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individuals establish ownership within a group; intrinsic motivation is a subsequent side-effect of individual ownership. Recommendations for fostering collaborative ensemble leadership focuses on group cohesion, intellectually engaging the students though the music, investing in individual development, and creating more leadership opportunities within the ensemble.


Theresa Lynn Fabiano, Central Michigan University Music Teacher Burnout: Keeping Life in Balance


The purposes of this study are to help music teachers recognize the earliest symptoms of career burnout and provide techniques that will prevent them from experiencing burnout. Burnout can be experienced in any profession. However, three groups surface as being especially prone to burnout: music educators, undergraduate music education students and women. The demands typical of teachers are high; the role of music educator includes additional stressors unique to music education. Within the teaching profession, music teachers experience the highest rate of burnout, usually within the first five years of teaching, indicating symptoms have already developed upon entry into the profession. It can be deduced that burnout begins during college. Women experience more difficulties balancing personal, family and work lives. Even in egalitarian marriages, women have greater responsibilities for dependent care and household chores than men. Female professionals experience career burnout more often and more intensely than men, primarily due to role conflict. It is especially important to look at the sources of stress in order to understand how to manage that stress. Burnout occurs in stages, each more severe; therefore, recognizing symptoms early is paramount in preventing total burnout. Three distinct phases of burnout have been established; each with unique identifiers to aid in recognition. Methods for coping and reversing the effects of burnout are paramount. Strategic planning to prevent burnout altogether is the best option for those at high risk. Many coping techniques and strategies are recommended with the addition of time management for prevention. The need for teaching stress management has been brought to light. With burnout developing during college, is vital to prepare future music educators for a long and successful career.


Jarrett John Goodchild, Central Michigan University Inclusive Methods of Motivating Music Learning: Implication of Research of Talent, Giftedness, and Aptitude


The purpose of this paper is to review literature fields related to talent to suggest how music educators can be more inclusive in motivating students in music. Included in the review are evidence from the fields of psychological, neurology, and other cross-disciplines. Research of the origins and sources of talent are inconclusive as to whether talent is embedded in genetics, present in every person, or are simply misnomers that discredit the influence of the environment and experiences of individuals. Regardless of advancing evidence, people hold on to the belief that talent influences musical success. This belief is inappropriate in an educational setting, as it influences students deemed to have talent to continue learning music and discourages the greater majority of students deemed to not have talent to discontinue music learning. Informed opinions are that the debate between nature versus nurture, talented versus untalented, is as fruitless as an argument over which sex or gender is more important, male or female. The interaction between


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