full turnover of creative decision-making or classroom man- agement. Rather, we create moments of powerful learning and identity-shaping that allow our boys to execute personal choice, decision-making, and leadership.


We must honor the varied and complex spirits swirling under- neath the protective shells of our middle school boy singers. Tey deserve our continued devotion, patience, and mentor- ship. We owe it to our boys to engage in thoughtful pedagogy, nuanced curriculum construction, and the creation of safe classroom environments that support their psychological needs and empower their innate individualities.


References


Adler, A. H. W. (2002). A case study of boys’ experiences of singing in school (Doctoral dissertation). Retrieved from ProQuest Dissertations & Teses Global. (Order No. NQ69210)


Bourgeois, S. J., & Boberg, J. E. (2016). High-achieving, cogni- tively disengaged middle level mathematics students: A self-determination theory perspective. RMLE Online, 39, 1-18. doi:10.1080/19404476.2016.1236230


Deci, E.L., & Ryan, R.M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social develop- ment, and well-being. American Psychologist 55 (1). 68- 78, doi:10.1037/0003-066X.55.1.68


Demorest, S. (2000). Encouraging male participation in cho- rus. Music Educator’s Journal 86 (4), 38-41. Retrieved from https://journals-sagepub-com.proxy.lib.umich.edu/ doi/ pdf/ 10.2307/3399604


Dillworth, R. (2012). Working with male adolescent voices in the choral rehearsal: a survey of research-based strate- gies. Te Choral Journal 52 (9), 22-33.


Elliot, A. J., McGregor, H. A., & Trash, T. M. (2004). Te need for competence. In E.L. Deci, & R.M Ryan (Eds.), Handbook Of Self-Determination Research (pp. 361-388). University Rochester Press.


Evans, P. (2015). Self-determination theory: an approach to motivation in music education. Musicae Scientiae, 19(1), 65-83. doi:10.1177/1029864914568044


Freer, P. K. (2007). Between research and practice: how choral music loses boys in the middle. Music Educators Journal, 94(2), 28-34. doi:10.1177/002743210709400207


Freer, P. K. (2008). Teacher instructional language and student experience in middle school choral rehearsals. Music Education Research, 10, 107-124. doi:10.1080/1461380 0701871538


Freer, P. K. (2009). Boys’ descriptions of their experiences in choral music. Research Studies in Music Education, 31(2)142-160. doi:10.1177/1321103X09344382


Freer, P. K. (2012). Te successful transition and retention of boys from middle school to high school choral music. Te Choral Journal 52 (10), 8-17.


Kennedy, M. A. (2002). ‘It’s cool because we like to sing: ‘junior high school boys’ experience of choral music as an elec- tive. Research Studies in Music Education, 18(1), 26-36.


37


Leck, H. H. (2009). Te boy’s expanding voice: take the high road. Te Choral Journal, 49 (11), 49-60.


Lucas, M. (2011). Adolescent male attitudes about singing in choir. Update: Applications of Research in Music Educa- tion, 30, 46-53. doi:10.1177/8755123311418623


McClung, A. (2006). Master teachers in middle-level choral music: Pedagogical insights and practices. Te Choral Journal, 47(5), 6-26.


McPherson, G. E., & McCormick, J. (2000). Te contribution of motivational factors to instrumental performance in a music examination. Research Studies in Music Education, 15, 31-39. doi:10.1177/1321103X0001500105


Palkki, J. (2015). Gender trouble: males, adolescence and mas- culinity in the choral context. Te Choral Journal, 56(4), 24-35.


Parker, E. C. (2016). Te experience of creating community: an intrinsic case study of four midwestern public school choral teachers. Journal of Research in Music Education, 64(2), 220–237. Doi:10.1177/0022429416648292


Peper, J. S., & Dahl, R. E. (2013). Te teenage brain: surging hormones—brain-behavior interactions during puberty. Current Directions In Psychological Science, 22(2), 134- 139. doi:10.1177/0963721412473755


Ramsey, A. (2016). Adolescents and the why of choral music. Te Choral Journal, 57(3), 16-27.


Schatt, M. D. (2018). Middle school band students’ self-deter- mination to practice. Psychology of Music, 46 (2), 208- 221. doi:10.1177/0305735617705008


Somerville, L. H., Jones, R. M., & Casey, B. J. (2010). A time of change: behavioral and neural correlates of adoles- cent sensitivity to appetitive and aversive environmental cues. Brain and Cognition, 72(1), 124-133. doi:10.1016/j. bandc.2009.07.003


Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self‐determination theory in school physical education. British Journal of Educational Psychology, 75(3), 411-433. doi: 10.1348/000709904X22359


Sweet, B. (2010). A case study: middle school boys’ perceptions of singing and participation in choir. Update: Applica- tions of Research in Music Education 28 (2), 5-12. doi: 10.1177/8755123310361770


Van Camp, L. (1987). Te choral crisis and a plan for action (an open letter to my colleagues). Te Choral Journal, 28(5), 15-20.


Wentzel, K. R. (1998). Social relationships and motivation in middle school: the role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202. doi: 10.1037/0022-0663.90.2.202


Sean Grier is currently pursuing a Master of Music in Music Education from Te University of Michigan. Before entering this degree program, Sean taught middle and high school choral music in Durham, North Carolina for nine years. Sean holds undergraduate degrees in music education and vocal performance from Michigan State University.


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40