Music

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    A SLICE OF HOME: MUSIC & CULTURE IN A US-BASED CARIBBEAN STEELBAND COMMUNITY
    (2024) Francis, Josanne Fiona; Prichard, Stephanie; Grisé, Adam; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to explore the experiences of participants in a specific Caribbean steelband community music program in the Washington, DC metropolitan area. Using an ethnographic case study design, I focused on the youth-serving community steelband, Caribbean Steel Pulse (CSP). Guided by research questions on teaching and learning, cultural identity, and musical experiences within this context, my methodology was enriched by my insider perspective.I gathered data from observations and in-depth interviews with four participants—a student, two instructors, and two administrative personnel. Through my analysis, I identified four main themes: Family, Service, Cultural Identity and Continuity, and (M/m)usic (E/e)ducation. My findings revealed that teaching and learning in this “informal” Music Education space is a multifaceted process incorporating practical, theoretical, historical, and interpersonal elements. The dichotomy between traditional steelband methods, such as rote learning, and Western music theory in Caribbean Steel Pulse fostered a holistic understanding of music theory and performance while honoring cultural heritage. Participants' narratives highlighted both national and Afro/Caribbean diasporic identities. The steelband community of CSP provided a space for discovering, expressing and affirming these identities, facilitated by the inclusive and supportive environment of the parent organization, Caribbean Cultural Academy (CCA). This study highlights the importance of accessibility and inclusivity in music education, and the important role of youth-serving community music organizations in identity development, and music education. CCA's model, which minimizes financial and bureaucratic barriers to entry, contrasts with traditional school music programs that often inadvertently exclude economically disadvantaged students.
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    Public school music booster groups, 2015 revenue data
    (2018) Elpus, Kenneth; Grisé, Adam
    This is an anonymized version of the dataset underlying "Music booster groups: Alleviating or exacerbating funding inequality in American public school music education?" by Kenneth Elpus and Adam Grisé. Included here are the data in Stata and SPSS formats and Stata statistical code to replicate the analyses in the article.
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    The Effects of With-Text and Without-Text Song Presentation Styles on Preschoolers' Singing Voice Use and Pitch Accuracy
    (2018) Kendal, Jessica Leigh; Hewitt, Michael; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The main purpose of this study was to examine the effects of with-text and without-text song presentation styles on the song-singing competencies of singing voice use and pitch accuracy in preschool children. A secondary purpose of the study was to discern if there were any relationships between preschoolers’ tonal developmental music aptitude, song presentation styles, singing voice use, and pitch accuracy. A total of twenty-nine 3.5- to 5-year-old preschoolers from a university children’s center in the Mid-Atlantic United States were randomly assigned within intact classes to either a text-only song presentation style or a syllable-text song presentation style when being taught two new, unfamiliar criterion songs within the context of weekly 30-minute music and movement lessons at the center. Participants in the text-only control condition (n =13) heard and sang the criterion songs with text for the entirety of the 11-week study; participants in the syllable-text intervention condition (n =16) heard and sang the criterion songs on a neutral syllable for the first six weeks of the study, then with the associated text for the remaining five weeks. All participants were pretested for developmental tonal music aptitude and were recorded singing a familiar song to determine baseline singing competencies before the start of the study; all participants were recorded singing the two criterion songs at the conclusion of the study for posttest measurement. Recordings were evaluated by three trained raters using Rutkowski’s (1998) SVDM and were evaluated by the researcher for pitch accuracy percentage scores. Results of descriptive statistical analyses showed no significant differences in median scores between the groups for singing voice use or pitch accuracy at posttest. Results of correlational analyses suggest that presenting new songs initially without text may support preschoolers’ use of singing voice, while presenting new songs with text may support preschoolers’ pitch accuracy. These analyses also showed minimal correlation between tonal developmental music aptitude and singing scores. Pitch accuracy was found to be highly correlated with singing voice use.
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    The Status of Music Education in United States Public Schools - 2017
    (Give A Note Foundation, 2017-11) Foundation, Give a Note
    This publication reports on the findings of a nationally representative survey of K-12 schools in the United States that offer music education. Results are reported at the school and teacher level on the status of music teaching and learning at elementary, middle, and high schools in the United States as of 2017.
