Browsing by Subject "music education"
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Item Decentering and Dismantling white Prominence in Music Education: Portraits of Diversity, Equity, and Inclusion Initiatives(2021-11) Diaz, RoqueAs racial and ethnic diversity increases in a multicultural pluralistic society, professional music education institutions like orchestras and higher education institutions strive to incorporate diversity, equity, and inclusion (DEI) initiatives into their programming, missions, and values. However, there is a lack of systematic efforts to holistically portray these initiatives and their outcomes. The primary objective of this study was to portray cultural change as revealed through the initiatives of the Saint Paul Chamber Orchestra (SPCO) and Augsburg University (AugU), two institutions that have undertaken specific strategies to advance DEI. Utilizing portraiture methodology, I revealed both institutions' lived experiences and the essence of their practices through the concept of “goodness” (Lawrence-Lightfoot & Davis, 1997) as revealed through written portraits in the form of a screenplay composed from original interviews, material cultures, site observations, and my worldview lens as the portraitist. The findings highlighted this concept of “goodness” from the two institutions' DEI journeys, rather than criticized research failures (Lawrence-Lightfoot & Davis, 1997). The resulting analysis depicts the why and how of these DEI trajectories within each institution, including values, goals, strategies, and progress in achieving outcomes, leading to a final integrative portrait of cultural change. This study offers a conceptual framework for cross-institutional principles that may be effective in achieving enhanced DEI initiatives in institutions with differing structures, missions, and purposes. Key themes that emerged from the SPCO were defining racial and ethnic diversity as the institution’s DEI lens, including subthemes of diversifying the institution’s mission, collaborative leadership, cultivating relationships, single-loop, and double-loop learning; and controlling Whiteness. Key themes that emerged from AugU were defining equity-mindedness as the institution’s DEI lens, including subthemes collaborative leadership, establishing pipelines for historically excluded and marginalized students, inclusive communications; and amplifying lived experiences and identities. Both institutions shared a common interest and general sense of goodness through collaborative leadership and cultivating relations/establishing pipelines. Yet, both had divergent themes that illuminated imperfections. Several recommendations for future research and practice are offered, along with concluding reflections.Item A History of the Eclectic String Movement in American Music Education 1967-2017(2022-06) Heuschele, EmilyFrom a foundation of Western European classical art music, string education in the United States has evolved into a mosaic of teaching and learning practices. In the first quarter of the twenty-first century, eclectic strings (fiddle, jazz, mariachi, popular music, and other string traditions from around the world) have become ubiquitous at string education conferences. The roots of eclectic string styles are deeply embedded in the history of North America; their emergence in string education arose from the Civil Rights Movement, the subsequent critical examination of music education at the Tanglewood Symposium of 1967, and the resulting initiatives in multicultural and popular music. Eclectic strings began to gain traction in the 1980s as string educators recognized the motivational potential of diverse styles. After the adoption of the 1994 National Standards for Music Education, string educators employed eclectic string styles as frameworks to teach improvisation and connect music to history and culture. At the close of the twentieth century, a growing community of publishers, artists, and educators circulated inventive materials and professional development opportunities for teaching and learning eclectic strings. Technological advancements in the 2000s provided new mediums for expressing and sharing eclectic styles. Tracing the evolution of eclectic strings in American music education through contemporary pedagogical articles, archival materials, and the stories of pivotal string educators revealed enthusiasm and innovation alongside challenges to dissolving the racial and social hierarchical structures inherent in institutionalized string education.Item A Mixed Methods Investigation of Student Nonparticipation in Secondary School Music(2015-07) Hawkinson, JenniferProviding opportunities for students to participate in music as part of a comprehensive education remains a core value of American education. However, the small proportion of school music participants suggests that existing music programs may not be serving all students. The purpose of this sequential explanatory mixed methods study was to investigate those factors and barriers associated with students' decisions not to participate in school music programs, with an emphasis on the experiences of students from underserved populations. This investigation was guided by the expectancy-value and constraint negotiation theories related to activity choice behaviors. Constraint negotiation, from leisure sociology, posits that participation in any activity is the result of successfully navigating constraints, and when constraints become barriers, nonparticipation results. In the first, quantitative phase of the study, data were collected from students in a Midwestern high school (N = 319). Quantitative results indicated seven predictors of school music participation and nonparticipation in a logistic regression model: race/ethnicity, free or reduced lunch status, perceptions and attitudes toward school music, musical task difficulty, and personal perception, conflicting activity, and school music structural constraints. In the second, qualitative phase of the study, an instrumental collective case study (N = 12) was used to examine student nonparticipation. Data were collected through interviews, transcripts, observations of music classes, interviews with music teachers, field notes, and artifacts. Qualitative results revealed five cross-case themes: nonparticipant musicians, choice as a hierarchy of personal values, school music as a closed system, the power of personal perceptions, and a desire for student-centered pedagogy. A connected mixed methods analysis identified areas of convergence and divergence between the quantitative and qualitative data that primarily confirmed the statistical analysis. Based on these results, a preliminary model of school music constraints was developed to explain student experiences with school music. The results suggested that recognizing the barriers to school music participation and implementing student-centered pedagogical practices may assist in the engagement and sustained participation of more students in school music. Further research exploring constraint negotiation is recommended to develop a greater understanding of the experiences of both school music participants and nonparticipants.Item Proposed University-Community Pre-School Music Program for Inner-City Children from Low-Income Backgrounds.(Department of Music and Center for Urban and Regional Affairs, University of Minnesota., 1971) Woods, Richard G.; Reidel, Johannes; Strommer, Jean