Becky Marsh/MI State University Te Role of Classroom Observation in Pre-Service Music Teacher Socialization (In Progress)
[See abstract under Roundtable Presentations]
Anand Raj Sukumaran/University of Michigan Leaving the Nest: Te Past and Present Lives of Amateur Musicians in Young Adulthood
Te connections between past and present musical lives of young adults (specifically those who do not pursue degrees in music) is a subject of longstanding interest to research- ers in the field of music education. Te interface between school music education and lifelong music making is of par- ticular concern and consternation.
Young adulthood (18–36) is a time of rapid change where many individuals are engaged in higher education, discov- ering new identities, and establishing careers. During this time, young adults who were formerly engaged in music making may find that their capacity for pursuing this art form is juxtaposed with numerous new pressures. Never- theless, there are vibrant communities of young adults who find their way to music making despite having academ- ic and professional trajectories that lie outside the field. Trough understanding connections between the musical past and present of adult amateur musicians, music educa- tors will be able to better evaluate, validate and reimagine curricular and instructional practices intended to foster a lifetime of music making.
Tis study examines the extant literature on the pathways of young adults who choose to be involved in music making beyond the years of compulsory education. Primary re- search questions were: 1) What are the connections between past and present musical worlds of active amateur musi- cians during the years of young adulthood? 2) How do these active amateur musicians project their future participation in music making?
Subjecting pertinent literature to a coding process revealed major themes of ensemble socialization, formal music train- ing, and musician identity. Exploration of future aspirations uncovered perceptions of limited agency intersecting with desires to develop independent musicianship skills. Impli- cations for the philosophy, practice, and curriculum of K-12 and University music educators are discussed. Te paper concludes with a proposal for future research into the mu- sical lives of collegiate (non-music major) ensemble alumni population.
William Tonissen/Teachers College, Columbia University Motivation in High Performance High School Bands
Te purpose of this mixed methods study was to explore the ways in which students perceive motivation within the context of a high-performance band and how high-perfor- mance band directors believe they motivate students as de- fined by the MUSIC Model for Academic Motivation (MU- SICSM). MUSIC is an acronym for the five constructs that make up the model; Empowerment, Usefulness, Success, Interest, and Caring. Sixteen participating schools, repre- senting five different states - California, Georgia, Michigan, New York, and Texas - were divided into Competition (n= 11) and Performance (n= 5) subgroups. Te high school version of the MUSICSM Student Inventory was used to survey 1,324 students in grades 9-12 who were enrolled in the participating high-performance bands. Interviews were conducted with each band director. A quantitative analysis found empirical evidence of internal consistency and reliability, and internal structure to support the use of the MUSICSM in grade 9-12 high performance high school bands. Significant differences between the Competition and Performance subgroups were found on four of the five constructs of the MUSICSM with the Competition sub- group having significantly higher scores on Empowerment, Usefulness, Interest and Caring. No significant difference was found on the Success construct, which suggests that students in high-performance bands perceive a high level of success regardless of the focus. Qualitative findings revealed themes centered around student input, skill development, student engagement, performance, repertoire, and student relationships.
Overall, the data generated using the MUSIC Model of Academic Motivation Inventory is in line with previous research when used with grade 9-12 high-performance bands. Teachers can use this information to make informed decisions when designing curriculum and instruction, and deciding what methodologies and pedagogical practices to use in the delivery of classroom content to facilitate a higher level of student engagement.
Megan Warzecha/University of Michigan – Ann Arbor Male Peer Modeling in the Kindergarten Music Classroom
[See abstract under Paper Presentations]
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