each lesson. Implications for teaching and teacher training are presented with respect to these results.


Michael Hopkins, University of Michigan Collaborative Composing in High School String Chamber Music Ensembles


The purpose of this study was to examine collaborative composing in high school string chamber music ensembles. Research questions included: (a) How do high school string instrumentalists in chamber music ensembles use verbal and musical forms of communication to collaboratively compose a piece of music? (b) How do selected variables (musical performance and composing experience, quality of group collaboration, gender grouping, perceptions of the project) influence the process of composing collabora- tively in a high school chamber music ensemble? (c) What variables influence the quality of the resulting collaborative composition?


High school string instrumentalists’ (N = 37) formed eight chamber music ensembles. Participants completed a pre- survey regarding musical performance and composing experiences, were videotaped while composing chamber music compositions during four consecutive orchestra class periods, and completed a post-survey regarding their project experiences. Video data was coded using a pro- tocol adapted from Morgan, et al. (2000), selected for its reliability in coding the verbal and musical interactions within the groups. Data were coded independently by the researcher and three research assistants using Scribe 4. The participants’ verbal and musical interactions during the collaborative composing sessions were coded into four timed categories: (a) task-directed talk, (b) off-task talk, (c) task-directed playing, (d) off-task playing. In addition to the timed categories, the number of each participant’s con- tributions to the composition of the piece were recorded to examine the balance of group collaboration and the produc- tivity of the composing sessions. Four independent raters assessed the compositions using an instrument containing eight Likert-type items adapted from a measurement scale used extensively in prior research.


The participants in all groups composed their pieces using a combination of verbal and musical forms of communica- tion. All groups spent a larger percentage of time engaged in task-directed musical communication than in verbal communication. Balance of collaboration had a strong relationship with composition quality. Mixed gender groups had a stronger balance of collaboration than same gender groups. Groups with higher levels of musical performance and composing experience enjoyed the project more than groups with less experience, and enjoyment of the project


was found to have a strong relationship with composition quality.


Ryan Shaw, Michigan State University Instrumental Music Teacher Stress in the Era of Accountability: A Multiple Case Study


This multiple case study examined how instrumental music teachers describe their job stress in the era of accountabil- ity. Four teachers were selected to serve as a typical case sample of instrumental music teachers. In particular, this study was guided by the following research questions: (1) How do music teachers describe their job stress? (2) How does the era of accountability impact their perceived job stress? Data were collected over a period of 6 months, and data sources included in-person interviews and email corre- spondence. Thematic analysis of the data revealed that the participants experienced stress from different accountability reforms in unique ways.


Findings are presented according to a metaphorical earth- quake model with accountability reforms as the earthquake, direct stress from reform implementations as the main shock, and indirect stress from reform implementations as the aftershocks. Main shock stressors included the teacher evaluation process, the erosion of teacher tenure, and sup- porting math and reading test scores. Aftershock stressors included general building/staff stress, intensification/in- creased workload, uncertainty, and band/orchestra festival’s recasting as a measure of teacher effectiveness. Normal job stressors that were discussed included administrative duties and negative relationships with administrators, which com- bined with accountability era stressors to influence overall stress. Recommendations for future research are made.


Roundtable Discussions


Jared R. Rawlings, University of Michigan Instrumental Music Adjudicated Events and Curricular Decisions: Insights into the Process


The purpose of this study was to examine the intersection of curriculum and participation in adjudicated events in three instrumental music classrooms in Kansas. The key research question was: How do participants, colleagues, students, and administrators perceive the preparation and execution of adjudicated events within the curricular frame- work of the academic year? The phenomena of curricular decisions made by three experienced instrumental music teachers in order to prepare for and participate in large group adjudicated experiences were of particular interest.


A multiple case design using phenomenological interviews 34


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