Overwhelming evidence supports the fact that music instruction greatly increases academic achievement on standardized test scores at the elementary, middle and high school level. When school districts face budget deficits, typically they alleviate the shortfall by eliminating music programs. Currently in Dallas ISD, teacher salaries are affected by how well a student performs on the STAAR exam. In this quantitative, causal-comparative study, 5th grade music STAAR mathematics scores are investigated to discover if instrumental music instruction using the Little Kids Rock Modern Band method improves academic achievement on the STAAR exam.

Undergraduate cellists from diverse pedagogical backgrounds with various levels of technical proficiency often struggle to adapt to the demanding performance standards of the university environment. Frequently, these challenges are caused by technical concepts that have been incorrectly learned or unaddressed in the cellist's previous educational experience. Designed for university cello professors and undergraduate cello students, this study is a remedial and enhancement technical method for developing efficient performance habits; it presents a synthesis of cello performing ideologies, comprehensive technical analysis, physical conformation solutions, original sequential exercises, practice models, and recommendations for supporting literature. The method provides a structured path to expressive mastery and artistic freedom in performing advanced cello repertoire.

The purpose of this study was to increase knowledge about the experiences of adult amateur string players. Through narrative inquiry, this study presents the unique stories of two amateur string players who have sustained their active music-making throughout their adult lives. Leaders in music education have promised lifelong music-making and touted it as a benefit of supporting music in schools. This promise is part of vision statements, symposia, advocacy efforts, and guiding documents for the last century. Yet, the most common outcome for students who participate in school music programs is that they quit before they graduate high school, or soon afterward. The idea of school music segueing into lifetime music-making for large numbers of students remains an aspiration and not the outcome. I used narrative inquiry to explore and present the stories of these two players. Their experiences are unique, and it is not appropriate to generalize their narratives to others. However, I hope that by closely examining the experiences they considered impactful in their lives as music students and amateur musicians, music educators can better understand the ways their teaching practices might lead to students' enjoyment of music-making past their student years. Implications for practicing music teachers and future research are discussed.

The thesis deals with a reflection on European Student Forum 2018 and ascertains selected delegates'viewpoints concerning pre-graduate teacher education. The thesis compares resulting ideas with attitudes of selected Czech candidates studying at different faculties of education. The theoretical part describes music education factors such as teachers and students. It further models the notion of music education and its historical development in European context. The third part provides readers with some insights into music organizations, their goals and mission. The EAS organization and its Student forums have been emphasized. The practical part constitutes of the result analysis based on future music teacher's ideas (Student Forum delegates as well as Czech students). The second part further establishes student's experience regarding their pre-graduate and informal teacher education. KEYWORDS music education, informal education, music organizations, European Association for Music in Schools, pre-graduate teacher education

In this chapter, enacted possibilities for learning in a Scottish and a Swedish music lesson are analysed and compared with the intended learning outcomes as defined in the Swedish national curriculum. The Scotland-Lesson proves to place more emphasis on music's auditive aspects while the Sweden-Lesson focuses playing as individual manual skills.

Eine Stunde im Licht verschiedener Theorien: Musikdidaktiker aus deutschen Hochschulen bzw. Universitäten betrachten eine exemplarische Musikstunde und machen mit deren Hilfe ihre Positionen deutlich. Dabei wird ein Kreis musikdidaktischer Perspektiven sichtbar, die über das gemeinsame Beispiel aufeinander bezogen werden können, sodass eine Kartierung gegenwärtiger Musikdidaktik entsteht. Das war die Ausgangsidee. Im Zentrum der Leipziger Tagung standen drei vielfältig dokumentierte Musikstunden aus verschiedenen Bundesländern, auf die sich zwölf Didaktiker bezogen. Sie konnten jede Stunde aus drei Kameraperspektiven betrachten, dazu hatten sie Leitfadeninterviews mit den Lehr-Lern-Akteuren. Nach jeweils vier Vorträgen trafen die Referierenden in Fishbowl-Diskussionen aufeinander, in denen das Publikum einen eigenen Platz hatte. Diese Diskussionen liegen, auf die zentralen Aussagen gekürzt, zusammen mit den Beiträgen vor. Die Stunden-DVDs, Beispielausschnitte der Autoren und Interview-Transkriptionen liegen der Printausgabe des Bandes bei. Die von den Autoren detailliert besprochenen Video-Ausschnitte sind in der hier vorliegenden elektronischen Ausgabe mit dem Text verlinkt. / A lesson in the light of different theories: experts on music education from German universities observe a typical music lesson and use it to explain their positions. This shows us a range of perspectives on music education which can be related to one another through the shared example, thus creating a map of current musical education theories. That was the original idea. At the centre of the Leipzig conference were three well-documented music lessons from different parts of Germany, which twelve educationalists referred to. They were able to observe each lesson from three different camera perspectives, and there were also guiding interviews with both teachers and learners. After every four presentations the speakers met in fishbowl discussions which were open to the audience. Abridged versions of these discussions are included alongside the essays. The DVDs of the lessons, sample excerpts from the speakers, and transcriptions of the interviews accompany the volume.

