Michigan Music Conference Research Events, 2014 Phillip Hash
Research events at the 2014 Michigan Music Conference will include a number of excellent papers presentations, roundtable discussions of research in progress, and posters of com- pleted studies and literature reviews. Thank you to all who submitted their work and to this year’s participants. Thank you also to Dr. Cynthia Taggart (Michigan State University) for her symposium keynote address; submis- sion reviewers Karen Salvador (University of Michigan, Flint), Charles Norris (Grand Valley State University), and Alan Gumm (Central Michigan University); and roundtable modera- tors Heather Shouldice (Eastern Michigan Uni- versity) and Charles Norris (Grand Valley State University). All are welcomed and encouraged to attend these events. You may register for the Research Symposium ($15 members/$5 students) on the MMC website. Abstracts for symposium and poster presentations are pro- vided below.
Research Symposium Thursday, January 16, 2014
Keynote Address Cynthia Taggart, Michigan State University Paper Presentations
Ashley D. Allen, Central Michigan University Teaching Anxiety Experienced by Music Edu- cation Methods Students
The first purpose of this study was to examine whether teaching anxiety, as measured by the autonomic nervous system (ANS) response, decreases as undergraduate methods students had more opportunities to teach. The second purpose was to determine whether teaching anxiety, as measured by the ANS response, increases when unergraduate methods students encountered classroom management issues dur- ing their lessons. Participants (N = 30) were recruited for the study based on their enroll- ment in a general music methods course at a Midwestern university.
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As a part of this course, students taught three six-minute lessons, during which classroom management issues were prearranged with the other students in the class and occurred at some point during each lesson. Baseline pulse rates, against which pulse rates recorded during teaching would be compared, were measured on a class day when there were no known stressors that might have affected resting heart rates. Prior to teaching, the participants applied a Clinical Guard CMS 50 pulse oximeter that measured and recorded pulse rates throughout the lesson and stored the data on a watch. The researcher recorded lesson start and stop times, as well as the time that the discipline issue occurred, on a chart. After the completion of each lesson, the researcher uploaded the data onto a software program that accompanied the oximeter and compared the pulse rates with the times indicated on the chart to analyse if the participants’ pulse differed from their normal pulse rate, and to determine if there was any spike at the time that the discipline issue occurred. The data were entered into PAWS and repeated-measures ANOVA was used to determine whether significant differences in pulse rate occurred (a) from the start of each teaching episode, (b) when the discipline issues occurred, and (c) between teaching and resting heart rates. Participants were given a short exit survey to determine what kinds of anxiety they experienced during the teaching episodes.
Results indicated that there were no statisti- cally-significant differences within groups, indicating that pulse rates did not significantly change between resting heart rate, heart rate during teaching, or heart rate during discipline issues. The results also showed that pulse rates did not decrease with more teaching experi- ences or increase as discipline issues became more complicated over the semester. How- ever, participants indicated on the exit survey that they had experienced differences in their anxiety, noting that anxiety decreased as they gained comfort and experience with teaching. Participants also answered that their overall anxiety was linked to their level of planning for
Research
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