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©2017 QuaverMusic.com, LLC Contents

2018 NAfME MUSIC RESEARCH AND TEACHER EDUCATION NATIONAL CONFERENCE ATLANTA, GEORGIA

The Westin Peachtree Plaza 210 Peachtree Street, NW, Atlanta, GA 30303 • (404) 659-1400

PRECONFERENCE MEETINGS March 21, 2018 • MAIN CONFERENCE March 22–24, 2018

Map of the Westin Peachtree Plaza ...... 4 At Your Service ...... 5

WELCOME TO ATLANTA From the Conference Chair ...... 6 From the SRME Chair ...... 6 From the SMTE Chair ...... 7 From the Music Program Leaders Chair ...... 7

NAfME Leadership ...... 9 Society/Editorial Committee Meetings ...... 9 Receptions and Other Meetings ...... 9

CONFERENCE SESSIONS Thursday ...... 10 Friday ...... 23 Saturday ...... 37

SHARE YOUR CONFERENCE EXPERIENCE: #MRTE2018 OpenConf OpenConf is a registered trademark of Zakon Group LLC Conference schedule available via your mobile device: bit.ly/MRTE2018 PROGRAM GUIDE DESIGNED BY JACKIE JORDAN. COVER SKYLINE ART BY ISTOCK.COM/MAUROMOD BY ART SKYLINE COVER JORDAN. JACKIE GUIDE DESIGNED BY PROGRAM 3 Westin Peachtree Plaza

FIND YOUR WAY AT THE WESTIN Do you have a question about the conference? Need assistance 12th FLOOR locating a session? Please stop by Piedmont Level the NAfME Information Booth or Registration on the 6th Floor.

8th FLOOR Peachtree Level

7th FLOOR Augusta Level

6th FLOOR Chastain Level

(NAfME Registration and Information)

4 At Your Service

NAfME Headquarters staff MICHAEL J. BLAKESLEE JJ NORMAN LYNN M. TUTTLE Executive Director and CEO Professional Development Director, Public Policy, Manager Research, and Professional Christopher B. Woodside Development Chief Operating Officer THOMAS L. STEFANIAK Director, Membership, ELLA WILCOX ADRIANE DARVISHIAN Engagement, and Editor Director, Governance Organizational Development Constituencies

Business Center Located on the hotel’s fifth level, Connect to the the Business Center is open Westin Internet! Monday–Friday from 7:30 a.m. to 6 p.m. Connect to the “Westin Meeting” Saturday/Sunday from 10:00 a.m. to 2:00 p.m. network, then open a browser to log in. Login ID: NAFME2018 (case-sensitive)

NAfME Registration Located on Chastain Level (6th Floor) Thursday, March 22 7:00 a.m.–5:00 p.m. Friday, March 23 7:00 a.m.–5:00 p.m. Saturday, March 24 8:00 a.m.–11:00 a.m. The conference ends at 12:30 p.m. Special Thanks to … Dining Options The musicians of Be sure to check out the nearby eatery options. the Dickerson Middle The Westin Peachtree offers Bar 210 and Starbucks School Percussion Coffee Bar. For even more choices, The Hub at Ensemble of Marietta, Peachtree Center (peachtreecenter.com/dine-shop) Georgia. Under the direction is just a short walk from the hotel and has a food of Scott Brown, this group court and restaurants. More dining choices can will perform for the be found at atlantadowntown.com/guide/dining. Thursday, March 22 Plenary Session in the Peachtree Ballroom starting at 11:00 a.m. NAfME information Booth NAfME is grateful for their participation at the Located on the 6th Floor of the Westin; open 2018 Music Research Thursday, March 22 and Friday, March 23 to and Teacher Education assist you. National Conference.

OpenConf OpenConf is a registered trademark of Zakon Group LLC Conference schedule available via your mobile device: bit.ly/MRTE2018

5 Welcome to Atlanta

FROM THE 2018 CONFERENCE CHAIR Dear Colleagues, As a member of the NAfME National Executive Board’s Professional Development Committee and the organizing chair for this year’s 2018 event, it is my distinct pleasure to welcome you all to NAfME’s 2018 Music Research and Teacher Education National Conference! This year, the Planning Committee has envisioned a Diversity, Inclusion, Equity, and Access focus. This focus begins with a plenary session in which focus cochairs Professors Patricia Shehan Campbell and Judith Jellison will address attendees with remarks centered on their broad theme “Diversity and Inclusion in American Music Education: Inroads, Blockades, Redesigns, and Deliveries.” This will be followed by four not-to-be-missed sessions interspersed throughout the Conference in which three other distinguished professionals, whose research/creativity center around this theme, join either Judith or Pat for panel discussions to refl ect on how your scholarship on diversity and inclusivity points the way forward in optimizing diversity, inclusivity, equity, and access in music education. In addition to this Diversity/Inclusion/Equity/Access focus, this year’s Planning Committee (James Byo, SRME; Shawn Chastain, CMPL; Deb Confredo, SRME; Connie McKoy, SMTE; and David Rickels, SMTE), have worked together diligently to bring attendees opportunities to encounter excellent research and pedagogical practices in open forums and presentations by key national music education luminaries, as well as research poster sessions and planning sessions. On behalf NAfME’s Professional Development Committee and with respect and gratitude to the 2018 Planning Committee, who spent countless hours envisioning this Conference, welcome to Atlanta!

Glenn E. Nierman, NAfME 2018 Biennial Conference Chair

FROM THE SRME CHAIR

Dear Colleagues, On behalf of the SRME Executive Committee, welcome to the aspirations place—the 2018 Music Research and Teacher Education National Conference. At this conference, the staff of NAfME provides opportunity, but it is we—the presenters, organizers, and observers—who operationalize the opportunity in our role as the research and development arm of the national organization. NAfME is us, each of us a piece of a big research puzzle and responsible for moving the music education culture forward. We received 411 submissions for SRME posters and presentations, a 15% increase over our My business 2016 meeting. I hope you fi nd the collection of original, peer-reviewed research and the four special is to teach my sessions under the title Diversity and Inclusion in American Music Education: Inroads, Blockades, Redesigns, and Deliveries thought-provoking and inspiring. No doubt, you will take advantage of the aspirations to chance to connect with friends and colleagues while also reaching out to those new to you. conform Many thanks to the conference planners, chief among them program chairs Deb Confredo themselves to (SRME), Dave Rickels (SMTE), and Shawn Chastain (CMPL), NAfME Director of Governance facts, not to … Constituencies Adriane Darvishian, and conference chair Glenn E. Nierman. make facts Learn and smile a lot. Enjoy your time in Atlanta. harmonize with my aspirations. —T. H. Huxley, 1825–95

James Byo, Chair, Executive Committee, Society for Research in Music Education

Executive Committee: Carlos Abril; Deborah Confredo, SRME Program Chair; Lori Custodero; Steve Demorest, SRIG Liaison; John Geringer; Maud Hickey, State Research Liaison; Chris Johnson; Michael Hewitt

6 Welcome to Atlanta

From the SMTE Chair

Dear Colleagues, On behalf of the Executive Committee of the Society for Music Teacher Education, welcome to the 2018 Music Research and Teacher Education National Conference in the ATL. We’ve been working for over a year with Conference Chair Glenn Nierman and the leadership of the Society for Research in Music Education and the Council of Music Program Leaders to plan a conference that we hope will be worthwhile and informative. Over the years, the significance of this specific conference to the work of our Areas of Strategic Planning and Action (ASPAs) has become increasingly evident. Our ASPA coordinators look forward to the opportunity to sustain and enhance the momentum generated by the research projects and professional initiatives that are an integral facet of ASPA work during the Symposium on Music Teacher Education. Reconnecting with colleagues and being energized by the fresh perspectives of graduate participants is another much-valued aspect of this conference. I’d like to thank our SMTE Executive Committee members and our ASPA facilitators for their help in diligently reviewing the many conference proposals submitted, and to Susan Conkling and Linda Thornton for their wise counsel and assistance in dealing with the devilish details. Finally, many thanks to David Rickels, whose exceptional work has contributed so much to the fluid func- tioning of this conference. Please thank him if you get the chance, as his tenure as our Communica- tions Chair ends this year. Best wishes for a satisfying conference and an enjoyable time in Atlanta!

Constance L. McKoy, Chair, Society for Music Teacher Education

From the Music Program Leaders Chair

Dear Colleagues, On behalf of the Council of Music Program Leaders, welcome to Atlanta, and thank you for at- tending the 2018 Music Research and Teacher Education National Conference. CMPL is excited to collaborate with NAfME Leadership, SRME and SMTE to bring you the latest research available to music supervisors, curriculum coordinators and other music program leaders. I also want to thank my Conference Planning Committee Colleagues for their outstanding work in designing and coordinating this event! Many thanks also to NAfME for recently hosting our inaugural Music Program Leaders Summit in conjunction with the 2017 National In-Service Conference. This professional development oppor- tunity for K–12 music leaders and district arts coordinators was aimed at establishing and growing networks of collegial support for those in the profession. The Summit was built with insights and models from music program leaders across the United States, and we look forward to extending that collaboration and capacity-building at this research conference! As we collaborate with legislators and district-level leadership, it becomes increasingly important to rely on the best research from the field of music education. Please use this conference to elevate your music programs, and have a wonderful time in Atlanta!

Shawn Chastain, Chair, Council of Music Program Leaders

7 AMPLIFY JOIN THE LARGEST COMMUNITY OF MUSIC EDUCATORS IN THE COUNTRY!

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NAfME National Executive Board NAfME Society and Editorial PRESIDENT/BOARD CHAIR Committee Meetings Denese Odegaard, Fargo, ND Wednesday, March 21 PRESIDENT-ELECT Kathleen Sanz, Tallahassee, FL Time Committee location IMMEDIATE PAST-PRESIDENT Glenn E. Nierman, Lincoln, NE 9 a.m.–6:00 p.m. Society for Research in Music Piedmont 1 Education Executive Committee EASTERN DIVISION PRESIDENT Marc E. Greene, Sewell, NJ 9 a.m.–6:00 p.m. Early Childhood (SRIG) Ansley 1 NORTH CENTRAL DIVISION PRESIDENT Preconference Meeting Leyla Sanyer, Verona, WI 10 a.m.–2:30 p.m. Music Educators Journal Piedmont 6 NORTHWEST DIVISION PRESIDENT Editorial Committee John Combs, Ammon, ID 1:00–6:00 p.m. Society for Music Teacher Piedmont 2 SOUTHERN DIVISION PRESIDENT Education Executive Committee Sara Womack, Atlanta, GA SOUTHWESTERN DIVISION PRESIDENT 3:00–6:00 p.m. General Music Today Piedmont 3 Michael Raiber, Norman, OK Editorial Committee WESTERN DIVISION PRESIDENT 1:00–6:00 p.m. Journal of Music Teacher Piedmont 4 Russ Sperling, San Diego, CA Education Editorial Committee EASTERN DIVISION IMMEDIATE PAST-PRESIDENT 1:00–6:00 p.m. Journal of Research in Music Piedmont 5 Scott R. Sheehan, Hollidaysburg, PA Education Committee NORTH CENTRAL DIVISION IMMEDIATE PAST-PRESIDENT Lance D. Nielsen, Lincoln, NE 1:00–6:00 p.m. Update Editorial Committee Piedmont 7 Northwest Division Immediate Past-President Camille Blackburn, Ammon, ID SOUTHERN DIVISION IMMEDIATE PAST-PRESIDENT Christine S. Fisher, Rock Hill, SC SOUTHWESTERN DIVISION IMMEDIATE Receptions and PAST-PRESIDENT Maribeth Yoder-White, Other Meetings Seven Devils, NC Date Time event location Western Division Immediate Past-President David C. Fullmer, Orem, UT Wednesday, 6:30–8:00 p.m Journal of Historical Piedmont 8 March 21 Research in Music Education Editorial NAfME thanks ... Committee Meeting The National Association for Music Education is Thursday, 4:30–6:30 p.m. NAfME Welcome Chastain 2 indebted to the many individuals who served on March 22 Reception: & Overlook the conference planning committee for the 2018 Connect with other conference attendees and Music Research and Teacher Education National enjoy light hors d’oeuvres. Conference and who played key roles in bringing At 5:00 p.m., join NAfME this conference to fruition. President Denese Odegaard CONFERENCE CHAIR in honoring the two Lowell • Glenn E. Nierman, University Mason Fellows of the Class of Nebraska—Lincoln of 2017. SRME SESSIONS Friday, 7:00–8:00 a.m. Editorial Committee of Piedmont 2 • CHAIR, James L. Byo, Louisiana State March 23 the Council of Research in University, Baton Rouge Music Education Breakfast Meeting; sponsored by the • POSTER SESSIONS Deborah Confredo, University of Illinois School Temple University, Philadelphia, PA of Music (by invitation only). • SRIGs, Steven M. Demorest, Northwestern University, Evanston, IL Friday, 7:00–9:00 p.m. Arizona State University, Chastain E March 23 University of Michigan, and SMTE SESSIONS Northwestern University • CHAIR: Constance L. McKoy, University Alumni Reception of North Carolina at Greensboro • POSTER SESSIONS: David A. Rickels, University of Colorado Boulder COUNCIL of MUSIC PROGRAM LEADERS SESSIONS • Shawn Chastain, Wichita Public Schools, Wichita, KS

9 Conference Sessions Thursday, March 22

Thursday, March 22 2018 Music Research and Research Processes, Teacher Education National Practices, and Issues Conference Opening Plenary Presentation 11:00 a.m.–12:30 p.m. Peachtree Ballroom 8:00–9:25 a.m.