Master of Music / Department of Music / Frank C. Tracz / This document was written after examination, research, score analysis, and lesson planning in preparation for the Graduate Conducting Recital of Travis M. Johnson. This recital was held on Monday, March 8, 2010 at the Cheney High School Auditorium at 6:00 pm. A philosophy of Music Education and criteria for quality literature selection is followed by the theoretical and historical analysis of four works; Flourish for Wind Band by Ralph Vaughn Williams, Air for Band by Frank Erickson, An American Elegy by Frank Ticheli, and Rough Riders by Karl King arranged by James Swearingen. Lesson plans, rehearsal aids, warm up exercises, and student assignments are included in the examination of this process.

Master of Music / Department of Music / Frank C. Tracz / This document is comprised of research and analysis of the comprehensive examination of the graduate conducting recital of Shawn Michael Knopp. This recital was performed by the Smoky Valley High School Concert Band, on February 27, 2009, at the Century II Concert Hall in Wichita, Kansas. The examined repertoire for the recital includes Dance Sinfonia, by Dennis W. Fisher, Linden Lea, by Ralph Vaughan Williams, arranged by John W. Stout, Strawflower, by Ralph Hermann, Emperata Overture by Claude T. Smith, and Foshay Tower Washington Memorial March by John Philip Sousa, edited by Daniel Dorff. This document contains theoretical and historical analysis and outlines the method of planning and preparing a graduate conducting recital according to the Blocher, Miles and Tracz formats.

Master of Music / Department of Music / Frank C. Tracz / This document was constructed on the comprehensive examination questions based on the Graduate Conducting Recital of Kyle D. Hopkins. The theoretical and historical analysis includes The Star-Spangled Banner by Jack Stamp, Tharsos by Jeff Jordan, Americans We by Henry Fillmore, and Cajun Folk Songs by Frank Ticheli. Along with the analysis, this document contains rehearsal plans and procedures used in the preparation of the literature. The recital was performed in two parts by the McPherson High School Band on February 5, 2009 in the McPherson High School Roundhouse at 7:30 pm and April 30, 2009 in the McPherson High School Auditorium at 7:30 pm.

Doctor of Philosophy / Curriculum and Instruction Programs / Jana R. Fallin / This qualitative study sought to inquire into, identify and examine elements of musical expression as exemplified in jazz performance from a phenomenological approach. The purpose was to identify the various elements utilized by expert performers and listeners in perceiving musical expression, to determine whether or not these elements are held in common between performer and listener, and to explore the relation of personal experiences of the phenomenon with aesthetic philosophy and educational practice. Aesthetic concepts were drawn from the writings of Stephen Davies and Peter Kivy while jazz principles and foundations were drawn from Ted Gioia and Gunther Schuller. Ten subjects, five world-class jazz artists and five nationally recognized jazz critics, were selected based upon reputation and professional standing and interviewed in naturalistic settings of their own choosing (home, office, studio). Each subject listened to six recordings of the jazz standard My Funny Valentine as recorded by established jazz icons: Miles Davis, Paul Desmond, Gerry Mulligan, Bill Evans with Jim Hall, Sarah Vaughan, and Keith Jarrett. All were encouraged to comment in a stream-of-consciousness manner while listening to the examples. Additionally, fifteen statements drawn from the literature were read for subjects to rate on a five-point Lykert scale ranging from “totally agree” to “totally disagree”. Interviews were transcribed and coded into themes. Lykert responses were analyzed within group using means and ranges and between groups utilizing difference of means. Results, as interpreted by this researcher, reflect seven themes identified by performers (Sound, Individuality, Virtuosity and Intellect, Communication, Specific Musical Elements, Mood or Character, and Originality and Innovation) and six themes enumerated by critics Individuality, Virtuosity and Intellect, Communication, Specific Musical Elements, Mood or Character, and Originality and Innovation). No attempt was made at stratification of themes, as this was exploratory research. While both groups used the concept of sound, context placed it under the concept of individuality for critics while performers used it more specifically towards the establishment of mood. Lykert responses confirmed strong similarity of thought between the two groups.