealed that music teachers cited topics pertaining to Challenge, Skills, Absorption, Enjoyment, and Flow Disruptor when describing flow in performance. In contrast, they tended to cite topics pertaining to Feedback, Goal Clarity, and Group Flow when describing flow in teaching. Because Feedback and Goal Clarity appeared to be more closely associated with flow in teaching, executing lesson plans to accomplish goals while flexibly responding to students’ spontaneous feedback may elicit flow for teaching.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45167405","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

Differences in Attention Allocation in Relation to Music Teacher Experience and Expertise 音乐教师经验与专业知识在注意分配上的差异

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-05-10 DOI: 10.1177/00224294221096701

Laura K. Hicken, Robert A. Duke

{"title":"Differences in Attention Allocation in Relation to Music Teacher Experience and Expertise","authors":"Laura K. Hicken, Robert A. Duke","doi":"10.1177/00224294221096701","DOIUrl":"https://doi.org/10.1177/00224294221096701","url":null,"abstract":"To assess allocation of attention by music teachers with different levels of experience and expertise, we recruited five participant flautists: an artist teacher, two graduate students, and two undergraduates, all of whom observed nine brief video recordings of flute, clarinet, and saxophone players; a juggler; a baseball batter; and a ballerina. We tracked participants’ gaze using wearable eye-tracking hardware and software, and we analyzed the targets and durations of over 1,300 visual fixations and the paths of participants’ eye movements while observing the videos. The gaze behavior of the artist teacher and one of the graduate students, when they observed flute playing, was much like that of the experts in other domains of human experience. These two participants’ fixations were longer than those of the other three participants, and the sequence of fixation targets reflected a hierarchical prioritization of the fundamentals of flute playing. These same features were not apparent when these same two participants observed the other videos, and they were not observed in the gaze behavior of the other three participants in any of the videos observed. The results of this study demonstrate that allocation of attention, as indicated by gaze behavior, is reflective of expertise in music teaching as it is in other domains.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49039058","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: 3

Digital Listening Tools to Facilitate Children’s Self-Regulation of Instrumental Music Practice 数字听力工具促进儿童器乐练习的自我调节

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-05-04 DOI: 10.1177/00224294221093521

Lydia Wan, Renée Crawford, L. Jenkins

{"title":"Digital Listening Tools to Facilitate Children’s Self-Regulation of Instrumental Music Practice","authors":"Lydia Wan, Renée Crawford, L. Jenkins","doi":"10.1177/00224294221093521","DOIUrl":"https://doi.org/10.1177/00224294221093521","url":null,"abstract":"In this study, we explored the ways in which listening tools within technology-mediated environments can facilitate children’s self-regulation of instrumental music learning between lessons. This interpretive multiple case study utilized a software application assigned for 22 weeks to a piano teacher and four students (ages 8–10). Data sources include student and teacher semistructured interviews and practice session observations. Self-regulated learning theory informed the recommended learning approach with technology and provided a lens for within- and cross-case thematic analysis. Study findings suggest that digital tools that provide accessible and customizable listening experiences can be used strategically to promote independent listening opportunities between lessons, in turn facilitating processes of aural familiarity and problem-solving. However, students’ self-regulatory development was also dependent on learning preferences and sustained teacher facilitation. The recommendations in this study can inform instrumental teachers about pedagogical approaches with technology, and the implications can contribute to the design of digital environments to support children’s instrumental learning.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44963198","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

Band Teacher Agency in a High-Stakes Performance Environment 高风险绩效环境下的乐队教师代理

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-04-08 DOI: 10.1177/00224294221088856

O. Tucker

{"title":"Band Teacher Agency in a High-Stakes Performance Environment","authors":"O. Tucker","doi":"10.1177/00224294221088856","DOIUrl":"https://doi.org/10.1177/00224294221088856","url":null,"abstract":"The purpose of this instrumental case study was to investigate band teacher agency in a high-stakes performance environment. Research questions were: (1) What experiences and professional relationships were most salient in the past (iterative), present (practical-evaluative), and future (projective) dimensions of band teacher agency in a high-stakes performance environment? and (2) How did high-stakes performance practices, mediated by teacher agency, shape music teaching and learning in school bands? I used Emirbayer and Mische’s chordal triad of agency and Priestley et al.’s ecological framework of teacher agency as theoretical frameworks, and I collected data in the forms of interviews, observations, and document review in 2019. Participants’ agency emerged from their interactions with music education organizations that perpetuated a high-stakes performance environment. Powerful structures (state associations) and individual agents (band teachers) sustained each other through norms and values derived from their contextual discourse. Findings indicated that visions for holistic music-making and greater diversity and inclusion in school music must include structural changes in professional organizations. For example, state associations could enact policies that incentivize teachers to exert agency to engage students in other forms of music learning in addition to performance preparation.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47863778","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: 2

2022 Call for Nominations: NAfME Senior Researcher Award 2022年提名征集：NAfME高级研究员奖

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-03-10 DOI: 10.1177/00224294221083376

