Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4229. Adviser: Liora Bresler. Includes bibliographical references (leaves 216-222) Available on microfilm from Pro Quest Information and Learning.

<p> The purpose of this study was to investigate principals&rsquo; perceptions of the status of music education in secondary schools in Trinidad and Tobago. The guiding questions were (a) What are secondary school principals&rsquo; perceptions of music learning outcomes as they are currently being met and as they should be met under ideal conditions, (b) What are secondary school principals&rsquo; perceptions of broad educational goals as they are currently being met and as they should be met under ideal conditions, (c) Is there a difference between principals&rsquo; perceptions of current and ideal conditions for the learning outcomes and the educational goals, and (d) What are secondary school principals&rsquo; perceptions about the degree to which eleven selected variables impact music education?</p><p> A descriptive research design was used in which secondary school principals (<i>n</i> = 93) were provided with the survey instrument. The survey is organized into four sections based on the questions that are derived from the research purpose and questions. Cronbach&rsquo;s alpha was used to test for internal consistency of the survey items. Data, related to the first two guiding questions, was fielded via Likert-type scales where the responses represented the principals&rsquo; perceptions of the level of realization of the standards for the music learning outcomes and the broad educational goals. For the third guiding question, data analyses included repeated <i> t</i>-tests and Cohen <i>d</i> value measurements to describe differences between the current and ideal perceived conditions of the realization of the standards for the music learning outcomes and the broad educational goals. A Spearman correlation was used to describe the consistency between the current and ideal perceived conditions of the realization of the standards for the music learning outcomes and the broad educational goals. Chi-squared analyses, on the two open-ended questions presented to the principals, were used to examine the differences in how principals perceive certain factors affect their ability to support music programs.</p><p> Results from the repeated <i>t</i>-tests showed that principals believe there is a difference between how the music learning outcomes and broad educational goals are currently being met and how they should be met, under ideal conditions. Chi-squared analyses revealed that there were moderately positive associations between the current and ideal conditions, with the music learning outcomes yielding <i>r_s</i> = .71 and the broad educational goals yielding <i>r_s</i> = .65.; however, results were statistically significant only for the broad educational goals.</p><p> Chi-squared analyses revealed that there were no significant differences in the ways principals perceived how 11 variables (a) Medium-Term Policy Framework 2011-2014, (b) Students, (c) Parents, (d) Budget/Finances, (e) Scheduling, (f) Standardized tests, (g) School Board, (h) Governing Office/Ministry of Education, (i) Music Teacher, (j) Classroom Teacher, and (k) Educational and Scientific Research were impacting the music programs. Results showed that the principals were mostly inclined to remain neutral about the effects of most of the variables and that they did not consider any of the variables to either strongly positively or strongly negatively affect the music program. </p>

<p> The horn is renowned for its contributions to traditional orchestral repertoire and concert hall performances. Since its induction into the symphony, its uses outside the concert hall have been diverse albeit comparatively sparse. However rare, its implementation still spans from the high arts, to world of pop, and to the avant-garde. In 1976, the haunting, sonorous timbre of Peter Gordon's legendary solo horn would inspire Jaco Pastorius to feature it on his titular album. This paper will analyze and define key nontraditional uses of the horn, discuss the effects of non-notated performance practice on the hornist, provide method studies for improving non-notated performance, and demonstrate how the horn's employment as a compositional, improvisational, and accompanimental instrument, independent of strictly notated music, will help hornists to best perform Jaco Pastorius's <i>Okonkole y Trompa</i>. </p><p>