WELCOME: Denese Odegaard, NAfME President Writing and Publishing Music Presider: Glenn E. Nierman, University of Nebraska–Lincoln Education History ● Diversity and Inclusion in American Music Education: Chastain G/H Inroads, Blockades, Redesigns, and Deliveries Presenters: William R. Lee, University of Tennessee at Chattanooga; Marie McCarthy, Plenary Address by Judith A. Jellison and Patricia Shehan Campbell University of Michigan, Ann Arbor; Phillip M. Judith A. Jellison is the Mary D. Bold Regents Professor in Hash, Illinois State University, Normal; Music and Human Learning and University Distinguished Teaching Paul D. Sanders, Ohio State University at Professor at the University of Texas at Austin. Her experiences Newark; Terese Volk Tuohey, Wayne State working with diverse populations in schools and hospitals have University, Detroit, MI shaped her philosophy and continue to guide her research, which Key processes of doing historical research— focuses on the musical development of children with disabilities use of primary sources, methodology, and inclusive educational practices. Her book Including Everyone: contextual framework, and application of Creating Music Classrooms Where All Children Learn was recently findings—will be presented from the published by Oxford University Press. She has served on editorial perspective of author and journal reviewer.

boards of major journals in music education and music therapy and Doing historical research will be discussed . is a recipient of the NAfME Senior Researcher Award and the from the perspective of journal editor and

Publications Award from the American Music Therapy Association. She is a member of book and media review editor. rown The University of Texas’s Academy of Distinguished Teachers and is a recipient of the Presider: James L. Byo, Louisiana State Outstanding Teaching Award from The University of Texas System Board of Regents. University, Baton Rouge cott B Patricia Shehan Campbell is the Donald E. Peterson Professor of Music at the University of Washington, Seattle, where she teaches courses at the intersection of education and ethnomu- Colloquium sicology. She has lectured internationally on the pedagogy of world 8:00–9:25 a.m. music and children’s musical cultures. She is the author of the ; courtesy of S books Lessons from the World; Music in Cultural Context; Songs in their Heads; Teaching Music Globally; Musician and Teacher; and The Practical Politics of Promoting Music, Education, and Diversity: Bridging Cultures and Communities. Diversity, Equity, and Access ampbell She is the recipient of the 2012 Taiji Award (China) and the 2017 Koizumi Prize (Japan) for work on the preservation of traditional ● Chastain F music through educational practice. She is also a recipient of a hehan C Presenters: Lauren Kapalka Richerme, NAfME Senior Researcher Award. Since 1999, she has established music education Indiana University Bloomington; Brittany partnerships with the Yakima Nation Tribal School, the University of Dar es Salaam May, Brigham Young University, Provo, UT; atricia S (Tanzania), and the Gitameit Music Institute (Myanmar). She is chair of the Advisory Jocelyn Prendergast, Truman State Board of Smithsonian Folkways Recordings, and she is editor of the forthcoming series University, Kirksville, MO; Christopher Dye, World Music Pedagogy for practicing and prospective teachers. Middle Tennessee State University, ; courtesy of P

Attendees at the Plenary Session will

Dickerson Middle School Percussion Ensemble hear a performance by the Dickerson ellison Middle School Percussion Ensemble of Marietta, Georgia. The group, directed

by Scott Brown, has gained a reputa- udith A. J tion for excellence by performing throughout the United States, including the Music for All National Percussion Festival, the Percussive

Arts Society International Convention, : courtesy of J and the Midwest Clinic. Students have mastered a wide variety of concert percussion ensemble literature as well as Japanese Taiko, “stomp” ensemble, and Brazilian samba. hotos from top P

10 Conference Sessions Thursday, March 22 Thursday, March 22 Conference Sessions Conference Branches Murfreesboro; Daniel hellman, Missouri State University, Springfi eld two urban Music teachers society for Music SMTE teacher Education ● AuGustA 3 This colloquium presents a variety of practical political tactics that teacher educators can PrEsENtEr: Amorette B. Languell, SRME society for research utilize when promoting policies related to Northern Michigan University, Marquette in Music Education diversity, equity, and access. These include The purpose of this research was to explore persuading stakeholders through the adoption the experiences of two urban music teachers CMPL Council of Music of specifi c language, using existing policies to in the second stage of their careers. Analysis Program Leaders support the diversifi cation of collegiate resulted in three themes: perceptions of curricula, and navigating political structures urban schools, challenges and rewards of within state-level governments. teaching in urban schools, and a sense of band students where they employed a PrEsiDEr: Carla Aguilar, Metropolitan State preparedness and what was missing. learner-centered rehearsal structure to learn University of Denver, CO and perform music. The methodology will be PrEsiDEr: Christopher Baumgartner, discussed, along with a review of results. University of Oklahoma, Norman Conclusions and recommendations for the PResentation profession will also be offered. sessions—BlocK 1 Connections between Music PrEsiDEr: Jennifer Walter, University 8:00–8:25 a.m. Education and youtube Music Videos of North Carolina at Greenville; NAfME Instructional Strategies SRIG Chair ● ChAstAiN 1 Effects of Pitch and rhythm Priming PrEsENtEr: Christopher Cayari, Purdue A Comparison of Music and Music tasks on Accuracy and Fluency University, West Lafayette, IN during sight-reading Education Faculty Views of Music This case study explores musician David Curricula for Preservice teachers ● AuGustA 1 François, how he acquired the skills needed to create virtual ensembles on YouTube, and ● ChAstAiN i/J PrEsENtEr: Christine r. russell, University the application to music education. François’s PrEsENtErs: Jill Wilson, Luther of Akron, Akron, OH formal education, private tuition, informal College, Decorah, IA; Emily McGinnis, learning, and community music experiences The purpose of this study was to investigate University of Missouri, Kansas City the effects of pitch and rhythm priming tasks all contributed to success on YouTube, with on sight-reading accuracy and fl uency of high nearly 9 million views to date. The purpose of this study is to compare music and music education faculty views school instrumentalists. Results suggest that PrEsiDEr: Lori Custodero, Teacher College, regarding important musical knowledge and performing rhythm alone or pitch alone requires Columbia University, New York, NY different cognitive processes than performing skills needed by future music educators. Data both together. Implications included for both will be examined in the context of potential practitioners and researchers. A Qualitative Examination of curricular change to provide more relevant training for preservice music teachers. PrEsiDEr: Maud hickey, Northwestern Charter school Music Education University, Evanston, IL PrEsiDEr: Kyle Chandler, Arkansas State ● ChAstAiN E University, Jonesboro PrEsENtErs: Karen M. Koner, California Diy instructional Design for the State University, Stanislaus, Turlock; Music teacher Educator: Creating a Wendy K. Matthews, Wayne State ReseaRch PRocesses, Web-Based Case Learning resource: University, Detroit, MI PRactices, and issues Problem-solving in Ensembles This study examines the experiences of K–12 PResentation charter school music educators through six 8:30–9:25 a.m. ● AuGustA 2 qualitative interviews. Themes that emerged PrEsENtEr: Mildred hye-ree yi, Vanguard from preliminary coding of interviews University of Southern California, Costa Mesa included: (1) administrator support, (2) school Virtual reality research in Music Education: Past, Present, and Future This presentation will serve as a guide for funding, (3) student discipline issues, and (4) student access to music learning. music teacher educators interested in ● ChAstAiN i/J instructional design principles and tools for PrEsiDEr: Michael hewitt, University of creating a case-based, web-based, multime- Maryland, College Park PrEsENtEr: Evelyn K. Orman, University of dia learning resource to support preservice North Carolina at Charlotte teachers’ development of pedagogical Virtual reality (VR) research in music content knowledge. Learner-Centered techniques education began almost two decades ago. in the Middle school Band PrEsiDEr: sean Powell, University of North Projected to be a billion-dollar industry by Texas, Denton ● 2025, VR is used nationally in K–12 schools. ChAstAiN D This presentation will illustrate technological PrEsENtErs: David A. Williams, University problems, research questions, methodolo- of South Florida, Tampa; robin heinsen, gies, designs, and analyses applicable to VR University of Texas at Austin and other areas of music education research. During this session, presenters will report PrEsiDEr: Deborah Confredo, Temple

PHOTOS FROM TOP: COURTESY OF JUDITH A. JELLISON; COURTESY OF PATRICIA SHEHAN CAMPBELL; COURTESY OF SCOTT BROWN. on a project undertaken by middle school University, Philadelphia, PA

11 Conference Sessions Thursday, March 22

PRESENTATION High School Predictors of Future PRESENTATION SESSIONS—BLOCK 2 Music Education Majors SESSIONS—BLOCK 3 8:30–8:55 a.m. 9:00–9:25 a.m. ● Chastain 1 Presenter: Adam Grisé, University of “Outsider Within”: Dana’s Story Maryland, College Park Music Educator Programs in Higher Education: Preparing Adaptable and ● Augusta 1 This study described in this session uses Culturally Responsive Teachers longitudinal data from a nationally representa- Presenter: Tami J. Draves, University of tive sample of high school students to North Carolina at Greensboro ● Augusta 1 uncover the demographic characteristics, In this narrative inquiry, I explored the identity professional intentions, and curricular choices Presenters: Lori F. Gray, Boise State construction of Dana, a first-year music associated with future postsecondary music University, Boise, ID; Sarah Minette, Arizona teacher, with regard to race, class, gender, education majors. The study illuminates key State University, Tempe and sexuality. The primacy of Dana’s low predictors along the trajectory from high For music teachers to embrace cultural socioeconomic status emerged strongly. Her school student to music educator. responsiveness, institutions need to serve as story may broaden our understanding of how Presider: Jeffrey Ward, Kansas State the initial model. The purpose of this social factors mediate students’ experiences University, Manhattan exploratory study is to examine the needs of in music education. current K–12 music teachers to see if those Presider: Amanda Soto, Texas State needs are being met by undergraduate music University, San Marcos Experience Does Not Ensure education programs that lead to licensure. Learning: Bridging the Divide Presider: Juliet Hess, Michigan State Between Theory and Practice within University, East Lansing Singing Accuracy in the General Music Teacher Education Population: A Database Study ● Chastain E The Impact of Music Practice ● Augusta 2 Presenters: Sommer H. Forrester, Instruction on Middle School Band Presenters: Steven M. Demorest, University of Massachusetts Boston, South- Students’ Practice Behaviors Northwestern University, Evanston, IL; borough; Jared R. Rawlings, University of ● Peter Q. Pfordresher, University of Buffalo, Utah, Salt Lake City Augusta 2 Buffalo, NY Transfer of learning is considered by many to Presenter: Stephanie Prichard, University A person’s ability to sing is often associated be a fundamental goal of education. The of Maryland, College Park with the idea of innate talent rather than purpose of this presentation is to examine The purpose of this study was to investigate training. We present the results of an ongoing instructional design techniques that promote the impact of music practice instruction on large sample study to explore singing transfer of learning and an integrated middle school band students’ practice accuracy in the general population as it relates approach across undergraduate music behaviors. Findings suggest that a dedicated to age, various types of musical experience, education programs in different teaching unit of music practice instruction may have a and musical self-concept. contexts. positive impact on students’ ability to identify and apply practice strategies. Presider: Amanda Schlegel, University of Presider: Connie McKoy, University of Southern Mississippi, Hattiesburg North Carolina of Greensboro Presider: Charlene Ryan, Ryerson University, Toronto, Ontario, Canada “Students’ Self-Worth Appears Transfer of Learning of Effective to Be Based Solely on the Outcome Practice Strategies from Large Music Education as a Primary of Their Audition”: The Professional Ensemble Instruction to Individual Component of the United Kingdom’s Identities and Values of Student Practice Performing the Jewish Archive Arts Undergraduate Music Majors and Humanities Research Council ● Chastain D (AHRC) Large Grant (2014–2018): ● Augusta 3 Presenter: Brian N. Weidner, Implications for Equity, Diversity, and Presenter: Brian P. Shaw, Ohio State Northwestern University, Evanston, IL Social Change via the Rediscovered University, Columbus Transfer of learning from large-ensemble Musical Experiences The purpose of this survey research was to instruction to private practice is necessary ● examine undergraduate music majors’ for developing students’ independent Augusta 3 professional identities and values. Students at musicianship. The quasi-experimental study Presenter: Teryl L. Dobbs, University of nine institutions reported the value they and described in this session had middle school Wisconsin–Madison their peers and professors would place on band directors explicitly and iteratively teach This session presents key music education various musical honors and careers. Findings effective practice strategies to students findings from the £1.5-million (British pounds highlighted how gender, race, and social (N = 66) and evaluated the students for sterling) Performing the Jewish Archive influences affect students’ beliefs and changes in the frequency of strategy usage AHRC Large Grant that emerge from the aspirations. in individual practice. rediscovered musical life of Josima Feld- Presider: Carlos Abril, University of Miami, Presider: Edward McClellan, Loyola schuh, “Prodigy of the Warsaw Ghetto.” Coral Gables University, New Orleans, LA; NAfME A major implication suggests the importance Perception and Cognition SRIG Chair

