Research Studies in Music Education current issue

Editorial

Barrett, M. S. — 2009-05-27

Graduate music education as a site for reconfiguring curriculum development

Barrett, J. R. — 2009-05-27

Curriculum scholars in music education have identified themes and issues to be addressed in reconceptualizing the music curriculum and moving beyond prescriptive and technical models of curriculum planning. Curriculum development courses designed for novice and experienced teachers enrolled in graduate studies serve as sites in which teachers can examine their assumptions about music teaching and learning, think deeply about the school settings where the curriculum is situated, reflect upon the challenges that face the contemporary music classroom, analyze and interpret curricular models and initiatives that address those challenges, and synthesize these insights to design imaginative and compelling musical experiences for students. Graduate study can serve as a catalyst for teachers' professional development, and a cornerstone for the advancement of curricular discourse in music education.

Nurturing music learners in Mrs Miller's `family room': a secondary classroom for students with special needs

Blair, D. V. — 2009-05-27

In this narrative account of a secondary school classroom of students with special needs, I share the story of a teacher and her students. With multiple impairments and low socioeconomic status creating an additional layer of risk, these students struggle with emotional and social interaction in addition to academic challenges. School music classes of choir and band were unavailable to these students. As a former music teacher in this district, I was invited to provide weekly musical experiences. I obtained permissions to engage in a research study while visiting the school. The students' musical experiences were central to our interaction and my research. However, in this article, I explore a finding that emerged during the course of the study — that is, the classroom teacher's role in creating a place of belonging for her students. By understanding the students' need to feel parental love, the teacher — demonstrating a mature model of pedagogical thoughtfulness — fostered a sense of family and belonging within the classroom community.

Naturally emerging self-regulated practice behaviors among highly successful beginning recorder students

Bartolome, S. J. — 2009-05-27

The purpose of this research study was to extend current scholarship on self-regulated practice behaviors of young instrumentalists to the general music recorder classroom. This qualitative study explored the reflections of successful beginning recorder players in relation to the self-regulated practice model. Interviews were conducted with three high-achieving third-grade recorder players and responses were coded for themes relating to self-regulated practice. Results support the notion that self-regulation is an important component of effective practice and implications for music educators are explored. The study represents an unprecedented examination of the practice behaviors of children just beginning recorder study, and provides music educators with practical, research-based strategies for improving group recorder instruction in the elementary grades.

`That's my piece, that's my signature, and it means more ...': creative identity and the ensemble teacher/ arranger

Randles, C. — 2009-05-27

This study follows a phenomenological qualitative research tradition. Two K—12 (5—6 years old through 17—18 years old) music teachers were asked to create an arrangement of a musical selection of their choice to be performed by their students. Guidelines were emergent to allow for the construction of meaningful projects that would encourage personal growth and the development of each participant's creative skills. The primary data collection technique was a semi-structured interview. These interviews were conducted at various stages before, during and after music was arranged for performance. Participants' responses were transcribed and examined for patterns, trends and themes. From this data, codes emerged. These codes were sorted and categorized into four themes: (1) teacher ownership of arrangements/compositions; (2) compositional process: manipulation of musical materials; (3) continuing education; (4) culture of creativity: impact of the projects on students. Findings support the literature regarding musician identity. The researcher provides a model of the relationship of role-identities to musician identity, as well as a model of music teacher identity progression.

On thick description and narrative inquiry in music education

Jorgensen, E. R. — 2009-05-27

The use of `thick description' is evident in various research traditions in the social sciences. Important in American anthropology in the latter half of the 20thcentury, it has been imported somewhat uncritically into educational research. In our time, it is also seen as a means whereby scholars and scholar-practitioners can generate new descriptive knowledge and recover knowledge that has been lost or fallen into obscurity. My present task is to notice the philosophical roots of thick description in the work of Gilbert Ryle and its subsequent use by the American anthropologist, Clifford Geertz. I also note Adam Kuper's critique of Geertz's anthropological use of the term. And after `rescuing' aspects of thick description, I sketch implications for narrative inquiry in music education.

Description, interpretation, meaning: notes on Geertz and ethnography in music education research

Stauffer, S., Robbins, J. — 2009-05-27

Narrative and emotion in music: seeking wisdom and truth in music education

Carr, D. — 2009-05-27

Music education ethnographic research and thick description: a response

Marsh, K. — 2009-05-27

Book review: LUCY GREEN, Music, Informal Learning and the School: A New Classroom Pedagogy. London: Ashgate, 2008. 213 pp. ISBN 0754665224 (hbk) $29.95

Dunbar-Hall, P. — 2009-05-27