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    Assessment in Secondary Music Classrooms: A Replication Study
    (2017) Gonzales, William Gilibert; Elpus, Kenneth; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to examine assessment practices of secondary school music teachers in the mid-Atlantic region of the United States by replicating the research methods of Russell & Austin (2010). A total of 4,083 invitation emails were sent once a week over the course of three weeks, 840 emails were reported opened by recipients. Though a total 291 responses were received, only 185 questionnaires were usable for analysis. As in Russell & Austin (2010), the majority of respondents reported using traditional letter grades and that their classes are weighted equally with other general education classes for calculating students’ overall grade point average (GPA) and count towards graduation requirements. Participants used both achievement and non-achievement criteria for determining students’ grades. However, on average, the aggregate of non-achievement criteria was weightily slightly heavier than achievement criteria. Regarding influence of respondents specific teaching contexts on grading methods, significant influences were found for teaching specialization, assessment confidence, and instructional time.
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    Authorship and Methodology Patterns in Music Education Research, 1984-2007
    (2008-05-05) Farmer, Dawn Marie; Hewitt, Michael P.; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to evaluate gender-related authorship and research methodology patterns in music education research. Articles were examined in order to determine if the frequency of women authors in the sample matched the frequency of women receiving doctoral degrees in music education. Furthermore, methodologies of the articles were tallied to determine what types of research were being published and in what frequencies. Analysis of seven top-tier music education journals published from 1984 to 2007 suggested that women published below the expected frequency and that quantitative research comprised 78.93% of published articles. Data indicated that women were less frequent authors than men, but published a greater percentage of qualitative research. The number of women authors increased from the Early Period (1984-1991) to Late Period (1992-2007), as did the number of authors writing qualitative research.
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    The Status of Instruction in Composition in Elementary General Music Classrooms of MENC Members in the State of Maryland
    (2008-05-05) Phelps, Kerry Bowman; Silvey, Philip; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to examine the status of composition activities in elementary level general music classrooms in the state of Maryland. Participants (N=60) completed an online questionnaire with questions in the areas of teacher demographics, beliefs about composition, and frequency of composition activities in the classroom. Responses indicated that composition was present, at a low frequency, at all student grade levels. Relationships were found between student grade level and structure of composition activity and student grade level and group structure of composition activity. Implications of the frequency of composition activities as well as relationships found for music education are discussed. Suggestions are made for increasing the frequency of composition activities by building upon the most common practices identified by this study.
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    Music Education in Prince George's County, Maryland, From 1950 to 1992: An Oral History Account of Three Prominent Music Educators and Their Times
    (2004-11-23) Moore, Judy Williams; McCarthy, Marie; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This dissertation documents the professional lives of three prominent music educators in Prince George's County, MarylandLeRoy Battle, Maurice Allison, and Dorothy Pickardwhose careers from 1950 to 1992 spanned the period of school desegregation and its aftermath. The professional lives of Battle, Allison, and Pickard, their philosophies of teaching, and the instructional strategies they used in building music programs of distinction are examined employing methods of oral history. The interviews of twenty-three other Prince George's County professionals, including a county executive, a superintendent, county teachers, and county administrators, combine with testimony of the three music educators in creating the fabric of this historical dissertation. Set in Prince George's County, scene of dramatic societal change between 1950 and 1992, county educational, cultural, societal, and political processes are explored to gain understanding of the lives and times of Battle, Allison, and Pickard. Although the 1954 Brown vs. Board of Education ruling ended the era of "separate-but-equal" schooling in the United States, it was not until December 29, 1972, that a countywide system of busing of students was ordered in Prince George's County to enforce racial balance in schools. Busing altered the racial distribution in county schools and was thought by many to have precipitated "white flight" of Prince George's residents to surrounding jurisdictions. Remaining county residents voted to limit taxes for county services, creating a financial burden for the schools, the police, and the county government. Subsequently, the white-to-black ratio in the county and the schools altered. Through advocacy efforts of teachers, concerned residents, and students, the elective programs in Prince George's County Public Schools were twice spared from elimination, in 1982 and again in 1991. Music education remains an active part of the Prince George's County School curriculum due in part to the work of Battle, Allison, and Pickard, music educators who displayed creativity in the face of adversity. They set an example for other educators of how to produce, maintain, and support quality-performing groups in music education.