12 Conference Sessions Thursday, March 22 Thursday, March 22 Conference Sessions

of the musical experience in children’s University Bloomington; Donald M. Taylor, NAfME chapter and a community youth asserting their ethical human subjectivity. University of North Texas, Denton center. Focusing on diversity, inclusion, equity, and access, preservice teachers learn Presider: Brent Talbot, Gettysburg College, This symposium takes a careerwide approach Gettysburg, PA to the exploration of gender identity and popular music pedagogies to engage with music education at multiple levels. Presenters local, marginalized youth. will examine policies that marginalize Presider: Debbie O’Connell, Winston- National Estimates of Music transgender high school singers, issues Salem State University, Winston-Salem, NC Teacher Attrition and Mobility facing gender-nonconforming preservice music educators, and the perspectives of ● Chastain 1 adult transgender musicians working inside The Small Group Applied Lesson: Presenter: Donna J. Gallo, University of and outside of formal music education Structure and Perceived Value Illinois at Urbana-Champaign institutions. ● Augusta 2 The purpose of this study was to describe the Presider: Carlos Abril, University of Miami, FL current status of music educators’ attrition Presenters: James L. Byo, Louisiana State and mobility and to identify factors predicting University, Baton Rouge; Michael A. Miles, teacher attrition or retention in U.S. schools, SYMPOSIUM University of Southern Mississippi, Hatties- burg; Julius Kyakuwa, Louisiana State specifically those with underserved popula- 10:00–10:55 a.m. tions. National-level data were analyzed University, Baton Rouge through multinomial logistic regression A study of the structure and perceived value procedures to identify predictors of teacher What’s in the Score? Effects found in the small group applied lesson turnover. of Limited or Full Notation in reveals benefits and challenges in placing Instrumental and Vocal Chamber college students in overt roles of perfor- Presider: Sarah Allen, Southern Methodist University, Dallas, TX Music Rehearsal Settings mance evaluator, sound analyzer, problem- solver, and decision-maker. ● Chastain I/J Presider: Christopher Johnson, University A Model for Evaluating Presenters: Deborah A. Confredo, of Kansas, Lawrence Teaching in Higher Education Temple University, Philadelphia, PA; Charles Robinson, University of Missouri–Kansas ● Chastain E City; Ruth V. Brittin, University of the Pacific, Satis Coleman’s Environmental Philosophy: An Intellectual History Presenters: David J. Teachout, University Stockton, CA; Daniel Keown, Youngstown of North Carolina at Greensboro; Jeremy S. State University, Youngstown, OH; ● Augusta 3 Lane, University of Arkansas at Little Rock Philip Edelman, University of Maine, Orono Presenter: Daniel J. Shevock, Penn State Though fraught with problems, teaching We were curious to consider and compare Altoona, Altoona, PA quality in higher education is measured effects of full versus limited scores on commonly with student evaluations of rehearsal processes and performance The 21st century has been defined by our teachers via end-of-course surveys. Alterna- outcomes among instrumentalists and ecological crises. Satis Coleman’s philosophy, tively, some advocate for a multifaceted vocalists rehearsing and performing in small influential in the 1920s and 30s, focused on portfolio approach to measure effectiveness. groups. Would information provided by limited music and nature. This intellectual history, a This session will present a synergistic scores disadvantage musicians? Would full historiography of ideas and thinkers, analyzes collection of teaching tasks associated with scores facilitate success? We present two her environmental philosophy. Data were student learning and ways to assess them. studies that examine these questions. coded qualitatively around four themes: nature/society, consumption/conservation, Presider: Kenneth Elpus, University of Presider: Michael Hewitt, University of epistemology/ethics/policy, and science/ Maryland, College Park Maryland, College Park evolution. Presider: Matthew Thibeault, Education SYMPOSIUM PRESENTATION University of Hong Kong, PRC 10:00–10:55 a.m. SESSIONS—BLOCK 4 10:00–10:25 a.m. Preservice Music Teachers’ Perceptions Gender Diversity in Music Education of Racial and Cultural Difference Mutual Benefits in a ● Chastain 1 ● Chastain G/H Service-Learning Project: Learning Presenters: Sarah J. Bartolome, North- through Teaching Popular Music Presenter: Andrea J. VanDeusen, East western University, Evanston, IL; Joshua at a Community Youth Center Carolina University, Greenville, NC Palkki, California State University, Long The presenter will share data from a case Beach; Stephanie Prichard, University of ● Augusta 1 study of preservice music teachers’ experi- Maryland, College Park; Jacob A. Berglin, Presenter: C. Michael Palmer, Ball State ence in the local community during a Northwestern University, Evanston, IL; University, Muncie, IN weeklong cultural immersion field experience. Matthew Fiorentino, University of Illi- Participants described their feelings as they nois, Champaign; Matthew L. Garrett, Case The purpose of this presentation is to share began to take the perspective of a cultural Western Reserve University, Cleveland, OH; insights into the development, implementa- outsider. Implications for music teacher Nicholas R. McBride, College of New tion, benefits, and challenges of engaging in a education practice will also be discussed. Jersey, Ewing; Nicholas Roseth, Indiana service-learning project involving a Collegiate

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Presider: Carol Frierson-Campbell, PRESENTATION The Effects of a Mexican William Patterson University, Wayne, NJ SESSIONS—BLOCK 5 Choral Music Workshop on 10:30–10:55 a.m. Choral Music Education Majors’ Opposing Hate through Confidence, Willingness, and Music Education: The Imperative Achievement in Teaching This of Living in the “Anti-” “One Leg in One, and One Leg Music: An Exploratory Study in the Other”: The Role-Identities ● Chastain E of Two Vernacular Musicians as ● Chastain 1 Presenter: Juliet Hess, Michigan State Music Educators Presenter: Loida M. Pineda, Indiana University, East Lansing University, Bloomington ● Augusta 1 The Southern Poverty Law Center has Meeting the challenges of our changing world Presenter: Mark C. Adams, University of documented a significant rise in hate crimes calls for appropriate preparation of music Delaware, Newark since the election of Donald Trump. This teachers in multicultural music pedagogy. paper considers the current climate of hate in In this session, the presenter discusses data This study found that relevant instruction the U.S. and the role music education could from a multiple-narrative case study that through a workshop by a culture-bearer play in addressing this violence. explored the lived musical experiences of two significantly increases preservice choral Presider: Charlene Ryan, Ryerson vernacular musicians who successfully teachers’ confidence to teach this music University, Toronto, Ontario, Canada became music educators. Participants’ salient according to state standards. Important role-identities in music and teaching are implications for teaching are drawn. discussed, as well as participants hiding Presider: Connie McKoy, University of Institutional Cooperation in Midwest these identities due to the perceptions of North Carolina at Greensboro Universities: A Unique Tradition in others. Music Education, 1965–2015 Presider: Cynthia Wagoner, East Carolina University, Greenville, NC Opportunity-to-Learn in Secondary- ● Chastain F Level Music Performance Classrooms Presenters: Marie McCarthy, University of Effects of Using a Preferred or ● Michigan, Ann Arbor; Jeananne Nichols, Chastain E University of lllinois, Urbana-Champaign; Non-Preferred Focus of Attention on Presenter: Brian C. Wesolowski, Patrice Madura Ward-Steinman, Indiana the Performance of a Keyboard Task University of Georgia, Athens University Bloomington; Joanne Rutkowski, The purpose of this study was to examine Penn State University, State College, PA ● Augusta 2 how NAfME’s Opportunity-to-Learn The Committee on Institutional Cooperation Presenter: Peter J. Hamlin, Gonzaga Standards are contextualized in secondary- (CIC) was founded in 1958. Music educators University, Spokane, WA level music performance classrooms with in CIC institutions developed a group that In music, there are few studies that examine consideration of Title I status, school locale, reflected the ideals of CIC. This study the effects of a participant’s focus of and school membership based on a cluster documents the formation of the group, attention during the performance of a motor analysis of item bias indices as gleaned from describes thematic trends evident in its task. This study’s purpose was to investigate a self-report OTL scale. annual conferences, and evaluates the the effects of performing with either a Presider: Jennifer Walter, University of significance of the group regionally and preferred or nonpreferred focus of attention North Carolina at Greenville; NAfME nationally. (external or internal) using a keyboard Instructional Strategies SRIG Chair Presider: George McDow, Liberty performance task. University, Norman, OK; NAfME History SRIG Presider: John Geringer, Florida State Chair University, Tallahassee Pots, Kettles, and Walking that Walk: A Self-Study by an Instrumental Music Teacher Educator Ensuring Trustworthiness An Historical Perspective on Equity (and Consequently, Quality) and Inclusion in Music Teacher ● Chastain F in Qualitative Research Education in the United States Presenter: Lisa D. Martin, Bowling Green State University, Bowling Green, OH ● Chastain D ● Augusta 3 In this self-study, I explore the tensions that Presenter: Jason P. Bowers, Louisiana Presenter: Phillip M. Hash, exist between my own practice as an State University, Baton Rouge Illinois State University, Normal ensemble director and the expectations I hold Ensuring trustworthiness in qualitative This study explored equity and inclusion in of preservice music teachers so as to improve research can be a difficult and ambiguous music teacher education through an historical my approach both on the podium and in process. In this paper, I sought to clarify lens. Research questions considered the providing appropriate guidance and feedback issues of trustworthiness in qualitative increasing role of women since the 1830s, for future music educators. research through a content analysis of the 35 the effect of the Civil Rights Movement on Presider: Alden H. Snell II, Eastman School qualitative research articles published in the the profession, and opportunities for historical of Music, Rochester, NY Journal of Research in Music Education research in examining topics related to social between January, 2012 and January, 2017. justice in the field. Presider: Clint Randles, University of South Presider: George McDow, Liberty University, Florida, Tampa Norman, OK; NAfME History SRIG Chair

14 Conference Sessions Thursday, March 22 Thursday, March 22 Conference Sessions

Passage of time and structured College, Gettysburg, PA; Jared r. rawlings, squire’s Own: the history of the University of Utah, Salt Lake City instructions as Factors in Preservice Warren Junior Military Band Music teacher Written refl ections Through three different paths and experi- ences, the presenters have explored music ● AuGustA 3 ● ChAstAiN D teaching and learning in three different PrEsENtEr: Nancy L. Glen, University of countries: Bali, Costa Rica, and Palestine. Northern Colorado, Greeley PrEsENtErs: Janice N. Killian, This colloquium will provide a space for Jacqueline C. henninger, & Blair A. This session presents historical research participants to explore how they might Williams, Texas Tech University, Lubbock about the Warren Junior Military Band, approach international education partnerships originally developed in 1927 as a Boys’ Band We examined the content of 69 written student and facilitate study abroad programs for in Warren, Ohio. It continued performing until refl ections completed immediately after their preservice music educators. 2010 and was directed by the same man for teaching and again three days later after over 65 years. They traveled all over the world reviewing video of their teaching. We coded and won dozens of national and international 1,112 statements into three predetermined PResentation championships. categories. Results will be analyzed in terms sessions—BlocK 6 of positive/negative, focus on teacher/learner, PrEsiDEr: James L. Byo, Louisiana State 1:30–1:55 p.m. and music/instruction or social comments. University, Baton Rouge PrEsiDEr: Lori Gray, Boise State University, teacher self-refl ection and Boise, ID A Content Analysis of Music 360-Degree Video: technique, student teaching seminars: syllabi, Assessment, and Choice Assessment tools, and resources ● AuGustA 1 2018 music ReseaRch ● ChAstAiN 1 PrEsENtErs: William Dabback & Jon M. PrEsENtErs: Kimberly h. Councill, and teacheR stapleton, James Madison University, Bucknell University, Lewisburg, PA; Christo- education national Harrisonburg, VA pher M. Baumgartner & Jonathan isaacs, confeRence The purpose of this research is to explore University of Oklahoma, Norman the use of 360-degree recording technology oPening PlenaRy The purpose of this content analysis is to and its potential applications in high school investigate music student teaching seminar instrumental teachers’ refl ective practices 11:00 a.m.–12:30 p.m. syllabi in an attempt to further understand the and student assessment, as well as how content and structure of the course across PEAChtrEE BALLrOOM virtual reality technology might enhance or U.S. institutions. Findings will inform music transform the refl ective practices of NAfME President Denese Odegaard’s education faculty as they continue to design in-service music teachers. welcome address followed by: and refi ne this capstone course in music DiVErsity AND iNCLusiON iN PrEsiDEr: stephanie Prichard, University of teacher preparation. Maryland, College Park AMEriCAN MusiC EDuCAtiON: PrEsiDEr: Jason thompson, Arizona State iNrOADs, BLOCKADEs, rEDEsiGNs, University, Tempe AND DELiVEriEs An investigation of the Musical Patricia Shehan Campbell and Judith identities, self-Perceptions, and Job Vacancy Chains in K–2 Jellison, NAfME/SRME Senior Researcher Motivation of Elementary students Education: the Cascading Mobility Award recipients and longtime students of in relation to their Experiences in of Music teachers. diversity and inclusion, lay the groundwork school Music Class for a conference focus on including ● ChAstAiN E everyone in the music education enter- ● AuGustA 2 prise. Four spinoff sessions featuring a PrEsENtErs: Carl B. hancock & Libby r. “diversity of voices” will follow—one on PrEsENtEr: heather Nelson shouldice, hearn, University of Alabama, Tuscaloosa; Thursday and three on Friday. Eastern Michigan University, Ypsilanti E. Danielle todd, Northern Kentucky The researcher explored the experiences of University, Highland Heights seven 4th-grade students and the ways in We examined vacancy chains in public symPosium which their musical identities, self-percep- schools of varying resources and demography tions of their musical abilities, and motivation to investigate how the migration of one music 1:30–2:55 p.m. to participate in future musical activities are educator to another school initiates a chain infl uenced by school music class. Data reaction of additional openings. Preliminary included numerous student interviews, the Ethics of Care: Curricular results suggest most migrations are upward, student-journal entries, and twice-weekly reinforcing the notion of promotion through and Pedagogical Considerations observations over 3 months. relocation is prevalent among music teachers. with international Music teaching PrEsiDEr: Lori Custodero, Teacher College, and Learning PrEsiDEr: Carlos Abril, University of Miami, Columbia University, New York, NY Coral Gables ● ChAstAiN i/J PrEsENtErs: sommer h. Forrester, University of Massachusetts Boston, Southborough; Brent talbot, Gettysburg