<p> Teachers represent a large portion of professional voice users in the United States and the development of poor vocal health has related to their work. Elementary music educators are expected to use their voices in both speech and song and are vocally active for much of their workday. This study investigates elementary music teachers&rsquo; conceptualization of their voices, what personal and professional value teachers place upon their voices, and how vocal health may affect, support, or detract from their careers. </p><p> In this multiple case study conducted with three participants, a questionnaire addressed background demographics for the teacher and information regarding the music program. An interview collected more in depth data on thoughts and perceptions of voice use. Teachers completed the Voice Handicap Index and Singing Voice Handicap Index and each teacher was observed for one full workday. </p><p> Vocal professionalism and caring for the voice&rsquo;s professional use vary in definition and importance from teacher to teacher. Participants seem more conscious of their physical health than other aspects of professional vocal demand. Participants described themselves as vocal professionals while also engaging in behaviors which did not consistently support sustainable vocal health or hygiene. While each teacher viewed their voice as a professional tool, none had received training in the care of their voices, in what to do if their voice was injured, or in how to use their voices safely while teaching. Each teacher reported mild to no voice handicap on both the Voice Handicap Index and the Singing Voice Handicap Index. This may reflect some degree of label avoidance. </p><p> Teachers at the elementary level of music come from diverse backgrounds and teach in widely varying circumstances. Teachers may hold some information on vocal health but may not have been trained in how to use the voice while teaching and may develop habitual practices which are not conducive to a career of healthy vocal production. Increased attention is indicated for the populations who professionally use their voices in both speech and song.</p><p>

This qualitative study was designed to ascertain the perceptions of students, parents, music teachers, school administrators, and school board members regarding a correlation between music participation and academic success. While all the interviewees were from different schools, they represented one school district. Each interview was audio-recorded for the perceptions of the six research synopses I provided the interviewees to read. The problem I investigated was to determine if research findings affect the attitude of individuals who are closely associated with school music. Do music teachers, school administrators, school board members, and music students and their parents believe these studies? The purpose of my dissertation was to ascertain what fourteen individuals believed in regarding the research studies presented to them. What they believed and comprehended from reading six research synopsis reports pertaining to a relationship between music participation and academic achievement. The research studies were chosen by me because of the relationship between music education and academic success. I explored the understanding and meaning that individuals associated with school music education assigned to these selected research findings in music education. In order to achieve the purpose of this study, a qualitative descriptive design was employed to examine the understanding and beliefs of selected individuals involved with school music education concerning selected research on music participation and academic success. Specific questions I investigated were: 1) To what extent do participants believe and understand the selected research supporting a connection between music and academic achievement? 2) What is the nature of understanding the selected research supporting a connection between music and academic achievement for participants? 3) What meanings do participants assign to selected research supporting a connection between music and academic achievement? 4) For participants, is there a connection between their musical biographies and perception and interpretation of selected research supporting a connection between music and academic achievement? 5) To what extent do these selected research findings influence participants? All interviewees reflected on the functionality of music participation to further academic success. In addition, interviewees mentioned missing variables of the findings of the researchers. While many of the interviewees did not believe music participation to be the contributing factor for academic success, they did believe parental involvement was a key factor for student’s academic success.

Thesis (M.S.)--Boston University / Purpose. It was the purpose of this study to analyze the musical experiences included in the elementary school, and to determine the direct effect of these experiences on musical growth in music reading readiness. Summary of the Findings. The literature revealed that the musical experiences, such as singing, rhythmic activities, playing instruments, listening, and the association of these experiences with music symbols are pertinent to music reading readiness. This study included the perusal of thirty one books, seven periodicals, twelve music texts and teacher manuals, two publications of learned organizations, and six theses. Each stressed the continuous developmental experiences which contribute to music reading readiness. The texts that dealt with music education in the elementary school traced developmental growth in reading readiness experiences through the first six grades. In the lower grades, emphasis was placed on developing awareness of sound and basic grasp of pitch and rhythmic patterns, always within a musical context of song literature. As the children proceeded through the intermediate grades progress in music was made through the development of increasing skills with symbols for rhythmic and tonal patterns. Thus music reading in the upper elementary grades was found to be built on continuously developing concepts and skills which were begun in the primary grades [TRUNCATED]

