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Author: Nathan Westlund Publisher: ISBN: Category : Bands (Music) Languages : en Pages : 142
Book Description
"Though much research has been published on the benefits, importance, and teacher perceptions of multicultural music education, fewer investigations have examined student perceptions and attitudes on this topic. Most notably, the author perceived a lack of such research at the high school level. The purpose of this study was to investigate student perception of and attitudes toward the diversity of music in high school band programs. This qualitative investigation involves a case study approach, using interview technique. It seeks to answer the following questions: (a) what are high school band students' perceptions of diversity in their school band curriculum, and (b) what are high school band students' attitudes toward diversity in their school band curriculum? The sample of convenience included three students recruited from the researcher's private music studio. Each student was interviewed individually, using open-ended questions. Results were analyzed for trends and discrepancies that provided a foundation for further discussion. Information gained from this report may be valuable to school band directors as they make decisions on multicultural curriculum design and implementation"--Leaf ix.
Author: Nathan Westlund Publisher: ISBN: Category : Bands (Music) Languages : en Pages : 142
Book Description
"Though much research has been published on the benefits, importance, and teacher perceptions of multicultural music education, fewer investigations have examined student perceptions and attitudes on this topic. Most notably, the author perceived a lack of such research at the high school level. The purpose of this study was to investigate student perception of and attitudes toward the diversity of music in high school band programs. This qualitative investigation involves a case study approach, using interview technique. It seeks to answer the following questions: (a) what are high school band students' perceptions of diversity in their school band curriculum, and (b) what are high school band students' attitudes toward diversity in their school band curriculum? The sample of convenience included three students recruited from the researcher's private music studio. Each student was interviewed individually, using open-ended questions. Results were analyzed for trends and discrepancies that provided a foundation for further discussion. Information gained from this report may be valuable to school band directors as they make decisions on multicultural curriculum design and implementation"--Leaf ix.
Author: Janet Cape Publisher: ISBN: Category : Bands (Music) Languages : en Pages : 351
Book Description
The purpose of this multiple case study was to investigate what students in three high school music groups perceived as most meaningful about their participation. I also examined the role that context played in shaping students' perceptions, and sought potential principles underlying meaning and value in instrumental ensembles. Over the course of six months I conducted a series of in-depth, semi-structured interviews with six student wind ensemble members, five student guitar class members, and six jazz band members at three high schools in Winnipeg, Canada. I interviewed the participants' music teachers and school principals, observed rehearsals and performances, and spoke informally with parents and peers. Drawing upon praxial and place philosophies, I examined students' experiences within the context of each music group, and looked for themes across the three groups. What students perceived to be meaningful about their participation was multifaceted and related to fundamental human concerns. Students valued opportunities to achieve, to form and strengthen relationships, to construct identities as individuals and group members, to express themselves and communicate with others, and to engage with and through music. Although these dimensions were common to students in all three groups, students experienced and made sense of them differently, and thus experienced meaningful participation in multiple, variegated ways. Context played a substantial role in shaping not only the dimensions of meanings most salient to participants but also the ways that music experiences became meaningful for those involved. What students value and find meaningful about their participation in instrumental music education has been neither well documented nor thoroughly explored. This study raises questions about the ways that meaningful musical engagement might extend beyond the boundaries of school, and contributes student perspectives sorely needed in ongoing conversations concerning the relevance of music education in students' lives.
Author: Lori Schwartz Reichl Publisher: ISBN: Category : Band music Languages : en Pages : 144
Book Description
As the United States becomes more socially and culturally diverse, there is a greater need for diversity and inclusivity in music education. This goal can be challenging as the classical traditions of westernized music often dominate music classrooms and performing ensembles. The secondary band curriculum is no exception. Despite numerous sources stating that students must perceive a representation of themselves in an educational curriculum, secondary band students have yet to be surveyed about their perceptions of the music curriculum in which they are engaging daily. Educators must understand if students see themselves reflected in the curriculum. This reflection can be evident through music, learning styles, composers, clinicians, and instructors. This qualitative research study recovers the perspectives of secondary band students from different music programs throughout the United States to illustrate their experiences of diversity and inclusivity in the secondary band curriculum. Perspectives on the identity and representation of culturally common role models, selection of student-interest repertoire, identification of learning styles, and invitations to clinicians have emerged as themes through the exploration of a small body of existing literature and personal interviews of secondary band students. This study could advance the field of music education and specifically the secondary band curriculum by identifying how students perceive a representation of themselves and their cultures in the current curriculum. This project will serve as an example of the perspectives of students and creative arts research and could encourage further research to apply to other areas of music education and non-music subjects.