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values cultivation, and achievement. Students music education, teaching performance, and Effects of Vibrato- and Pitch-Varied wove music from their childhoods into preparing students for careers in the arts are Vocal Models on High School and general music pedagogy. Findings reveal discussed. Undergraduate Singers’ Intonation, increased academic and interpersonal Intensity, and Use of Vibrato Presider: Nathan Kruse, Case Western validation as well as offer a sense Reserve University, Cleveland, OH of belonging affiliated with multiple ● Chastain D communities. Presenter: Sandy P. Hinkley, Sam Houston Presider: Crystal Sieger, University Preparing Students to Teach Rock State University, Huntsville, TX of Wyoming, Laramie Music: Influences of Context The purpose of this study was to investigate ● Chastain F the effects of vibrato and pitch-varied vocal The Effects of Vocal Warm-up models on acoustic measures of singers’ Presenters: Jay Dorfman, Kent State vocal performance. Intonation and intensity Procedures with and without Singer University, Kent, OH; Bryan Powell, Little differences were found in response to both Gesture on Acoustical and Perceptual Kids Rock, Verona, NJ; Gareth Dylan Smith, type models, whereas vibrato rate and extent Measures of Choral Sound Little Kids Rock, Verona, NJ, & New York differences occurred only in response to the University, New York, NY; Clint Randles, vibrato-varied condition. ● Augusta 2 University of South Florida, Tampa Presider: Steven M. Demorest, Presenters: Melissa L. Grady, University of The widely varying contexts of schools and Northwestern University, Evanston, IL Kansas, Lawrence; Sheri L. Cook-Cunningham, music and community settings in which rock University of Central Arkansas, Conway bands occur present distinct challenges and The purpose of the study presented in this supports. The presenters in this session will Diversity and session was to assess the effects of vocal discuss their involvement in teaching current Inclusion Panel, warm-ups with and without singer gestures and future teachers to lead rock band Session I on acoustic and perceptual measures of programs and the ways in which context is choral sound. Results indicated significant influential. 2:00–2:55 p.m. differences in LTAS between the warm-up Presider: Linda Thornton, Penn State ● Chastain G/H procedures. Perceptual results indicated University, University Park, PA differences in intonation and a preference for Judith A. Jellison, University of Texas at the singer gesture warm-up. Austin, Discussant Teaching Effective Practice Strategies Presider: Amanda Schlegel, University of Victor Fung, University of South Florida, Southern Mississippi, Hattiesburg for the 21st-Century Musician: Tampa: Diversity and inclusion are addressed Interviews with Exemplary from a classic Chinese viewpoint. Humans Instrumental Pedagogues are a species seeking balance within and Score One for Jazz: Working Memory among themselves and with the natural in Jazz and Classical Musicians ● Chastain D world. Presenters: Lisa R. Caravan, Bucknell ● Chastain 1 Don Taylor, University of North Texas, University, Lewisburg, PA; Nancy H. Barry, Denton: In music teacher education, safe Presenter: Bryan E. Nichols, University of Auburn University, Auburn, AL spaces for discussion involving the LGBTQ Akron, Akron, OH This qualitative study examined how community provide valuable insights for The working memory span of classical successful instrumental music pedagogues faculty and their students. (n = 20) and jazz student musicians (n = 20) teach their students to practice effectively. Loneka Battiste, University of Tennessee, was evaluated on musical and nonmusical Analysis of transcripts from in-depth Knoxville: Diversity, inclusion, equity, and working memory tasks. Jazz musicians semi-structured interviews with eight access are hindered by unchallenged recalled more pitches that were presented in teachers yielded five main themes: Passion paradigms. Culturally responsive pedagogy auditory versions and recalled on the piano for Music, One Step at a Time, Practice challenges those paradigms. compared to classical musicians (p < .05). What You Teach, Strategies and Tricks, Models, and Technology. Presider: Michael Hewitt, University of PRESENTATION Maryland, College Park Presider: Kimberly Councill, Bucknell SESSIONS—BLOCK 7 University, Lewisburg, PA 2:00–2:25 p.m. The Youngest Broadway Stars: Ambitions and Anxieties of PRESENTATION Professional Child Performers SESSIONS—BLOCK 8 Weaving the Lived Musical Experi- ences of Preservice Music Teachers ● Chastain E 2:30–2:55 p.m. into a Culturally Responsive Tapestry Presenter: Rekha S. Rajan, Concordia University Chicago, Chicago, IL New Directions for Lifelong Learning: ● Augusta 1 This phenomenological study explored the Technology-Mediated Lifelong Presenter: Tamara T. Thies, California experiences of 10 child performers who were Learning Based on Connectivism State University, Long Beach cast in musicals on Broadway. Findings ● Augusta 1 This qualitative case study provides insights included insecurities children faced and into the impact of preservice teachers’ motivations to pursue a career on stage. Presenter: Hyesoo Yoo, Virginia musical experiences on identity formation, Implications for musical theater repertoire in Tech, Blacksburg

16 Conference Sessions Thursday, March 22 Thursday, March 22 Conference Sessions

Based on the Theory of Technology-Mediated views and priorities of professional teacher technique (Amabile, 1996). An observed Lifelong Learning, this four-year longitudinal dispositions. Implications for music teacher mean difference was found in creativity based study was designed to investigate the educators and preservice teachers will be on student nationality. relationship between technology, lifelong discussed. Presider: Ann Marie Stanley, Louisiana learning, and reunion among adult learners Presider: Tami Draves, University of State University, Baton Rouge (N = 350). The results indicate that lifelong North Carolina at Greensboro learning was significantly influenced by the perceived usefulness and perceived easiness ASPA MEETINGS of technology use. Informal Music Learning in 3:00–4:30 p.m. Presider: Nathan Kruse, Case Western Band, Choir, and Elementary Reserve University, Cleveland, OH Music: A Multiple Case Study ASPA Meeting: Cultural ● Chastain E Diversity and Social Justice Characterizing Expertise in Presenter: Julie Derges Kastner, ● Chastain 1 Professional Choral Rehearsals University of Houston, Houston, TX ASPA Facilitators: Carol Frierson- ● Augusta 2 This session will describe a multiple case Campbell, William Patterson University, Presenters: Amy L. Simmons & study of band, choral, and elementary music Wayne, NJ; Juliet Hess, Michigan State Katrina A. Cox, University of Texas at Austin teachers regarding their experiences in University, East Lansing; Amanda Soto, implementing informal music learning. Texas State University, San Marcos The purpose of this descriptive case study Findings will explore both in-case and was to characterize artist-level teaching in cross-case themes in order to explore music ASPA Meeting: Policy choral rehearsals using the framework of The teachers’ pedagogical practices, perceptions, Nature of Expertise (Duke & Simmons, 2006). and considerations unique to each type of ● Chastain G/H We provide recorded examples that illustrate music classroom. ASPA Facilitators: Lauren Kapalka 15 elements of expert instruction demonstrated Richerme, Indiana University Bloomington; by Craig Hella Johnson, artist- conductor of a Presider: Deborah Confredo, Temple University Carla Aguilar, Metropolitan State University Grammy-award-winning choir. of Denver Presider: Steven M. Demorest, Northwestern University, Evanston, IL Transition to Preservice Teaching: ASPA Meeting: Experiences of a First-Year Preservice Professional Development Children’s Feelings About Piano Teacher with a Visual Disability for the Experienced Teacher Performance Across a Year of Study ● Chastain F ● Chastain E ● Augusta 3 Presenters: Crystal Sieger & Tiger ASPA Facilitators: Ann Marie Stanley, Robison, University of Wyoming, Laramie Presenter: Charlene A. Ryan, Ryerson Louisiana State University, Baton Rouge, and University, Toronto, Ontario, Canada The purpose of this instrumental case study Alden H. Snell II, Eastman School of Music, is to examine the perceptions of “Julie,” a Rochester, NY The purpose of the study described in this first-year preservice music teacher with a session was to examine young children’s visual impairment, regarding her needs and feelings about piano performance over the ASPA Meeting: desires from music teacher educators and her course of a year of study. Results indicate Teacher Recruitment perception of self as she transitions from high that children are remarkably consistent in school into a music teacher preparation ● Augusta 1 their feelings over time. Gender, age, and program. enjoyment of lessons emerged as significant ASPA Facilitator: Wesley Brewer, Oregon predictors of positive feelings about Presider: Kimberly Councill, Bucknell State University, Corvallis performance. University, Lewisburg, PA Presider: Michael Hewitt, University SRIG SESSIONS of Maryland, College Park Creativity as an Etic or Emic 3:00–4:30 p.m. Phenomenon: A Cross-Cultural A Comparison of Student, Teacher, Examination of Creativity in Music SRIG Session: and Teacher Educator Perceptions of Compositions in the United States Affective Response Teacher Professional Dispositions and South Korea ● Chastain D ● Chastain 1 ● Chastain D Self-Reported Mental Health Presenters: Natalie Steele Royston, Iowa Presenter: Sangmi Kang, University of State University, Ames; Jill Wilson, Luther Florida, Gainesville and Mental Illness Among North College, Decorah, IA We investigated creativity in music composi- American Music Majors tion cross-culturally, adopting the etic and The purpose of this study is to examine views Presenters: Christa R. Kuebel, University of music education students (n = 149), emic perspectives as theoretical lenses. Five of Central Arkansas, Conway; Lisa Koops, education students (not music) (n = 244), American and five Korean judges evaluated Case Western Reserve University, K–12 music educators (n = 161), and music 35 American and 32 Korean elementary Cleveland, OH teacher educators (n = 18) regarding their students’ compositions using the CAT

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Thursday, March 22 Conference Sessions

century, although they are often excluded improves with practice. This session will In this research presentation, we share the from historical records. This presentation present original research on the effectiveness results of a national survey on mental health discusses bands in Minnesota and Wisconsin of certain instructional strategies for helping of undergraduate music majors at eleven based on photographs and newspaper children and adults improve singing accuracy. universities. Results include summaries of articles, focusing on performance venues and self-reported mental health and mental health PrEsiDEr: sarah Allen, Southern Methodist the training of the performers. literacy of music majors and comparisons University, Dallas, TX between our sample and other published studies. Music for young Children: Music SRIG Session: Learning Pedagogy training at the Froebel and Development Educational institute (1850-1950) the infl uence of inadequate 3:00–4:30 p.m. teacher-to-student social PrEsENtEr: Martina L. Miranda, University ● AuGustA 2 support on Amotivation of of Colorado Boulder Music Education students This study examined music curriculum at the A Grounded theory Model for the PrEsENtEr: hyesoo yoo, Virginia Froebel Educational Institute (FEI) in England Development of Musical indepen- (1850–1950). Primary sources included Tech, Blacksburg dence in the Large Ensemble student notebooks, photographs, lectures, The study described in this session aimed to curriculum, examinations, resource texts. Use investigate relationships among support from PrEsENtEr: Brian N. Weidner, Northwest- of song material derived from familiar objects ern University, Evanston, IL teachers, amotivation, and students’ future and experiences, play-based instruction, and music participation. Participants were 480 developmental practices refl ected striking Musical independence is frequently identifi ed students from eight elementary schools. similarities to contemporary early childhood as an objective of large ensemble instruction. Results revealed that student perceptions of music instruction. This study investigated three high school teachers’ inadequate support in autonomy, bands throughout an academic year through competence, and relatedness were associ- observations and intensive interviews, ated with four subtypes of amotivation and Fred Waring: “the Man Who resulting in the creation of a developmental future music participation. taught America how to sing” model including foundations, instructional TAKE A LEAD IN YOUR PROFESSION AS A MUSIC EDUCATOR. strategies, and outcomes of independent PrEsENtErs: Ann C. Clements, Penn State musicianship in the large-ensemble setting. Describing and Predicting undergrad- University, University Park, PA; David Frego, SHARE YOUR BEST PRACTICES AND TEACHING TIPS. uate Non-Music Majors’ Musical Penn State University, University Park A Grounded-theory study on Engagement During Live Concerts Fred Waring, along with his group the General and Classroom Elementary PRESENT A NAfME ACADEMY WEBINAR TODAY! through Continuous Measurement Pennsylvanians, toured the United States for almost seven decades, building an impressive teachers’ use of Culturally unfamiliar PrEsENtErs: Amanda L. schlegel, list of accomplishments in stage, radio, Musics: implications for teacher University of Southern Mississippi, training, Professional Development, Hattiesburg; Jason M. silveria, University movies, television, and music education. This and Curriculum Development of Oregon, Eugene session describes his efforts in teaching singing through radio productions, in-person Non-music major participants (N = 10) workshops, and through the creation of PrEsENtEr: Giuliana Conti, University of Examples of currently available webinars include: reported their level of musical engagement educational materials. Washington, Seattle while attending a live wind-ensemble A grounded theory study was conducted to PrEsiDEr: George McDow, Liberty performance through continuous measure- explore the use of culturally unfamiliar musics ment. Descriptive and predictive analyses University, Norman, OK; NAfME History SRIG • “Alternative Techniques for Teaching Middle School Band” Chair in general elementary and elementary music suggest specifi c musical features and classrooms. Fifteen elementary teachers participants’ musical sophistication (OMSI) reported challenges in incorporating culturally • “The All-Inclusive String Ensemble” and absorption in music (AIMS) are SRIG Session: unfamiliar musics with results indicating three meaningful factors and predictors of Instructional Strategies major themes: self-effi cacy, professional musical engagement. development and teacher training, and • “Fostering Independent Musicianship in the Choral Classroom” 3:00–4:30 p.m. PrEsiDEr: Amanda schlegel, University of resource availability. Southern Mississippi, Hattiesburg ● ChAstAiN F • “Help with Handheld Percussion” Motivational Processes and research on instructional strategies SRIG Session: History Conditions for Learning and for improving singing Accuracy • “Improvisation in the General Music Classroom” 3:00–4:30 p.m. Playing an instrument in Children PrEsENtErs: steven M. Demorest, and Adolescents ● AuGustA 3 Northwestern University, Evanston, IL; Bryan Nichols, University of Akron, Akron, OH; PrEsENtErs: Martin Wieser & Florian Christina svec, Iowa State University, Ames; Müller, University of Klagenfurt/Institute Ladies’ Brass Bands in Minnesota of Instructional and School Development, Have a great idea to add? Submit your proposal today: and Wisconsin, 1890–1925 Jacob Berglin, Northwestern University, Evanston, IL; Peter Pfordresher, University Klagenfurt, Carinthia, Austria bit.ly/NAfME-PD-Webinars PrEsENtEr: sondra Wieland howe, of Buffalo, Buffalo, NY The question of why children and adolescents Independent Scholar, Wayzata, MN A person’s ability to sing is often associated are motivated to learn and play an instrument Ladies’ brass bands were active in rural with the idea of talent rather than training, yet is examined. The basis for this study is the communities of the Midwest in the early 20th we have ample evidence that singing self-determination theory. Data from a survey Questions? Email JJ Norman at [email protected] study (N = 856) were analyzed using linear