<p> The purpose of this study was to develop an assessment tool to measure musical training and experiences for grouping participants in human neuroimaging research studies. To fulfill the purpose of this study, the researcher: 1. Completed a comprehensive review of the research literature to establish the essential content of the assessment tool; 2. Developed an assessment tool to survey subjects about their musical training and experiences; 3. Pilot tested the assessment tool, and revised the tool according to the preliminary analyses of the validity, reliability, and usefulness of the assessment tool; 4. Established the content validity and reliability of the assessment tool with subjects participating in a neuroimaging study designed to analyze the influences of musical training and experiences on brain structures and functions, and 5. Determined if the assessment tool function effectively in the selection and grouping of musically and musically untrained subjects for neuroimaging studies. </p><p> The assessment tool was administered to a purposive sample (<i> N</i> = 42) in the southeastern region of the United States. Participants were recruited on the basis of musical training, both the existence and lack thereof. The assessment was completed via the web-based platform, Qualtrics. Coding of survey responses indicated differences in the participant pool that resulted in two groups: Musicians and Non-musicians. Further investigation yielded two subgroups within the Musician participant group: Moderate and Advanced. </p><p> Validity of the assessment tool was established using a three-step construction process, (a) development of a draft based on the existing literature and the musical training knowledge of the researcher, (b) a review of the assessment tool by five music educators and performers, and (c) administration to a pilot group of five additional people with varying levels of musicianship. Additional content validity was completed by external reviewers by rating each assessment item using a Likert-type scale: 1&ndash;<i>Not important </i>, 2&ndash;<i>Slightly important</i>, 3&ndash;<i>Fairly important</i>, 4&ndash;<i>Important</i>, and 5&ndash;<i> Very important</i>. Reliability was established using interrater reliability and was determined to be 88.9%. </p><p> A discussion was presented that included the differences among participants that made their musical training and experiences unique compared with other participants. Implications were discussed regarding the usage possibilities for the survey, as well as the potential effects of the survey on human neuroimaging research.</p><p>

<p> This treatise explores the historical background of instrumental educational outreach concerts, and provides an overview of current educational outreach programming. The closing section discusses educational outreach concerts presented by a solo violinist, and provides a blueprint for a teaching performance which explores the storytelling power of music. Newly commissioned works for solo violin are included which are especially suited for outreach performances for children.</p><p>

<p> Music plays a fundamental role in early childhood education. Research shows that the first of the intelligences developed is the musical intelligence. Educators argue that while this is an intelligence with which all human beings are born, development of this intelligence will depend on the environment and the opportunities that are provided to the child. In today's global society, music has a permanent presence and is significant in everyday lives. It is a basic element in elementary education in many countries; however, few schools in Puerto Rico integrate music in their curriculum. In addition, there is unequal access to music education in schools in Southwest Puerto Rico because the justification for including it in the curricula is questioned. The purpose of this quantitative correlation study using secondary data was to determine if there is a relationship between music integration in Southwest Puerto Rico elementary schools and academic achievement. Secondary data from schools with and without music education were correlated to determine if a relationship existed that would justify the inclusion of music education in all such schools. The findings of this study support the importance of music education for elementary school students. Children acquire more knowledge in reading and writing when music education is integrated into the curriculum. Findings show that the stage of literacy of elementary school students is higher, according to the academic achievement tests of the Department of Education of Puerto Rico, when there is music education integrated in the curricula. In summary, it is concluded that music education is of great importance for improving reading, and hence, improving the development of children.</p><p>

This study examined the professional identity of composers and teachers with a particular focus on how working collaboratively in pairs to compose a new educational composition for a high school ensemble, affected their sense of professional identity. Following the literature of identity formation, individual, professional, relational, and social identity were examined. Using case study methodology, theme mapping, and the constant-comparative technique, the study examined seven (7) composer-teacher pairings employing the following data protocols: online participant questionnaires, on-site observations, individual participant interviews, and a researcher reflective journal. The study aimed to answer the following research questions: (1) How does the co-creation of new music by professional composers in collaboration with teachers influence their respective professional identities?; (2) How does collaborating with another professional in the same domain influence the individual identity formation of the participants; (3) How does the collaboration between the music composer and teacher influence how they viewed, interacted, and related to each other, and to one another?; and (4) How are the participants’ perceptions of their professional identity altered in society because of having participated in a collaborative project? The findings of the study indicated that all participants felt that their participation in this project changed, to varying degrees and in different ways, their sense of identity formation. For some participants, this change was evident and explicit, for others it was subtler and more philosophical. One unexpected but prominent finding was the influence of the students who, while not the focus of this study, were active participants in the project. Based on the findings, the discussion included: the concept of participants as learners, an exploration of the collaboration between the participants, and communities of practice. The student influence furthered discussion about the implications for music and music education. Finally, consideration for future research and directions were summarized.