In the area of music, the findings of Bennett (2002), Gonzalez (2006), and Jehangir (2010), reveal variables that contribute to the potential reasons for or against students participation in K-12 and post-secondary music; however, it remains unclear how these variable pertain to specific minority groups and if in fact there are other variables that have yet to be ascertained through research. The issue of minority and race recruitment in music education is paramount as there is a link between teacher modeling and student participation. Understanding the variables and whom they impact is critical in attempting to become a more diversified field.


While the review of literature provides insights into the experiences of minority students in higher education, recruitment and retention in music education, and the minority recruitment in music education, the overall picture remains unclear. Most notably, the categorization of individuals assumes that issues pertaining to race also pertain to minority ethnic groups, in particular first-generation minorities. Soloman (1997) states: “Teachers should be sensitive to the risk of stereotyping students according to assumed racial and ethno-cultural group characteristics” (p. 407). This assertion is not only true for teachers of school-aged children, but also for recruiters and faculty members in higher education. Developing a greater understanding of the unique socio-cultural influences and how they impact different ethnic groups is a rich resource that has yet to be uncovered. In doing so the field of music education can potentially gain valuable information which can better inform the learning and teaching of the changing demographics in our classrooms.


The Ratings and Reliability of the 2010 Virginia Band and Orchestra Directors Association Concert Festivals


Dr. Phillip M. Hash, Calvin College


The purpose of this study was to analyze the ratings and inter-rater reliability of concert festivals sponsored by the Virginia Band and Orchestra Directors


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Association (VBODA) in 2010. Research questions examined the distribution, reliability, and group differences of ratings by ensemble type (band vs. orchestra), age level (middle school vs. high school), and classification (1-6). The average final rating was 1.58 (SD = .66) and 91.5% (n = 901) of ensembles (N = 985) earned either a I/Superior or II/Excellent out of five possible ratings. Data indicated a high level of inter-rater reliability regardless of contest site, ensemble type, age level, or classification. Although final ratings differed significantly by age (middle school bands vs. high school bands), ensemble type (middle school bands vs. middle school orchestras), and classification (lower vs. higher), these results were probably due to performance quality rather than adjudicator bias, since inter- rater reliability remained consistent regardless of these variables. Findings from this study suggested a number of opportunities for increasing participation and revising contest procedures in festivals sponsored by the VBODA and other organizations.


Philosophy, Identity and the Preservice Music Teacher: A Review of Literature


Shannan Hibbard-Melkonian, The University of Michigan


“A philosophy of education, like any theory, has to be stated in words, in symbols. But so far as it is more than verbal it is a plan for conducting education (Dewey, 1938, p. 28). As Dewey suggests, philosophy is by nature symbolic and abstract, but it represents that which is pragmatic: a platform on which teachers may carry out their work. Scholarship in music education suggests the not only the importance of philosophy for guiding the practice of music teachers (Elliott, 1995; Reimer, 2003; Jorgensen, 2008) but a specific need for development in preservice music teachers (Elliott, 1995; Reimer, 2003). Teaching experience alone cannot suffice as a basis for undergraduate music teacher education, but philosophy should be explored as a basis for decision-making in teaching (Jorgensen, 1990). Jorgensen (2008) believes


philosophy is linked to the individual; that it “cannot be separated from the idea it connotes the person who generates it; that it is embodied in and expressed by the people and events of which it is a part” (p. xii). If philosophy is inseparable from and embodied by self, I suggest the act of building philosophy be closely tied to the study of self.


The purpose of this literature review is to concurrently investigate the literature on both preservice music teacher identity and philosophy. It will be organized into sections relating to identity development, autobiography, role identities and personal philosophy. Sociological frames of identity development will be explored (Cerulo, 1997), as well as identity development in music and education. Autobiography will be presented as helpful, powerful inquiry tool for teachers that takes a holistic, unfragmented approach of the past (Cole & Knowles, 2000; Dolloff, 1999b; Graham, 1991; Goodson, 1992; Holt-Reynolds, 1992; Jalongo & Isenberg, 1995; Mitchell & Weber, 1998; Olson, 1997; Solas,


1992). Autobiography or “personal history” is a key component in investigating what is referred to as “role identities” (McCall & Simmons, 1966). Though the concept of role identities originated in sociological theory, it has been used in music education within identity investigations (Dolloff, 1999b; Paise, 2010; Roberts, 1991; Randalls, 2009). Within the literature, it is suggested that investigation into students’ pasts can not only aid in identity development, but can also uncover their beliefs and insights about teaching (Barrett et al., 2010; Campbell et al., 2008; Dolloff, 1999b; Green, 2011; HoltReynolds, 1992; Jalongo & Isenberg, 1995). The literature review investigates a study addressing the philosophical views of preservice music teachers (Austin and Reinhardt, 1999). Though there is a call for philosophy development at the undergraduate level, the literature tells us very little about the nature of the philosophical beliefs of preservice music teachers.


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