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link between flow and a jazz improviser’s vocabulary. Com- munication has a profound influence on improvisation and performance. Connections, cultural relations, and a nurtur- ing creative environment are important in achieving impro- visatory communication. A holistic approach to teaching jazz improvisation that blends traditional (aural) and struc- tured (theoretical) practices is recommended.

Christopher M. Marra Living a Double Life: Exploring the Listening Practices of Music Education Majors

The purpose of this study was to explore the music listening practices of pre-service music teachers through the lens of their music identities. Specific research questions included: What are the music listening practices of pre-service music teachers? What meanings do they attribute to the music they are listening to? How do they describe the music they listen to with regard to their emerging identities as music majors and future educators? A phenomenological framework was used to capture the essence of this experience. Participants included a purposeful sampling of six undergraduate music education majors from a public Midwestern university. Pri- mary sources of data collection included a one-week listen- ing journal, one focus group interview, and one individual semi-structured interview with each participant.


suggest that participants often grappled with their music listening practices as they consociate to their particular en- vironmental context. Participants discussed a perceived hi- erarchy that contributed to some participants compartmen- talizing aspects of their music identity. The idea of merging inside-school and outside-school listening practices was also discussed by participants. The data support the notion that pre-service music education institutions may wish to con- sider how inclusive their programs are to students’ music outside of the classroom as well as provide strategies for fu- ture teachers to create more accepting and diverse musical classrooms.

Andrea VanDeusen/Michigan State University A Literature Review on the Experiences of Music Teachers in International School Settings

The growth of globalization has prompted an increase in global mobility and of cross-cultural connections between people around the world. While historically, international schools have catered to a traveling diplomatic or entrepre- neurial population, a growing number of mobile profession- als traveling with their children to positions worldwide is causing an increase in the demand for international schools. As the number of international schools around the globe increases, so too does the demand for teachers in those schools. Though limited, existing research on international schools has focused primarily on their history, curriculum,


and educational philosophies.

In addition, a small amount

of literature examined the experiences of teachers in inter- national schools. Some studies focused on the lived experi- ences of teachers in international schools, and the challenges they faced during their transition to an international school setting. Other research studies identified teachers in inter- national schools as being tolerant of, understanding of, and interested in learning about other cultures, and suggest that teachers develop greater cross-cultural understanding as a result of their international teaching experience.

The purpose of this literature review is to examine the world of international school education, explore the lived expe- riences of teachers in international schools, and consider possible implications for music teachers and music teacher preparation in developing cross-cultural understanding and teaching music from a global perspective.

Jessica Vaughan Marra Teaching Composition in the Middle School Orchestra Classroom: A School-University Partnership

The purpose of this study was to describe a school univer- sity partnership centered on a collaborative composition unit developed between a university methods class instructor and in-service orchestra teacher. This case study was defined as the experiences of the adult participants in the school- university collaboration and the enactment of the composi- tion unit.

Participants included two pre-service teachers, the university methods class instructor, and the in-service middle school orchestra teacher.

The research questions

were: 1) How was the musical experience of composition enacted within the domain of this collaborative project? 2) How did the university supervisor and middle school teacher describe the history and evolution of the project? 3) How did each of the participants describe their experiences as a part of the project? Participants indicated that commitment to communication and leadership throughout the partner- ship promoted positive collaboration. A second theme was the commitment of the in-service and university instructor participants to continually refine sequence of instruction and teaching practices. Third, the in-service teacher participant credited the partnership as a reason for her willingness to incorporate composition and technology into her classroom. Fourth, the pre-service teacher participants noted that this project provided a model for their future classrooms.

Mitchell Vogel/Interlochen Arts Academy Mastery Model of Percussion Development

See abstract under paper presentations.

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