Update: Applications of Research in Music Education

The purpose of this study was to examine the effects of vocal register use and age on the perceived vocal health of male elementary music teachers. Participants (N = 160) consisted of male elementary music teachers from two neighboring states in the south-central region of the United States. Participants responded to various demographic questions and completed the Singing Voice Handicap Index–10. To examine the possible effects of vocal register use and age on the participants’ vocal health, a two-way, between-subjects analysis of variance (ANOVA) was conducted. Vocal register use and age served as the independent variables with the Singing Voice Handicap Index–10 as the dependent variable. Results from the ANOVA revealed no main effect for vocal register use, F(2,147) = 2.20, p = .89, η² = .03, or age, F(3,147) = 0.98, p = .41, η² = .02. No statistically significant interaction was found.

This study investigated influences encouraging active music engagement beyond the high school and college years among nonmusic majors who are actively engaged in music. A web survey yielded a 50% response rate (N = 476) from nonmajor students enrolled in performing organizations at a large Midwestern public university, whose responses addressed music activities in and out of school environments, influences on starting and continuing participation during high school and college, and whether ensemble directors promoted continued engagement. Results indicated high amounts of intrinsic motivation in both settings and active diverse curricular and noncurricular participation in music during high school. However, respondents indicated limited music activity outside of the college ensemble; indeed, a majority said they would not have sought a way to continue had it not been for the availability of a university ensemble that welcomed nonmajors. High school directors provided more encouragement to continue than college directors.

Based on the needs for viable melodic dictation strategies and thoughtful approaches to teaching prerequisite skills, the central research question guiding this qualitative study was as follows: What strategies do dictation takers describe having used on successfully completing a standard melodic dictation? Six sophomore music majors, recommended by their theory professors as consistently successful in melodic dictation, completed two cycles each of a standard dictation coupled with a follow-up reflection interview focused on strategies. Three overarching themes emerged from data analysis: (1) Participants are highly skilled at directing their attention during dictation, (2) participants prioritize tasks carefully during each listening of a dictation, and (3) participants skillfully coordinate a variety of musical and problem-solving skills to complete dictations successfully.

Various issues relating to education and religion continue to appear in federal court. One issue that is most relevant to music educators is the use of religious music in school music curriculum. Although no federal guidelines exist as to what is acceptable usage, a number of federal cases have addressed the various issues, from the use of religious music as a teacher tool to the performance of music in a religious setting, such as a church. This article seeks to inform readers of previous federal case decisions and provide some guidance for teachers in making music selections, based on those decisions and an analysis of current district policies.

The purpose of this study was to investigate the existence and impact of budgetary cutbacks to music teaching positions and district funding in three Midwestern states, namely Kansas, Nebraska, and Missouri. The results revealed cuts to staffing and district funding of music programs without a reduction in student enrollments in 2011–2012 following a downward trend the previous 3 to 4 years. Increases in teaching responsibilities and student fees were also trends. Based on collected data, staffing and budgetary reductions will continue to increase teacher workloads. Recommendations are provided for music education advocates, music teacher education programs, and state music education organizations to adapt to changing fiscal realities and needs of schools.

It is the aim of this investigation through literature review to identify teacher characteristics that may best promote social capital in students, thereby improving their ability to succeed in society. This review defines success as the procurement of a career-aimed occupation or a prestigious occupation. Consequently, it intends to (a) provide a definition of social capital, (b) outline links between increased social capital and student success, and (c) identify four characteristics of music teachers that could promote social capital. These four characteristics include positive rapport, knowledge of content area, successful communication, and regular reflection. Each is examined within music teaching contexts and illustrated through application of the characteristics in an ensemble setting.

This content analysis sought to determine information related to users uploading, general content, and specific characteristics of music education videos on YouTube. A total of 1,761 videos from a keyword search of “music education” were viewed and categorized. Results for relevant videos indicated users posted videos under 698 different usernames, with postings under a single username ranging from 1 to 51. Users’ self-reported country affiliation varied across 58 different countries. The number of countries represented in this sample indicates YouTube users from around the globe are interested in sharing music education content. Results relating to the content of videos categorized as relevant to music education (n = 1,352) revealed the most observed categories were performance (36%), followed by teaching (28%), public relations (27%), and industry (10%). Teaching videos were mostly tutorials (65%). Participants across all video categories were predominantly adults, university age, or fit multiple age categories.

The purpose of the study was to describe research leaders’ perceptions of the relative importance of various research preparation opportunities for future music education professors. The 122 questionnaire respondents answered 38 Likert-type and open-ended content questions that asked about research experiences, research skills, research resources, and research coursework. The highest rated research experience was having each doctoral student do an oral presentation of his or her research, the highest rated research skill was the ability to choose an important research question for a study, the highest rated research resource was SPSS, and the most common response for what coursework should be required for doctoral students was a basic course that introduced the students to research concepts. Conclusions address the possible programmatic applications of the results.

This qualitative study investigated the role of music in the lives of those affected by the Holocaust. Participants were identified through purposeful and snowball sampling techniques, and a total of five were selected based on their connection to the Holocaust. Participants included those incarcerated in camps and ghettos, those who escaped incarceration, and a child of survivors. Each participant was interviewed using a semistructured interview schedule. Interview transcripts were transcribed and coded using coding categories generated from recurring patterns and ideas. The data were analyzed to identify emerging themes. The overarching theme is that music has a multiplicity of meanings to humans, is used in different ways at different times, and does not hold the same meaning for all people. Findings from this investigation pose questions for music educators, concerning the way music is taught in school settings.