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and hierarchical multiple regression analyses Breaking Down Barriers to Affective response as well as a cluster analysis. Participation: Perspective of Bugaj, Kasia, & Darrow, Alice-Ann, Florida Female Musicians in Modern Bands State University, Tallahassee; Mick, James, refl ections of students Who Do Ithaca College, Ithaca, NY. The Effect Not Participate in school Music PrEsENtErs: Bryan Powell & Gareth Dylan of Performer Positioning on Participants’ About school Music Programs: smith, Little Kids Rock, Verona, NJ Perception of Performer Musicality. A Pilot study The study described in this session examines the perspectives and practices of fi ve female Assessment PrEsENtEr: Mark C. Adams, University of instrumentalists who play electric guitar and/ rawlings, Jared r., University of Utah, Salt Delaware, Newark or drum kit in popular music modern bands in Lake City. Development of Preservice In this session, the presenter will discuss data their schools. This ethnographic research Conductor Movement Rating Instrument from an online survey of open-ended presentation will highlight emergent themes (PCMRI): An Initial Investigation. questions administered to 9th- through from the female instrumentalists’ perspec- Warnet, Victoria M., Florida State 12th-grade students who did not participate tives on playing hyper-gendered popular University, Tallahassee. Director and Student in school music. Respondents described their music instruments. Perceptions of the Solo and Ensemble perceptions of school music curricula and Festival. reasons for not participating. Additionally, high school students’ self- Waymire, Mark D., University of Southern participants described their “ideal” music representations through Freestyle Mississippi, Hattiesburg. The Effects of Group course. or Pre-Composed Critical Literacy Discussion Exams on Developing Content PrEsiDEr: Charlene ryan, Ryerson Knowledge, Critical Thinking, Communication, University, Toronto, Ontario, Canada PrEsENtEr: Carla Becker, Delaware State and Collaboration Skills of College Students in University, Dover University Music Methods Courses. SRIG Session: This research examines African-American Popular Music high school students’ creative self-produc- Children with Exceptionalities tions, specifi cally the importance of self- Colón-León, Vimari, University of Miami, 3:00–4:30 p.m. representation in their musical productions. FL, & Bridgewater College, Bridgewater, VA. ● ChAstAiN i/J Rather than replicate previously composed A Model of Parental Involvement in the Music pieces, I question what the student’s value is Education of Students with Special Education in their education as they produce of you Want Me to teach What? student Needs. themselves. Insights offer educators student Droe, Kevin L., University of Northern teacher Experiences in and Percep- perspectives on creation rather than Iowa, Cedar Falls. An Exploration of the tions of teaching Popular Music replication. Relationships between Arts Participation PrEsENtEr: Chad West, Ithaca College, PrEsiDEr: John Kratus, Independent and Social Skills among Children with Ithaca, NY Scholar Exceptionalities. Preservice music teachers not prepared to Jellison, Judith A., hicken, Laura K., & teach popular music are often hesitant to lead Thursday, March 22 Duke, robert A., University of Texas at such ensembles. This session traces the Austin. Inclusive Music Education Through the journeys of three student teachers as they 4:30–6:30 p.m. Eyes of Texas Music Teachers. taught both wind-band and popular-music stafford, Karen s., University of Kan- ensembles and reimagined their roles as PosteR session i sas, Lawrence. Music Teachers’ Perceptions evolving from “sage on the stage” to “guide and Wine & cheese of Their Involvement in the Implementation on the side.” RecePtion Processes of Individualized Education ● ChAstAiN OVErLOOK Programs. “some sort of Mutual Liking in the & ChAstAiN 2 Community Music Education room”: Co-Writer (and Co-Learner) PrEsiDEr: Deborah Confredo, Temple selection Among Professional University, Philadelphia, PA Anderson, Louise L., Salisbury Univer- songwriters in Nashville sity, Salisbury, MD; reese, Jill, State University of New York at Fredonia. Facilitat- PrEsENtEr: stuart Chapman hill, Webster 5:00 p.m. ing Community Ukulele Groups: A Collabora- University, Saint Louis, MO Lowell Mason Fellows tive Autophenomenography. The purpose of this research is to examine induction Ceremony Baughman, Melissa M., University of how professional songwriters in Nashville ● ChAstAiN OVErLOOK Oklahoma, Norman. Preservice Teachers’ teach and learn from another through the & ChAstAiN 2 Experiences Teaching a Community Children’s process of co-writing. This session focuses PrEsiDEr: Denese Odegaard, Chorus. on how songwriters seek out and select NAfME President Confredo, Deborah A., Temple Univer- collaborators, and the resulting consequences rECiPiENts: Frederick Burrack, sity, Philadelphia, PA; Parisi, Joseph, & for writers’ learning and growth. Kansas State University, Manhattan; Doss, Justin, University of Missouri–Kansas Kelly A. Parkes, Teachers College City. “My Second Family”: The American and Columbia University, New York, NY Italian Community Band Experience. Kelly, steven N., Florida State University, Tallahassee; Belfast, Mark A., Southeastern

20 Conference Sessions Thursday, March 22 Thursday, March 22 Conference Sessions

University, Lakeland, FL. Perceptions of Schools, St. Petersburg, FL. Gender, Choral Gender & Sexuality Summer Music Camp Influences on Musical Membership, and Ethnicity as Factors in Nannen, Briana, Marshall University, Skills. Students’ Attitudes Toward Singing and Choral Huntington, WV. Exploring Adolescent Participation in the Urban Context. Knapp, David H., Syracuse University, Female Perspectives of Gender Stereotypes Syracuse, NY. Making Music, Making Raiber, Michael A., Oklahoma City Associated with Singing and Choral Music Community in 2017: Forming Relational Youth University, Oklahoma City, OK. Muddling Participation. Identities in the Licking County 4-H Band. Through: A White, Male Music Teacher Educa- Robbins, Elizabeth Krimmel, Temple tor’s Attempt to Prepare Socially Just Music Luna, Rainamei A., Eastman School of University, Philadelphia, PA. Effects of Race Teachers. Music, Rochester, NY. “Joyful Music Isn’t and Gender on Preservice Music Teachers’ Perfect”: Adult Musicking. Robinson, Sarah A., Indiana University Attitudes toward Composer Diversity. Bloomington. Conversations with High School Ma, Danxu, University of South Florida, History Tampa. The Meaning of Community Music Students Who Elected not to Participate in Participation: A Case Study of a Chinese School Music Ensembles: Implications for Holmes, Alena V., University of Wisconsin– Immigrants’ Community Dance Group. Music Programs. Whitewater. Music Education in Russia: Perspectives from the Past and the Present. Rohwer, Debbie A., University of North Developing Music Teacher Educators Texas, Denton. A Case Study of Adult Roberts, J. Christopher, University of Davenport, Candice A., & Adorno, Sandra Avocational Chamber Music Practices. Washington, Seattle. Mainstreaming Folk S., Florida International University, Miami; Music: Alan Lomax, 1935–1950. Schallert, Jonathan H., & Fisher, Ryan A., Susana M. Lalama, Converse College, Spar- University of Memphis, Memphis, TN. tanburg, SC. Professional Communication and Weingarten, Kevin M., University of Kansas, Student Musicians’ Perceived Reasons for Preservice Music Teachers in the “LOL” Age. Lawrence. Bringing Hands Together Through Participating in a Youth Symphony Program. Music: Dick and Georgia Bassett and the Gray, Lori F., Boise State University, Boi- Association for Music in International Schools. Simon, Samuel H., Excel Christian se, ID; & Baumgartner, Christopher M., Academy, Cartersville, GA. Music University of Oklahoma, Norman. Applying Instructional Strategies Programs in Private and Public Schools: for, Interviewing for, and Accepting a Job in A Comparative Study. Higher Education: The Transition from Collins, Caron L., State University of New York at Potsdam; & Gilbert, Danni, Doane Stambaugh, Laura A., Georgia Southern Doctoral Student to Professor. University, Crete, NE. Curious, Collaborative University, Statesboro. A Preliminary Paul, Jaclyn F., Baylor University, Waco, TX; Creativity: Addressing Diversity through Investigation of Executive and Motor Barnes, Adrian, Rowan University, Glassboro, Democracy in Performing Ensembles. Functions of Beginning Older Adult NJ; & Wilson, Renee, Mississippi College, Instrumentalists. Clinton. The Experience of the New Music Egger, John Okley, Indiana University–Purdue Education Professor: A Collective Autobio- University, Fort Wayne. Implementing Creativity graphical Method. Behavioral Contracting to Enhance Undergraduate Performance Skills. Giotta, Kelsey K., Case Western Reserve Spears, Amy Elizabeth, Nebraska Wesleyan University, Cleveland, OH. Free to Create: University, Lincoln; Edgar, Scott, Lake Forest Guderian, Lois Veenhoven, University of An Investigation of Composition in Middle College, Lake Forest, IL; Councill, Kimberly, Wisconsin–Superior. Effects of Creative School Band. Bucknell University, Lewisburg, PA; Edwards, Application on Students’ Learning, and Preferred and Perceived Effectiveness of Hopkins, Michael T., University of Michigan, Richard, Ohio Wesleyan University, Delaware, Instructional Practices in General Education Ann Arbor. Middle School Orchestra Students’ OH; Hoffman III, Edward, University of Music Appreciation Classes. Collaborative Composing Processes. Montevallo, Montevallo, AL. Teaching Music Education at a Small College/University: A Harney, Kristin, Montana State University, Cultural Diversity & Social Justice Pilot Study. Bozeman. Better Online than On-Campus: Bylica, Kelly, Western University, London, Todd, E. Danielle, Northern Kentucky Graduate-Level General Music Practicum. Ontario, Canada. Creative Trouble: Using University, Highland Heights. Evaluating and Heuser, Frank, UCLA, Los Angeles, CA. Soundscapes to Challenge School Silence. Improving Situational Awareness with Expert Everyone Plays! Can Music Making be at the Guided Eye Gaze. Cantarelli Vita, Juliana, University of Center of Learning? Washington, Seattle. Listening to Their Whitmore, Gregory X., Mt. San Antonio Hogle, Lauri A., College of Wooster, Voices: Insights on Children’s Views on the College & Pacific Symphony Youth Wind Wooster, OH. Musical Agency in an Study of World Music Cultures. Ensemble, Walnut/Irvine, CA. Inspired Ensemble, Wrapped in Hope. Practice: The Values of High School Band Henninger, Jacqueline C., & Haonga, Hollingsworth, Kelly Jo, Baylor Univer- Directors. Excel M., Texas Tech University, Lubbock. sity, Waco, TX. The Effects of Length of East Meets West: Integrating Tanzanian Music Early Childhood Instruction on Rhythm-Reading Learning and into the American Music Classroom. Retention. Gingras, Patricia. Florida Gulf Coast Hirokawa, Joy O., Moravian College, University, Fort Myers. Music at Home: Juchniewicz, Jay, & Wagoner, Cynthia L., Bethlehem, PA. Choral Village: Exploring and A Portrait of Family Music-Making. East Carolina University, Greenville, NC. An Connecting Through Diverse Musical Examination of Reflective Writing on Potential Experiences. Kendal, Jessica, University of Maryland, Success of the edTPA: An Exploratory Study. Germantown. The Effects of With-Text and Mellizo, Jennifer M., University of Wyoming Without-Text Song Presentation Styles on Kugelman, Louis S., Temple University, Laboratory School, Laramie. Cultivating Cultural Preschool Children’s Singing Voice Use and Philadelphia, PA. Comprehensive Musician- Understanding in the Music Classroom. Pitch Accuracy. ship to the National Core Arts: Tracing Music Pineda, Hernán E., Pinellas County Education Standards.

21 Conference Sessions Friday,Thursday, March March 23 22

Williams, Matthew L., University of Norgaard, Martin, Georgia State University, Social Sciences Arizona, Tucson; Goff, Ken G., University of Atlanta. Linked Auditory and Motor Patterns in Kuebel, Christa R., University of Central Arkansas at Little Rock. Undergraduate the Vocabulary of an Artist-Level Jazz Pianist. Arkansas, Conway. Promoting Success Among Musicians’ Remembered Benefits and Sogin, David W., University of Ken- Music Educators Through Self-Efficacy and Motives for Participating in Honor Ensembles. tucky, Lexington. A Correlational Study of Social Cognitive Career Theory. Singletary, Laura B., Texas Christian Performed Intonation, Bow Skew and Bow University, Fort Worth. Time Use and Placement by String Instrumentalists. Supporting Beginning Music Instructional Focus in Beginning and Ad- Zabanal, John-Rine A., Florida State Teachers vanced Middle School Band Settings. University, Tallahassee. Effects of Short-Term Schaller, Jonathan G., University of Illinois Swiren, Michael, Leander Independent Practice with a Tonic Drone on Middle and at Urbana-Champaign. Mapping Your Place: A School District, Leander, TX; Snell II, Alden High School Violin and Viola Intonation. Resource for Beginning Music Teachers. H., Eastman School of Music, Rochester, NY. Performance Practices of High School Band Policy Teacher Education Curriculum Alumni. Chatwood, Yolanda Marie, University of Clark, Robert H., Florida State Univer- Northern Colorado, Greeley. A Content Learning & Development sity, Tallahassee; Madsen, Clifford K., Analysis of Music Education Advocacy Florida State University, Tallahassee; Bridges, Skara, Jacqueline K., Indiana University Messages on NAfME State Online Forums. Chandler, University of North Alabama, Flor- Bloomington. An Analysis of String Shifting Coffman, Don D., University of Miami, Mi- ence. Metacognitive Approaches to Develop- among Undergraduate Violin Students. ami, FL; Wehr, Erin L., University of ing Facial Expressions in Preservice Music Educators. Music Teacher Socialization Iowa, Iowa City. That Was Then, This Is Now: Two Surveys of Midwestern K–12 Music Clements, Ann C., & Flamini, Valarie, Penn Kos, Ronald P., & Driscoll, Kendall, Boston Educators Separated by 25 Years. State University, University Park, PA. “Why University, Boston, MA. The Development of Music Matters”: What Elderly Musicians Have Preservice Teachers’ Identities and Beliefs: A Popular Music Education to Share with the Younger Generations of Longitudinal Study. Ko, Michelle, University of Missouri– Music Makers. Marsh, Becky, Michigan State Univer- Columbia. Mary Had a Little Beat: Parodies Edelman, Philip B., University of sity, East Lansing. Observing the Observer: and Raps in the Music Classroom. Maine, Orono; Talbert, Matthew D., Ohio An Examination of Preservice Music Teachers’ Veronee, Kenna E., University of Louisiana University, Athens. The Effect of Instructor Initial Field Observations. at Monroe. An Investigation of Nontraditional Visual Signal on Vague Feedback Statements McClellan, Edward R., Loyola University, Secondary Music Courses in Select States. by Preservice Music Educators. New Orleans, LA. A Social-Cognitive Gurgel, Ruth, Kansas State University, Man- Theoretical Framework for Examining Music Professional Development for hattan. Undergraduates in Music Education Teacher Identity. the Experienced Teacher Research: False Starts, Curiosity, Cook-Offs, Varona, Dana Arbaugh, University of Campbell, Jill Christine, Asbury Univer- and Methodology Maryland, College Park. The Isolated sity, Wilmore, KY. Vocal Health and Safety for Maas, Andrea, Queens College–CUNY, Generalist: A Case Study of One Music Music Specialists: A Study in Practice and Flushing, NY. Music Teacher Education and Educator’s Experience Teaching Band, Perceptions. Music Technology-Bridging the Gap Between Orchestra, Choir, and General Music to an Johnson, Daniel C., University of North Traditional and Emerging Pedagogies. Entire School. Carolina–Wilmington; Matthews, Wendy K., Palmquist, Jane E., Brooklyn College– White, Adam G., Northwestern Univer- Wayne State University, Detroit, MI; Koner, CUNY, Brooklyn, NY; Rotjan, Matthew S., sity, Evanston, IL. “I’m a Teacher—What’s Karen, California State University, Stan- South Orangetown Central School District, Your Superpower?”: The Narrative of Christy, a islaus, Turlock, CA; Gumm, Alan, Central Blauvelt, NY; Pope, David A., Elyria City Secondary Choral Music Teacher with Michigan University, Mount Pleasant; Bugaj, Schools, Elyria, OH. Descriptive Study of the Congenital Hearing Loss. Kasia, Florida State University, Tallahassee; Florida Orchestra Association Solo Violin Giray, Selim, University of Mississippi, Ox- Repertoire List. Perception & Cognition ford. Inclusive and Accessible Large Ensem- Payne, Phillip D.; Lewis, Wesley E.; & Athanas, Myriam I., Musselwhite, bles Strategies for Experienced Music Teachers. McCaskill, Frank D., Kansas State University, Dorothy J., & Wesolowski, Brian C., Manhattan. Looking Within: An Investigation University of Georgia, Athens. Predicting Woolery, Danielle N., Wright, Natalie A., of Potential Relationships Between Music Music Preference with Movie Preference, & McDonald, Shannon G., Texas Woman’s Education Majors and Mental Health. Hobbies Interests, Personality Traits, Views on University, Denton. An Examination of the Life, and Opinions. Pedagogical Content of the Clarinet Solos on Tsugawa, Samuel, Brigham Young University, Provo, UT. New Horizons in Music Harrington, Ann M., Ball State University, the Texas University Interscholastic League Prescribed Music List. Teacher Education: Intergenerational Music Muncie, IN. The Effect of Implied Performer Teaching and Learning Among Preservice Age, Implied Performer Gender, and Music Educators and Senior Adult Musicians. Performance Quality Level on Music Majors’ School/University Partnerships Evaluations of Solo Musical Performances. Lucas Hamann, Keitha, University of Wallace, Elizabeth Mitchell, Louisiana State University, Baton Rouge. Exploring Maynard, Lisa M., James Madison Minnesota, Minneapolis. Facilitating Graduate Music Student Community Engagement in Undergraduate Student Readiness to University, Harrisonburg, VA. A Review of Integrate Technology in Music Education. Literature in the Field of Music, Education K–12 School Settings. and Neuroscience. Wayman, John B., University of Texas at Arlington. Content Analysis of Literature