引用次数: 0

Mentoring Graduate Students in Music Education: A Mixed-Methods Phenomenological Study 音乐教育研究生辅导:混合方法现象学研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-03-08 DOI: 10.1177/00224294221081000

V. L. Bond, Martina Vasil, Julie D. Derges, Bryan E. Nichols

引用次数: 3

Middle School Music Uptake and Achievement: Evidence From the 2016 Arts National Assessment of Educational Progress 中学音乐的吸收和成就：来自2016年国家艺术教育进步评估的证据

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2022-02-21 DOI: 10.1177/00224294221078512

Kenneth Elpus

{"title":"Middle School Music Uptake and Achievement: Evidence From the 2016 Arts National Assessment of Educational Progress","authors":"Kenneth Elpus","doi":"10.1177/00224294221078512","DOIUrl":"https://doi.org/10.1177/00224294221078512","url":null,"abstract":"The purpose of this study was to examine the demographic characteristics and music achievement of eighth-grade students in the United States using evidence from the 2016 National Assessment of Educational Progress in the Arts (NAEP). Analyzing NAEP data from a nationally representative sample of 4,340 eighth graders attending public and private middle schools in the United States in 2016, The author estimated enrollment percentages in various kinds of music classes and compared Music NAEP scores across various individual characteristics. Results showed that 64% of eighth graders enrolled in a school music class, with 34% of eighth graders enrolling in an ensemble class. Among ensemble students, there was underrepresentation of Black and Latinx students and underrepresentation of students of lower socioeconomic status. Students who were enrolled in general music and not an ensemble did not follow this pattern: Black and Latinx students and students of lower socioeconomic means were overrepresented among general music students. Controlling for contextual and demographic characteristics, ensemble music students significantly outscored nonmusic students on the Music NAEP, but students enrolled in general music as their only music course scored statistically indistinguishably from their nonmusic peers.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42211107","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: 3

Children’s Representations of Music, Musical Identities, and Musical Engagement: Content and Socio-Demographic Influences 儿童对音乐的表征、音乐身份和音乐参与：内容和社会人口影响

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2021-12-17 DOI: 10.1177/00224294211065096

Giulia Ripani

{"title":"Children’s Representations of Music, Musical Identities, and Musical Engagement: Content and Socio-Demographic Influences","authors":"Giulia Ripani","doi":"10.1177/00224294211065096","DOIUrl":"https://doi.org/10.1177/00224294211065096","url":null,"abstract":"Using the Theory of Social Representations as a theoretical and methodological framework, the purpose of this study was to describe children’s representations of music, musical identities, and musical engagement across middle childhood. Participants were primary students aged 8 to 11 (N = 132) from four schools in a large city in the Southeastern United States. Previous studies have documented that projective techniques (linguistic associations with textual stimuli) can access latent dimensions of thinking. Accordingly, linguistic associations with the textual stimuli “music,” “music and me,” music at school,” and “music outside school” were used to gain insight into children’s representations of music, musical identities, and musical engagement. Participants were also asked to provide socio-demographic data that might influence their responses. The Correspondences Analysis technique was used to reconstruct representational fields associated with the stimuli. For each stimulus, a three-factor extraction identified hidden dimensions in children’s linguistic responses and summarized the links between contextual variables and children’s representations. Major findings suggest that children at increasingly younger ages express preferences and construct their own representations of music and musical identities.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49526905","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: 2

The Effect of Register, Direction, and Magnitude on Musicians’ Evaluations of Chamber Ensemble Intonation: A Within-Study Comparison for Analysis of Repeated Measures 语域、方向和幅度对音乐家室内合奏语调评价的影响——重复测量分析的研究比较

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2021-12-13 DOI: 10.1177/00224294211060457

David S. Miller

{"title":"The Effect of Register, Direction, and Magnitude on Musicians’ Evaluations of Chamber Ensemble Intonation: A Within-Study Comparison for Analysis of Repeated Measures","authors":"David S. Miller","doi":"10.1177/00224294211060457","DOIUrl":"https://doi.org/10.1177/00224294211060457","url":null,"abstract":"This study had two primary purposes: (1) to investigate the effect of register, direction, and magnitude on musicians’ evaluation of chamber ensemble intonation, and (2) determine whether a novel nonparametric technique, ordinal pattern analysis (OPA), was a viable alternative to repeated-measures analysis of variance (rANOVA). I digitally mastered a recording of a string quartet performing a phrase from Capriol Suite by altering the intonation of the violin or cello voice ±20 and 30 cents sharp and flat. Participants (N = 72) completed a discrimination task and an evaluation task with the recordings, with task order, and within-task item order presented in a random order. Analysis using rANOVA revealed significant differences due to register, direction, and magnitude: Excerpts with cello errors were rated as more in tune than excerpts with violin errors; excerpts with flat errors were rated as more in tune than excerpts with sharp errors, and excerpts with 20-cent magnitude errors were rated as more in tune than excerpts with 30-cent magnitude errors. OPA results were consistent with rANOVA results. Substantive implications for music teaching and learning are discussed alongside methodological considerations and implications for music education research using repeated-measures designs.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41818279","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: 1