Author: Frank J. Poolos Publisher: ISBN: Category : African American students Languages : en Pages : 0
Book Description
Student retention is essential for band programs at any level to succeed and grow. This study includes results of student surveys of current high-school students who took band during their middle school years, seeking essential factors affecting student perceptions about continuation into high school band programs. Research into band student enrollment and retention exist, yet limited resources focus on transitioning from middle to high school. Studies indicate that participation in large music ensembles, such as bands, provides social, emotional, and academic benefits. Increasing student retention across this transition could yield improved student experiences and achievement in music and beyond. Existing research combined with student survey results constitutes a qualitative thematic analyzing why students who have learned much about the basics of instrumental music in middle school band elect not to continue their studies in high school. Based on existing literature, peer-connectedness, parental support, and director rapport are likely indicators for continuation in the band. By improving band student retention rates, improvements in overall graduation rates may also be achieved.
Author: David Alan Perry Publisher: ISBN: Category : Languages : en Pages : 194
Book Description
Abstract: The purpose of the study was to determine the effect of differentiated music on classroom behaviors and attitudes of middle school band members. Special, differentiated music, was written to find out if the level of class participation (students on task) would increase with its use. The differentiated music consisted of three parts from which each player could choose; a simple two note harmony, melody, and an advanced counterpoint. Sixth, seventh, and eighth grade band classes were included in the study. A series of eight class sessions, fifteen minutes in length from each grade, were videotaped over a period of four weeks on successive Tuesdays and Thursdays. Baseline and treatment sessions were established with the baseline consisting of the use of typical band method material, and the treatment including the use of differentiated music. Each grade level ran a different length of baseline and treatment time periods. Data were collected to measure the percent of students on task for baseline and treatment for each grade level. Other areas evaluated included the amount of class time spent playing, teaching, and dealing with discipline and interruptions. Teacher comments were measured, as was survey information from the students regarding their enjoyment levels and self assessment. The use of the differentiated music did not show an increase in the number of students participating as had been expected. Rather the discipline of the students became the prominent issue. Correlations showed that as negative behaviors increased, attitude toward the class and personal achievement decreased. Future research in this area should be done in a setting and through instruction where student attention and relatively good discipline is maintained. If the classroom discipline problem area could be reduced or eliminated, comparison of differentiated music versus other types of materials might yield different results.
Author: Jeremy Scott Kellett Publisher: ISBN: Category : High school students Languages : en Pages : 192
Book Description
According to Todd Snead (2010), "Interactions between the musical lives of adolescents' and school music-learning culture may be enhanced by acknowledging students' musical engagement outside of school, accepting their personal musical knowledge and tastes, and allowing them to help develop music-learning models based on their personal relationships with music" (abstract, para. 4). Further understanding of the music-learning culture within high school programs may aid researchers in better determining the factors that persuade or alienate student populations from in-school musicking (Small, 1998). The purpose of this case study was to determine possible factors that may have contributed to student perceptions of the music-learning culture within a musically competitive high school setting and how these factors affected participation in music learning. Participants were drawn from a suburban high school in the Southeastern United States. After collecting questionnaires (N=352), students were divided into five musicking groups based on how they chose to participate in music--Primary, Secondary, Hybrid, Outside, and Non-Musicking. The questionnaire addressed participants' musical lives inside and outside of the school setting. A second questionnaire was then distributed to the school music teachers using open-ended questions in order to provide further insight into the music-learning culture and to determine commonalities and discrepancies between student and teacher perceptions of the music-learning culture. Results of this study indicated that the competitive nature of the music-learning culture was responsible for exciting a portion of the student population while causing others to feel apathetic and/or excluded. This alienation seemed to either motivate students to find musical experiences outside of the school environment or caused some to give up on their musical aspirations altogether. Although some participants indicated that they felt disaffected with the music programs within their school, they did not fault the music directors, whose perceptions of the music-learning culture differed from those of students. The competitive nature of the music program and course offerings were found to be the largest factors in both persuading and dissuading music participation. --Page ii.
Author: Nathan Westlund
Author: Nathan Westlund
Author: Karol Kathleen Howard
Author: Janet Cape
Author: Lori Schwartz Reichl
Author: Frank J. Poolos
Author: Earl F. Sherburn
Author: 
Author: David Alan Perry
Author: Jeremy Scott Kellett
Author: Jerry Head