22 Conference Sessions Friday,Thursday, March March 23 22 Thursday, March 22 / Friday, March 23 Conference Sessions

Performed by Successful Urban Middle SYMPOSIUM length/frequency of interaction, research School Tenor/Bass Choirs. methodology, topics of research, and 8:00–8:55 a.m. findings. I concluded with suggestions for Teacher Education Program future research. Admission, Assessment, Community Bands: Presider: Diana Dansereau, Boston Alignment Beyond the Music University, Boston, MA Iadpum, Suttirak, Texas Tech University, Lubbock. Factors That Influence Students’ ● Chastain I/J Decisions to Continue in High School Band. An Amotivation Model (Lack of Presenters: David H. Knapp, Syracuse Motivation) in Music Education University, Syracuse, NY; Deborah Confredo, Teacher Recruitment Temple University, Philadelphia, PA; Joseph ● Augusta 3 Zabanal, John-Rine A., Florida State Parisi, University of Missouri– Kansas City; University, Tallahassee. A Comparison of Don D. Coffman, University of Miami, Presenter: Hyesoo Yoo, Virginia Desired Teaching Assignment and Perceived Miami, FL Tech, Blacksburg Best Experiences in K–12 Education of This symposium will explore the contributions This study aimed to develop and validate a Preservice Music Education Majors. of community bands within a community music researcher-developed Amotivation Music Inventory (AMI). Findings from studies Teacher Retention framework by exploring the socio-musical effects of participating in instrumental 1 (N = 200, EFA) and 2 (N = 201, CFA) provide Hoipkemier, Carrie Brook, University ensembles among young people and adults convincing evidence for the four-dimensional of Oklahoma, Norman. The Fork in the in America and beyond. structure of amotivation: deficient ability Road: Predictors of Attrition and Retention beliefs, deficient effort beliefs, insufficient Presider: Nathan Kruse, Case Western for Oklahoma Music Educators. values, and characteristics of the academic Reserve University, Cleveland, OH tasks. Marra, Christopher M., Seton Hill University, Greensburg, PA. Factors Presider: Lori Custodero, Teacher College, Influencing Music Teacher Retention: PRESENTATION Columbia University, New York, NY A Case Study of Four Music Teachers SESSIONS—BLOCK 9 Leaving Successful Music Programs. 8:00–8:25 a.m. Musical Humility: An Ethnographic Case Study of a Competitive High School Jazz Band Friday, March 23 A Comparative Study of Teaching Behaviors of Band and Orchestra ● Chastain 1 Diversity and Directors in Ensemble Rehearsals Inclusion Panel Presenter: William J. Coppola, University Session II ● Augusta 1 of Washington, Seattle

8:00–8:55 a.m. Presenter: Laurie Ann Colgrove Williams, This research utilized an ethnographic case Texas Tech University, Lubbock ● Chastain G/H study to examine the presence of prosocial The purpose of this study was to examine and antisocial behaviors occurring within a Patricia Shehan Campbell, University of the teaching behaviors utilized by band and competitive jazz band. Major themes of Washington, Seattle, Discussant orchestra directors to inform collaborative humility and egoism were identified, and a Juliet Hess, Michigan State University, East efforts between ensembles and provide newly-constructed trait, Musical Humility, is Lansing: I problematize identifying diversity, information for the preparation of preservice proposed to be an essential sociomusical inclusion, and access as goals, as they result music teachers. Investigations focused on characteristic for all musicians and music in additive approaches to change rather than pacing, verbal, and nonverbal director educators. meaningful shifts from the ground up. behaviors during rehearsals with teachers’ Presider: Maud Hickey, Northwestern top performing groups. Carlos Abril, University of Miami, Miami, FL: University, Evanston, IL A sociological, systems-based approach, in Presider: James L. Byo, Louisiana State which music teacher education programs, University, Baton Rouge Music Teacher Educator school district leaders, and community/ national organizations come together towards Assessment Satisfaction and a common purpose, may offer a way forward Early Childhood Music Education: A Assessment Pedagogy Efficacy Comprehensive Content Analysis of in our collective efforts to improve access and ● equity. Peer-Reviewed Literature, 2000–2016 Chastain E Presenters: Kelly A. Parkes, Teachers Amanda Soto, Texas State University, San ● Augusta 2 Marcos: Examination of multi-musicality and College, Columbia University, New York, NY; mariachi pedagogy reveals elements of Presenter: Karen Salvador, University of Jared R. Rawlings, University of Utah, Salt cultural relevant teaching within a robust Michigan–Flint Lake City mariachi program that is housed in a large This study presents a comprehensive content We investigate relationships between music public university in Central Texas. Strategies analysis of peer-reviewed journal articles teacher educators’ assessment pedagogy are noted in support of nontraditional music regarding research in early childhood music efficacy and satisfaction with assessment education students who move through education published from 2000–2016 pedagogy in their programs and institutions. institutional barriers to participate in a musically (inclusive). I analyzed factors including: Preliminary findings suggest they are rigorous and culturally meaningful study. participant characteristics, setting, group size, efficacious about assessment pedagogy;

23 AVAILABLE NOW! from Indiana University Press

EXPLORE YOUR WORLD || iupress.indiana.edu Friday, March 23 Conference Sessions HOW DO YOU MAKE AN ENSEMBLE however, they are less confi dent about PResentation The presenters will engage attendees in a EXPERIENCE OF A LIFETIME BETTER? helping preservice teachers measure K–12 sessions—BlocK 10 discussion about how curricular strategies learning. Implications for preparation and can bridge the theory practice divide, while development are discussed. 8:30–8:55 a.m. examining urban education in practical and meaningful ways. PrEsiDEr: Kimberly Councill, Bucknell University, Lewisburg, PA impact of Music Education Quality PrEsiDEr: Crystal sieger, University of and Quantity on students’ school Wyoming, Laramie Conversations: Various Approaches to Engagement and Academic success: Add Magic! the Dissertation in Music Education A Comprehensive test of Pathways Exploring Differences in Music and Contextual Factors Faculty role-identities ● ChAstAiN F ● AuGustA 1 ● ChAstAiN 1 PrEsENtErs: Joanne rutkowski, Pennsyl- vania State University, University Park; PrEsENtErs: Christopher M. Johnson, PrEsENtEr: Zachary scott Morgan, Indiana Wendy L. sims, University of Missouri, Co- University of Kansas, Lawrence; rebecca L. University, Indianapolis tast, Texas State University, San Marcos; lumbia; Linda C. thornton, The Pennsylva- Music faculty have nine role-identities for Becky J. A. Eason, WordCraft LLC, Law- nia State University, University Park; Mara E. which they have different levels of commit- rence, KS; Beth A. Wheeler, University of Culp, Eastman School of Music, Roches- ment (Morgan, 2017). In this study, the levels Oregon, Eugene ter, NY; Laura Kitchel, Ohio State Univer- of commitment to the nine role-identities of sity, Columbus; Aaron t. Wacker, Missouri This project examined the effect of music Scholar, Performer, Administrator, Mentor, Valley College, Marshall; Kristina r. Weimer, participation on school engagement and Musician, Creator, Teacher, Advocate, and University of Texas Rio Grande Valley, Edin- academic achievement. Student records (N = Promoter are examined based on academic burg 8,445) from the class of 2016 were examined. department, institution type, and gender. Results indicated that the quantity and quality Conversations about alternative models for a PrEsiDEr: Lori Gray, Boise State University, of Music Education had a considerable effect dissertation have begun in the profession. In Boise, ID this session we present various approaches on both the level of School Engagement and and processes for the dissertation in music on Academic Achievement. education currently used at two institutions. PrEsiDEr: Jeffrey Ward, Kansas State the status of Music therapists Faculty and doctoral alumni from these University, Manhattan and Music Educators Working with institutions will share their experiences Children with Autism spectrum directing and/or completing project-based and Disorders in school settings traditional dissertations. Coming out to My Profession: Autoethnography as PrEsiDEr: Molly Weaver, West Virginia ● ChAstAiN E The 2018 All-National Honor Ensembles Performance-Based research University, Morgantown PrEsENtEr: Jacqueline C. smith, Univer- sity of Hartford, West Hartford, CT will take place at ● AuGustA 2 Music educators and therapists (N = 603) Focus of Attention and Performance PrEsENtEr: Christopher Cayari, Purdue answered a questionnaire about their work in the Beginning Band Classroom University, West Lafayette, IN November 25-28, 2018 with children with ASD. Using factor analysis, ● ChAstAiN D A performative autoethnography will be I found that practitioners use support • The All-National Honor Ensembles represent the top performing high school musicians presented through musical theater repertoire strategies in four areas: (a) social support, (b) PrEsENtErs: Amy L. simmons & John E. in each state across the country. used as a catalyst for self-refl ection and sensory support, (c) structural support, and Parsons, University of Texas at Austin challenging social norms. This musical (d) communication support. They reported • Students may audition for the following ensembles: In this session, we describe how three performance-research addresses the few opportunities for collaboration. experienced beginning band teachers intersectionality of sexual identity and being a PrEsiDEr: Kevin Droe, University of Concert Band, conducted by Dennis Glocke researcher, musician, and educator. Refl ec- instinctively focus learners’ attention during Northern Iowa, Cedar Falls Jazz Ensemble, conducted by Todd Stoll group instruction and explore the possibility tions on dissemination and implications to music education will also be discussed. Symphony Orchestra, conducted by Dr. Jean Montès that directing young instrumentalists’ attention to either internal (e.g., embouchure) PrEsiDEr: Patrick K. Freer, Georgia State Voices of Latino youth: Mixed Choir, conducted by Dr. Amanda Quist or external (e.g., sound) elements of University, Atlanta Musical Experiences and Cultural Guitar Ensemble (NEW in 2018), conducted by Dr. Michael Quantz performance may affect musical outcomes. identities Within Community PrEsiDEr: Christine russell, University of youth Orchestra settings • Directors may participate in Professional Development Directors Academies led by re-imaging the Wheel: Bridging renowned clinicians. Akron, Akron, OH traditional Coursework with ● ChAstAiN D Practical Applications through • Students and Directors will meet with the nation's top music programs, conservatories, PrEsENtEr: Christine M. D’Alexander, and universities. service Learning Northern Illinois University, DeKalb

• Students can participate in mock auditions led by the U.S. Army Music Program and U.S. ● AuGustA 3 The study described in this session investigated cultural identities amongst Marine Corps Music Program. PrEsENtEr: sommer h. Forrester, underrepresented Latino children participating University of Massachusetts Boston in community-based youth orchestras in The purpose of this presentation is to share Los Angeles, CA. Little is known how cultural Application deadline: May 4, 2018 an urban service learning curricular initiative identities are impacted through musical Learn more: NAfME.org/ANHE that occurred in an undergraduate-level participation, particularly amongst ethnic- Orchestration for Music Educators course. minority children. Students articulated their

