MMC 2018 Research Symposium: Presentations & Poster Session Abstracts
Shannan Hibbard
Research events at the 2018 Michigan Music Conference included five paper presentations spanning a wide range of topics, a thought-pro- voking keynote address, and posters of com- pleted studies, pilot studies, and literature re- views. Tank you to all who shared their work and contributed to compelling conversations. A special thank you to Juliet Hess (Michigan State University) for her symposium keynote address; submission reviewers Christina Horn- bach (Hope College), Charles Norris (Grand Valley State University), and Joe Shively (Oak- land University); research discussants Colleen Conway (University of Michigan), Christina Hornbach (Hope College), Ken Moore (Dexter High School), and Joe Shively (Oakland Uni- versity); and on-site poster discussant Amorette Languell (Northern Michigan University). Ab- stracts for symposium and poster presentations appear below.
Paper Presentations
Shannan Hibbard (University of Michigan Flint) Music Teacher Presence: Toward a Rela- tional Understanding
Te key question in this narrative study was: How do music teacher participants describe experiencing presence in teaching (Rodgers & Raider-Roth, 2006) in the context of their (a) relationship to self (I-I), (b) relationships with students (I-Tou), and (c) relationship to music (I- it)? Guided by the epistemological assumptions of Universal Integralism (Sarath, 2013; Wilber, 1977, 2000a, 2000b, 2004, 2006), this study included the spiritual in music (Boyce-Tillman, 2007) as a source of know- ing. Data for each participant included two interviews and three to four classroom obser- vations over the course of two semesters. All interviews were analyzed using the Listening Guide (Brown & Gilligan, 1991), a feminist,
relational method intended to bring the re- searcher closer to participants through careful attention to voice. Trough narrative inquiry (Clandinin, 2006), each participant described presence in teaching within the relational triangle of teacher, student, and music (Haw- kins, 1974). Participants’ common expressions of experience showed great changes in their relationships over time, with disconnections and repair as central forces in their ability to preserve and develop presence. Within the I-I relationship, participants described suspension of selves, identities, or perceived roles as crucial for maintaining presence, and named “safe spaces” as a foundation for I-thou relationships. Participants’ presence in the classroom reflect- ed their own relationship to music (I-it), with music paradoxically described as secondary to its larger meanings in students’ lives.
Sean Jackman (Plymouth-Canton Communi- ty Schools) Positionality in the Lives of Ele- mentary General Music Teachers
I used the concept of positionality to investigate the lives of elementary general music teachers (EGMTs) in public schools in Michigan consid- ering their teaching space, teaching schedule, and social space. Social space includes staff meetings, professional development (PD), and Professional Learning Community meetings (PLCs) of EGMTs. A mixed-methods approach was used which included two phases. In Phase One, I administered a statewide survey with EGMTs working in public schools in Michigan (N = 270). In Phase Two, I conducted inter- views with 16 of the survey respondents, either face-to-face or by video conferencing.
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Research
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