Browsing by Subject "Music Education"
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Item An analysis of methods for teaching middle school band students to articulate.(2011-06) Budde, Paul JosephItem Comprehensive musicianship through performance in the high school band: a case study(2013-08) Stewart, John RobertThe purpose of this study was to explore how teaching practices in the high school band setting are informed by Comprehensive Musicianship through Performance (CMP) and to examine external factors that may impact the planning process for high school band directors. The CMP Model provides a framework for teachers to develop "a program of instruction that emphasizes the interdependence of musical knowledge and musical performance," while seeking to engage students in "a variety of roles including performing, improvising, composing, transcribing, arranging, conducting, rehearsing, and analyzing (visually and aurally)" (WMEA, 1977, p. 1). The CMP Model consists of music selection, analysis, outcomes, strategies, and assessment. Participants in this collective case study included four self-selected high school band directors and eight high school band students (two students from each participating school) in Minnesota. Data collection techniques included semi-structured interviews with teachers and students at various points throughout the study, classroom observations, artifacts, field notes, and email correspondence. Cross-case analysis of teacher data revealed five emergent themes: (1) teacher planning; (2) an alignment and misalignment of teacher beliefs regarding the CMP Model and implementation of learning outcomes; (3) the teachers' perception and attitude toward external factors; (4) the teachers' implementation of student-centered instruction to deepen the students' musical experience; and (5) the unique ways teachers describe CMP. Cross-case analysis of student data revealed three themes: (1) students' value of student-centered instruction in music; (2) students' expressed interest and desire to engage in composition; and (3) the ways that teacher implementation of CMP impacts student learning. Although data indicated that points of the CMP Model are present in their teaching practice, several external factors impacted the teachers' ability to consistently implement points of the CMP Model. External factors included performance-based pay, the need to support school goals for reading and math, and diminished instructional and planning time due to state mandated testing. Participating teachers indicated that these external factors combined with the pressures of performance expectations by administrators, parents, and community detracted from their ability to consistently teach for musical understanding in the high school band.Item The Role of Leadership Styles and Team Strategies of Conductors in Symphony Orchestras(2024-05) Liu, RuizhaoThis paper explores the dynamic role of leadership styles and team strategies in symphony orchestras comparing those of conductors in China and the United States. It focuses on how orchestra conductors with different leadership styles attempt to optimize musical quality and ensure harmonious collaboration. Conductors interviewed describe resources needed to learn leadership styles. This research explores various leadership styles, from authoritarian to democratic and transformational, and examines their impact on the orchestra's performance and internal dynamics. Additionally, this research investigates the effectiveness of different team strategies in fostering collaboration and communication among musicians. The paper identifies gaps in current research through a comprehensive review of existing literature, particularly the resources to facilitate this learning. It also delves into how these styles affect orchestra members' mental and professional interplay. The research further investigates how different leadership approaches, including conductor-less orchestras, affect the mental and professional interplay among orchestra members. Key findings highlight the importance of emotional intelligence, adaptability, and a thorough understanding of the orchestral environment for effective leadership. This study ultimately underscores the critical role of teamwork in aligning individual talents with collective goals.Item Underrepresentation of African Americans in Music Positions at Predominantly White Institutions: A Narrative Case Study(2021-12) Davis, AdrianUtilizing the narrative case study method, this study elevates the voice and perspective of African American music professors currently employed in predominantly White institutions. Five participants were selected through purposive sampling. Specific criteria are based on self-identified race, degree status, current employment status, years of college teaching experience, and professorial rank. The participants have a wide variety of musical backgrounds (e.g., instrumental, choral, musicology, education, performance). They were selected from universities across various regions of the United States including the Upper Midwest, Ozark, Northeast, East Central, and Pacific West regions. The participants' schools range from a minimum classification of Post Baccalaureate to Research Doctoral. Data were gathered from the participants through semi-structured interviews. Interview questions were formed based on topics that would be explored in the study. Interviews were synthesized into multiperspective within-case analyses using coding (i.e., initial, in vivo, emotion, process), followed by a cross-case analysis. Critical race theory is used throughout the study as a conceptual framework to create themes, and to consider the institutionalized racism centralized in curriculum design, pedagogical approach, school administrative policies, and sociopolitical actions promoted by local communities and the United States government. While the social construct of institutionalized racism is operationalized in predominantly White institutions, it is conceptualized and shared through participants' stories. The study connects institutionalized racism to barriers against the advocacy for, and long-term engagement of African American professors of music. The study suggests current and future counters that could support a greater understanding in shifting this sociopolitical paradigm.