25 Conference Sessions Friday, March 23

shared thoughts regarding the effectiveness cultural identities, and evidence suggested PRESENTATION of such interactions and their varying roles as beliefs were shaped through musical SESSIONS—BLOCK 11 music teacher socialization agents. experiences and cultural factors. 9:00—9:25 a.m. Presider: Natalie Royston, Iowa State Presider: John Kratus, Independent University, Ames Scholar, Tarpon Springs, FL Examining the Influence of the Sources of Self-Efficacy on Music Creative Musicianship Diversity and in the Classroom Inclusion Panel Performance Achievement Session III ● Augusta 1 ● Chastain 1 9:00–9:55 a.m. Presenter: Michael S. Zelenak, Alabama Presenters: David A. Williams, University State University, Montgomery of South Florida, Tampa; Sarah Gulish, ● Chastain G/H Lower Moreland High School, Huntingdon The purpose of this study was to investigate Valley, PA Judith A. Jellison, University of Texas at the influence of the sources of self-efficacy Austin, Discussant on music performance achievement during During this session, presenters will report on Randall Allsup, Teachers College, auditions for elite ensembles. Participants a project where general high school students, Columbia University, New York, NY: Strategic (N = 73) were secondary-school instrumental- in small friendship groups, created original essentialism must work in solidarity with ists. Findings identified verbal/social music using only iPads as sound sources. postfoundational concepts of self, whereby persuasion as the strongest predictor of Methodology will be discussed along with a identity, art, and curriculum are understood achievement which suggests that verbal review of student and director interviews. as intersectional, hybrid, and relational. support can influence performance out- Conclusions and recommendations for the comes. profession will also be offered. Alice-Ann Darrow, Florida State University, Tallahassee: Reframing disability as a natural Presider: Edward McClellan, Loyola Presider: Clint Randles, University of South form of human variation—one characteristic University New Orleans, LA; Chair, Percep- Florida, Tampa among many possible human characteristics— tion and Cognition SRIG can recast the image of students with Perceptions of Paraprofessionals’ disabilities and help facilitate their assimilation into school. Sex Biases in Hiring Practices Responsibilities and Knowledge and Music Teachers’ Experiences Needed to Assist Students with Connie McKoy, University of North Carolina in Teaching Positions Atypical for Disabilities in the General Music at Greensboro: Culturally responsive teaching Their Sex Classroom in music points to new purposes, goals, and objectives for music education, transforming ● Augusta 2 ● Chastain E how we “do” music in American schools and how we prepare music educators. Presenters: Hal Abeles & Lindsey Presenters: Kimberly VanWeelden, Castellano, Teachers College, Columbia Florida State University, Tallahassee; University, New York, NY Julia Heath-Reynolds, Indiana State Symposium The study described in this session examined University, Terre Haute 9:00–9:55 a.m. music teachers’ sex by the level of their The purpose of this study was to investigate teaching position and teaching area as well as paraeducators’ responsibilities and knowl- their experiences holding teaching positions edge needed to most successfully assist Perceiving Tone and Tempo atypical for their sex. Results show sex-relat- students with disabilities in the music in Music: Measurement with ed bias may exist in hiring music teachers and classroom as perceived by both the general Auditory Sort-and-Rank Tasks sex-stereotyping persists for music teachers music teachers as well as the paraprofession- holding positions atypical for their sex. als who accompanied students to these ● Chastain I/J classes. Presider: Brent Talbot, Gettysburg College, Presenters: Deborah A. Confredo, Temple Gettysburg, PA Presider: Kevin Droe, University of University, Philadelphia, PA; John Geringer Northern Iowa, Cedar Falls & Patricia Flowers, Florida State Univer- sity, Tallahassee; Ruth V. Brittin, University Collaborative and Communicative of the Pacific, Stockton, CA; Joseph Parisi, Efforts of Music Faculty Regarding “Widening Our Eyes Together”: University of Missouri, Kansas City Music Education Student Success Mutually Beneficial Learning We present three perception studies using between Novice Cooperating ● Augusta 3 sort-and-rank procedures in listeners’: (1) Teachers and Student Teachers agreement in “dark” to “bright” tone quality Presenter: Crystal Sieger, University of judgments; (2) familiarity with and preference Wyoming, Laramie ● Chastain F for tempos of popular rock, classical, jazz, and The purpose of this study was to examine the Presenter: Daniel J. Albert, Augsburg popular Brazilian styles, and; (3) familiarity perceptions and attitudes of music school/ University, Minneapolis, MN with and preference for tempos of selected department faculty regarding their experi- The purpose of this study was to examine the iconic wind band literature excerpts. ences with communicative and collaborative lived experiences of first-time cooperating Presider: James L. Byo, Louisiana State efforts across areas leading to music teachers to understand the processes they University, Baton Rouge education student success. Participants employed to become effective mentors.

26 Conference Sessions Friday, March 23 Friday, March 23 Conference Sessions

Results suggested that cooperating teachers The purpose of this study was to measure that technology can negate the need to learn increased frequency of self-refl ection on their assumptions about gender and instrument braille music, and the inclusive experience of craft and used pedagogical exercises to assist choice in 5th grade music students. Results participation is rewarding and similar to the student teachers with improvement in showed boys and girls assign genders to experiences shared by sighted students. defi cient areas. individual instruments, assign gender along PRESIDER: Lori Custodero, Teacher College, their own gender lines, choose different PRESIDER: Sean Powell, University of North Columbia University, New York, NY Texas, Denton instruments, and that projected future roles may mitigate the strength of associations. PRESIDER: Patrick K. Freer, Georgia State Toward Equity, Inclusion and Justice Connected Insularity: On the University, Atlanta in Music Education: In-Service limitations and Potentials of Teachers’ Self-Reported Changes to Intercultural Events Practice and Perception after a The Implications of Using Graduate Course ● CHASTAIN D Model Cornerstone Assessments PRESENTERS: Patrick K. Schmidt; Cathy in K–12 Music Classrooms for ● CHASTAIN F Music Program Leaders Benedict; Kristine Musgrove, Kelly Bylica, PRESENTERS: Karen Salvador, University of & Gabriela Ocadiz Valazquez, Western Michigan–Flint; Allison Paetz, Rocky River ● AUGUSTA 3 University, London, Ontario, Canada High School, Rocky River, OH; Abby Articulated as a multiple auto-ethnography PRESENTERS: Kelly A. Parkes, Teachers Lewis-Lakin, Keith Elementary, Walled from the multiple perspectives of fi ve College, Columbia University, New York, NY; Lake, MI; Jim VanEizenga, Novi High researchers, this session brings together Fred Burrack, Kansas State University, School, Novi, MI Manhattan interpretations, observations and questions to In December 2016, we interviewed 22 music develop a critical and complex vision of musical This presentation describes the research teachers about changes in their perceptions and cultural learning for preservice and young project and subsequent fi ndings of utilizing and teaching practices regarding inclusion, teachers, while exploring the challenges and the MCAs with K–12 teachers and students. equity, and justice after a summer 2016 limitations of intercultural experiences. We will explain the context and illustrate the graduate course. In September 2017, we PRESIDER: Matthew Thibeault, Education parameters of use, suggesting ways in which conducted follow-up interviews. This session University of Hong Kong, PRC Music Program Leaders can support teachers presents qualitative analysis regarding who choose to use the MCAs to measure self-reported changes in perceptions, student learning. practices, and future plans. PRESENTATION PRESIDER: Shawn Chastain, Wichita Public PRESIDER: Alden H. Snell II, Eastman School SESSIONS—BLOCK 12 Schools, Wichita, KS of Music, Rochester, NY 9:30–9:55 a.m. Music Booster Groups: Changing World Views: Student Estimates of Teacher Behavior Exacerbating or Alleviating Refl ections on an Immersive Interna- in the Presence or Absence of Inequalities in Music Education? tional Experience Conductor Expressivity ● CHASTAIN 1 ● CHASTAIN D ● AUGUSTA 1 PRESENTERS: Kenneth Elpus & Adam Grise, PRESENTERS: Lindsey R. Williams, PRESENTERS: Mark Montemayor, University University of Maryland, College Park West Virginia University, Morgantown; of Northern Colorado, Greeley; Brian A. The purpose of this study was to understand Scott C. Lubaroff, University of Silvey, University of Missouri, Columbia the fi nances of music booster groups in the Central Florida, Orlando Collegiate musicians viewed video recordings U.S. and how they privately fund public music This qualitative study was the result of a of two conductors in rehearsal, with footage education in America. We use national data 17-day study abroad program, International of one of the conductors altered for some from the Internal Revenue Service. Results Conducting Symposium, hosted in Thailand. participants to show unexpressive conducting. suggest that booster groups contribute to Eleven U.S. student participants completed The presence or absence of gestural inequalities in funding American public music a series of free response self-refl ective expressivity was hypothesized to infl uence education. prompts that garnered such emergent observers’ estimates of teacher verbal behavior, PRESIDER: Jeffrey Ward, Kansas State themes as nonverbal communication, which was in fact identical between conditions. University, Manhattan language, universality in music performance, courage, and retained/removed stereotypes. PRESIDER: Christopher Johnson, University of Kansas, Lawrence PRESIDER: Carlos Abril, University of Miami, “It’s Just the Way I Learn!” Inclusion Miami, FL from the Perspective of a Student Effects of Projected Gender-Neutral with Visual Impairment Roles on Instrument Selection and Instrument-Gender Associations in ● CHASTAIN E 5th-Grade Music Students PRESENTER: Danni Gilbert, Doane University, Crete, NE ● AUGUSTA 2 This qualitative case study described the PRESENTER: Patrick K. Cooper, University of inclusion of a student with visual impairment South Florida, Tampa in secondary band settings. Results revealed

27 Conference Sessions Friday, March 23

asPa meetings sRig sessions students and educators within institutions of higher learning. This paper aims to document, 10:30 a.m.–12:00 noon 10:30 a.m.–12:00 noon analyze, and critically examine a developing music teacher identity in relation to hormone ASPA Meeting: Critical SRIG Session: replacement therapy and subsequent vocal Examination of Curricula Gender and Sexuality development while enrolled in a preservice choral music teacher education program. ● ChAstAiN 1 ● AuGustA 3 PrEsiDEr: Patrick K. Freer, Georgia State AsPA FACiLitAtOr: Kyle Chandler, University, Atlanta Arkansas State University, Jonesboro singing within social traditions of rope-Jumping, top-spinning, and SRIG Session: Adult and ASPA Meeting: hoop-rolling at Mount holyoke Community Education Supporting Beginning College 1900–1928: Before Women Music Teachers Could Major in Music 10:30 a.m.–12:00 noon ● AuGustA 1 PrEsENtEr: Bonnie schaffhauser Jacobi, ● ChAstAiN E Colorado State University, Fort Collins AsPA FACiLitAtOr: Christopher Baumgartner, University of Oklahoma, Norman Between 1900 and 1928, female students at improving Quality of Life Music for Mount Holyoke College in Massachusetts Adults with Developmental and/or ASPA Meeting: wrote and sang class songs for annual “Play Physical Disabilities: A unique Days” traditions. This paper presents university/Community Collaboration Teacher Evaluation historical research on these music traditions, ● AuGustA 2 discussing their signifi cance and meaning in PrEsENtErs: Lynann E. schraer-Joiner, regard to parallel timing between social Kean University, Union, NJ; Georgiann h. AsPA FACiLitAtOrs: Kenneth Elpus & music-making and formal concentrated music toole, Shepherd University, Shepherdstown, stephanie Prichard, University of Maryland, study at the college. WV; Marguerite Modero, Community College Park Access Unlimited, Cranford, NJ; robert rocco, ryan Jaccoi, & Meghan Carroll, Perspectives of a transgender Kean University, Union, NJ colloquium Music Education student 10:30 a.m.-12:00 p.m. The project described in this session PrEsENtEr: Jason M. silveira, University of examined Quality of Life indicators (Schalock, Oregon, Eugene 1996) for adults with developmental/physical Mapping the route to Publication: The purpose of this study was to present a disabilities participating in university/ Advice from NAfME Journal Editors narrative account of one gender-variant music community continuing education. Analysis student and his experiences as a music indicated that musical performance and ● ChAstAiN i/J education major. The question guiding this composition enhanced QOL factors related to emotional well-being, personal development, PrEsENtErs: Joanne rutkowski, study was: In what ways can one transgender Pennsylvania State University, University music education student’s lived experiences and interpersonal/social skills. Participants Park; James Austin, University of Colorado and identity development inform discourse in reported increased confi dence in overcoming Boulder; rekha s. rajan, Concordia music education? negative educational experiences. University Chicago, Chicago, IL; steven J. Morrison, University of Washington, Seattle; On stage, Off and in between: testify, heal, Empower: Choral Debbierohwer, University of North Texas, Activism in socially identifi ed Denton; Katherine strand, Indiana Negotiating Gay identity and teacher Community Choirs University Bloomington; Juliet hess, identity in the Choral Classroom Michigan State University, East Lansing PrEsENtEr: Nicholas r. McBride, The PrEsENtEr: Allison L. thorp, Western This Colloquium will comprise three sessions College of New Jersey, Ewing Carolina University, Cullowhee, NC presented by the journal editors of NAfME The purpose of this study was to explore how In the qualitative study described in this journals: SRME journals (JRME and UPDATE ); four gay male choral directors negotiated the session, I used phenomenological methodol- SMTE journal (JMTE); practitioner journals division of personal and professional identities ogy to explore adult choral participation in (MEJ and GMT ). Submission and review in relation to student’s perception of singing socially identifi ed community choirs. processes will be shared followed by as a gendered activity, and the conditions of Music-making was found to function as questions from the audience and discussion. public school settings as morally vigilant testimony to the social identity community’s spaces that promote heternormativity. experience, a means for healing from feelings of isolation, and a method for empowering singers to develop confi dence and pride. transvocality and transgender PrEsiDEr: Nathan Kruse, Case Western identity Formation in the Context Reserve University, Cleveland, OH of Choral Education

PrEsENtEr: Jude Emmanuel rosas- ruelas, University of Utah, Salt Lake City Disparities exist among trans-identifi ed choral

28 Conference Sessions Friday, March 23 Friday, March 23 Conference Sessions

SRIG Session: SRIG Session: Children SRIG Session: Assessment with Exceptionalities Perception & Cognition 10:30 a.m.–12:00 noon 10:30 a.m.–12:00 noon 10:30 a.m.–12:00 noon ● ChAstAiN F ● ChAstAiN G/h ● ChAstAiN D

is edtPA a Valid Assessment for Neurological and Behavioral Effects Expertise in Music Learning: implica- Preservice Music Educators? A of instrumental Musical study on tions for Developing Musicians Psychometric investigation using Children with Autism PrEsENtErs: Amy L. simmons, University Modern Measurement theory PrEsENtErs: Michelle L. Chinn Cannon & of Texas at Austin; sarah E. Allen, Southern PrEsENtErs: Dorothy J Musselwhite, Patricia sink, University of North Carolina at Methodist University, Dallas, TX; Lani hamil- Myriam i. Athanas, & Brian C. Wesolowski, Greensboro ton, University of Missouri–Kansas City; Carla D. Cash, Texas Tech University, University of Georgia, Athens, GA Musical study may serve as an appropriate, Lubbock; robert A. Duke, University of effective and affordable autism intervention. The edTPA is used to indicate the readiness Texas at Austin of preservice teachers to enter the classroom, Preliminary data suggest children participating and the level of preparation given by their in 20 weeks of instrumental musical study In this session, we present video, interview, respective colleges of education. Using Rasch experienced signifi cant gains in BOTH and perceptual evidence that reveals how Measurement Theory, this paper reexamines neurological activation and adaptive behavior artist-level musicians’ conceptions of the reliability, validity and fairness of the associated with social/emotional functioning. expressivity provide a hierarchy for the goals edTPA in the context of preservice music of music practice. We suggest that the educators. development of artistry requires habits of A Multiple Case study of behavior, thought, and perceptual acuity that two inclusive Choirs are central to musicians’ success. Evaluation of Wind Band and string Performance rubrics using the PrEsENtErs: Elizabeth Cassidy Parker, Temple University, Philadelphia, PA; Multifaceted rasch Partial Credit the impact of Group Piano Bridget M. sweet, University of Illinois, Measurement Model training on Verbal Fluency and Urbana-Champaign self-Effi cacy in Aging PrEsENtErs: Andrew s. Edwards, The purpose of this multiple case study Kinsey E. Edwards, & Brian C. Wesolowski, was to examine meanings of “safe space” PrEsENtEr: Jennifer A. Bugos, University University of Georgia, Athens for 56 different participants in two inclusive of South Florida, Tampa The purpose of the study presented in this community choral programs. We asked The purpose of this randomized controlled session was to compare a new rubric-based participants to defi ne “safe space” within trial was to evaluate the effects of group system for evaluating large ensemble wind the context of their inclusive choir, what piano training on cognitive performance and band and large ensemble string performance strategies they used and challenges they psychosocial outcomes in healthy older adults to the traditional system. faced in sustaining “safe spaces.” (60–80). Our data suggest that piano training increases musical self-effi cacy and verbal fl uency essential for maintaining indepen- Validity of Performance Assessments: Academy of Music and Art for dence in aging populations. A Conceptual Model for Quantita- special Education: An Ethnographic tively Evaluating rater Quality Case study of an individual Music instruction Program for Children Music Education in the united PrEsENtEr: Brian C. Wesolowski, with Disabilities states: Perceptions from the K–12 University of Georgia, Athens Educational Community PrEsENtErs: sarah J. Bartolome & The purpose of the study described in Amanda r. McClintock, Northwestern PrEsENtErs: Charles r. Ciorba, George this session was to develop a conceptual University, Evanston, IL Mason University, Fairfax, VA; Daniel model for quantitatively exploring construct- Mockenhaupt, Independent Researcher, This intrinsic case study explored the irrelevant variability attributed to raters from Norman, OK an Item Response Theory (IRT) perspective perceived benefi ts of an individual music in the context of any music performance instruction program for children with The purpose of this study was to examine assessment. disabilities. Findings suggested positive perceptions toward music education among benefi ts for all stakeholders, uncovering the K–12 educational community. Participants PrEsiDEr: Jeffrey Ward, Kansas State possible implications for music teacher generally agreed that music is an enriching University, Manhattan education and drawing the voices of the subject that allows students to develop their children and parents into the discourse. creativity, although they were less likely to agree on the importance of music in relation PrEsiDEr: Elaine Bernstorf, Wichita State to other subjects. University, Wichita, KS PrEsiDEr: Edward McClellan, Loyola University, New Orleans, LA

29 Academy PROFESSIONAL DEVELOPMENT

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Must-have professional development for the successful music educator. “NAfME Academy is a schedule-friendly and economical way for me to receive professional development and keep my certification active.” – Jamie, 18th-year music educator from Pennsylvania

“I like that I can participate in webinars in any of the content areas, no matter my specific teaching area. I love participating in the NAfME Academy sessions any time of year.” – Jennifer, 11th-year band director from Oklahoma

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Visit bit.ly/NAfMEAcademy to learn more | 1-800-336-3768 Friday, March 23 Conference Sessions

ASPA MEETINGS Kruse, Case Western Reserve Univer- processes in music through a cross-cultural sity, Cleveland, OH comparison from a unified methodology. 1:00–2:25 p.m. This case study features high school Presider: Clint Randles, University of South students’ experiences in a songwriting class. Florida, Tampa ASPA Meeting: It chronicles students’ creative process as Music Teacher Identity they compose original songs, learn to SRIG Session: Development accompany themselves on guitar and piano, and prepare for a coffee shop performance. Early Childhood ● Augusta 3 Implications for musical autonomy and 1:00–2:25 p.m. ASPA Facilitator: Cynthia Wagoner, improved practice will be provided. East Carolina University. Greenville, NC ● Chastain G/H Improvisation and Instrumental ASPA Meeting: Program Facility: A Quantitative Examination Singing from the Start: The Develop- Admission, Assessment, of Middle-School Clarinet and iPad ment of Singing from Zero to 7 and Alignment Improvisations Presenters: Eugenia Costa-Giomi & ● Augusta 2 Lucia Benetti, Ohio State University, Presenter: Daniel J. Healy, Roosevelt Columbus; Gwendolyn McGraw, ASPA Facilitator: Natalie Royston, University, Chicago, IL Iowa State University, Ames Independent researcher, Sacramento, CA This study examined the intersection of improvisation achievement and instrumental We will demonstrate the use of innovative ASPA Meeting: School/ facility by prompting external judges to score methodologies to study singing in infancy, University Partnerships a group of middle-school student clarinet present novel results regarding the develop- improvisations. Student improvisations were ment of singing early in life, discuss method- ● Chastain 1 recorded by the same group of students on ological and conceptual challenges of early childhood researchers and practitioners, and ASPA Facilitators: Edward McClellan, identical tasks on two different modalities: provide implications for teaching and study of Loyola University New Orleans, LA; Debbie clarinet and iPad. singing to infants and young children. O’Connell, Winston-Salem State University Does Technology Nurture Creativity? Early Childhood Memories: Family Comparisons of Elementary Stu- Academy COLLOQUIUM as Context for Musical Heritage dents’ Music Compositions With vs. 1:00–2:25 p.m Without the Aid of Technology Presenter: Lori A. Custodero, Teacher College, Columbia University, New York, NY Career Mentoring for Music Teacher Presenters: Sangmi Kang, University of Analyses of 300 graduate student musical Educators: From Graduate School Florida, Gainesville; Hyesoo Yoo, Virginia PROFESSIONAL DEVELOPMENT Tech, Blacksburg autobiographies show early childhood Through the Professorial Ranks memories are situated in the family environ- We compared 37 elementary student music ment. Interactions with mothers are cited the SUBSCRIBE TODAY TO NAfME’s STATE-OF-THE-ART ONLINE LEARNING PLATFORM! ● Chastain I/J compositions with vs. without the aid of most; fathers and grandparents are frequently technology based on creativity, aesthetic Presenter: Molly Weaver, West Virginia mentioned. Since memories are adapted to fit University, Morgantown appeal, and craftsmanship. Five music the context and purpose of recollection, teachers evaluated the compositions using Must-have professional development for the successful music educator. Approximately 30 music education professors interpretations of narratives are directed at the Consensual Assessment Technique. present identities. at various career stages and representing Compositions with the aid of technology “NAfME Academy is a schedule-friendly and economical way for me to receive different types of institutions will be available scored higher in creativity, while composi- professional development and keep my certification active.” for small-group or one-on-one mentoring on a tions without technology scored higher in Using the Children’s Music variety of career topics. The format will be craftsmanship. Behavior Inventory to Classify “open house”; attendees are encouraged to – Jamie, 18th-year music educator from Pennsylvania Music Behaviors by Age come and go as their schedules permit during “I like that I can participate in webinars in any of the content areas, no matter my this time. Musical Improvisation Across Presenters: Alison M. Reynolds, specific teaching area. I love participating in the NAfME Academy sessions any Cultures: Towards an Understanding Temple University, Philadelphia, PA; of Generative Processes through Wendy H. Valerio, University of South time of year.” SRIG SESSIONS Expert Improvisers’ Reflections Carolina, Columbia; Grant B. Morgan, 1:00–2:25 p.m. Baylor University, Waco, TX – Jennifer, 11th-year band director from Oklahoma Presenters: Martin Norgaard & Gilad Rabinovitch, Georgia State University, At- Discriminating characteristics of the 8 NAfME Academy is a state-of-the-art online learning platform. By purchasing SRIG Session: Creativity lanta subscales of Children’s Music Behavior ● Augusta 1 Inventory (CMBI) correctly classified 83% of a a one-year subscription, you will have access to 80+ hours of professional The study presented in this session analyzes sample of children ages birth to 5 (N = 576). development webinars and various other content to augment your success in interviews with improvisers in world-music Especially for children between 0–49 months From Classroom to Coffee Shop: traditions. Previous qualitative research on old, CMBI reliably collects parents’ documen- the classroom. This $600 value is offered to non-members of NAfME for $100 jazz musicians and Western classical Students Navigating Creative tation of their children’s music behaviors and annually—and to NAfME members for only $20 a year. Subscribe today! improvisers reveals themes including the use music activities they do with their children. Experiences through Songwriting of prefabricated materials and long-range Presider: Diana Dansereau, Boston Presenters: Dennis P. Giotta, Waynedale planning. Our study contributes to under- Visit bit.ly/NAfMEAcademy to learn more | 1-800-336-3768 University, Boston, MA High School, Apple Creek, OH; Nathan B. standing basic cognitive and generative

31 Conference Sessions Friday, March 23

SRIG Session: Music SRIG Session: Philosophy income, race, ethnicity, and culture. They suggest ways in which parenting influences Teacher Education 1:00–2:25 p.m. children’s musical participation—at home, in schools, and community settings. 1:00–2:25 p.m. ● Chastain E Presider: Brent Talbot, Gettysburg College, ● Chastain F Gettysburg, PA Fostering Freedom: Troubling Imposter Phenomenon Responses of Relevance and Individualism Early-Career Music Education Faculty COLLOQUIUM Presenter: Lauren Kapalka Richerme, 2:30–3:55 p.m. Presenters: Wendy L. Sims, University of Indiana University Bloomington Missouri–Columbia; Jane W. Cassidy, The rhetoric of “freedom” can subsume Louisiana State University, Baton Rouge practices that are anything but freeing. Colloquium: Let’s Talk about Music We examined early-career music educators’ In this philosophical inquiry I investigate the Teacher Professional Development responses to the Clance Imposter Phenom- nature of “freedom” and use “freedom” as ● Chastain I/J enon (IP) scale, plus adaptations for under- a lens for analyzing contemporary music graduate and graduate teaching and research. education discourse and practice. Teachers Presenters: Ann Marie M. Stanley, Responses to the undergraduate teaching and students might enact freedom by Louisiana State University, Baton Rouge; scale were the most positive. Responses to emphasizing relevant obstacles and Daniel Abrahams, University of Arkansas, the research scale indicated 70% of partici- responsible, pluralistic communities. Fayetteville; Clelyn Chapin, Michigan State pants experienced imposter feelings that may University, East Lansing; Ed Duling, Kent include debilitating psychological effects. Welcome Reform(ed): State University, Kent, OH; Donna J. Gallo, University of Illinois at Urbana-Champaign; Hospitality in Music Education Jennifer L. R. Greene, Fayetteville-Manlius Mindfulness as a Means to Research and Practice High School, Fayetteville, NY; Lisa M Wellness among Undergraduate Presenters: Brian M. Sullivan, Gruenhagen, Bowling Green State University, Music Education Students Independent Researcher, Charlotte, NC; Bowling Green, OH; Becky Halliday, Jacob Axel Berglin, Northwestern University of Montevallo, Montevallo, AL; Presenters: Frank M. Diaz & Katherine Haley L. Moore, Louisiana State University, Strand, Indiana University Bloomington; University, Evanston, IL; Lauren Kapalka Richerme, Indiana University Bloomington Baton Rouge; Robert Roche, Teachers Jason M. Silveira, University of Oregon, Eu- College, Columbia University, New York, NY; gene This symposium will explore how the concept Jacqueline C. Smith, University of Hartford, Emerging evidence suggests that mindfulness of hospitality—especially as forwarded by Hartford, CT; Alden H. Snell II, Eastman may result in improved wellness among Jacques Derrida—can serve as an ethical, School of Music, Rochester, NY pedagogic, and methodological framework for collegiate students. This study employed a In this colloquium, we offer research-based phenomenological content analysis of journals music education research and practice. Presentations will include a joint philosophic strategies and promising new ideas in music from music education students involved in a teacher professional development (PD). Each guided mindfulness-based wellness unit. The examination of hospitality, two research papers, and a discussant response. presenter focuses on ways to have profitable, analysis indicated a rich and diverse range of productive, and meaningful conversations with evaluations regarding the efficacy of the unit. Presider: Matthew Thibeault, Education various constituencies and stakeholders— University of Hong Kong, PRC administrators, music teaching colleagues, Symposium on the Mentoring of PD providers, and university personnel— Beginning Music Teachers SRIG Session: regarding best practices for music teacher Social Sciences development. Presenters: Colleen Conway, University of Michigan, Ann Arbor; Margaret Berg, 1:00–2:25 p.m. University of Colorado Boulder; Jessica PRESENTATION ● Chastain D Vaughan Marra, Seton Hill University, SESSIONS—BLOCK 13 Pittsburgh, PA; Chris Baumgartner & Bryan 2:30–2:55 p.m. Koerner, University of Oklahoma, Norman; Parenting and Music Education Christine Mueller, Moore Central Junior High School, Norman, OK Presenters: Beatriz Ilari, University of How Seeds Sown During Southern California, Los Angeles; Susan This symposium seeks to facilitate dialogue Professional Development Have Wharton Conkling, Boston University, amongst participants regarding new initiatives Sprouted: Exploring the Culturally Boston, MA; Lisa Huisman Koops, Case and new knowledge about the mentoring of Responsive Practices of Western Reserve University, Cleveland, OH; beginning music teachers. Research papers Experienced Music Educators Elizabeth Cassidy Parker, Temple will examine aspects of mentoring including: University, Philadelphia, PA mentor development, digital mentoring, and ● Augusta 1 Using recent sociological and social cognition mentee matching, A discussant will facilitate Presenter: Julia T. Shaw, Ohio State research, authors and discussant take a dialogue with the audience at the conclusion University, Columbus of the session. nuanced view of parenting, interrogating differences in parental beliefs about and This study explored the practice of experienced Presider: Lori Gray, Boise State University, practices of childrearing by household music educators who received extensive Boise, ID professional development on culturally

32 Conference Sessions Friday, March 23 Friday, March 23 Conference Sessions

responsive pedagogy and devoted three years The purpose of this study was to examine foundations class. Additionally, our purpose to implementing its premises. In addition to preservice and in-service teachers’ perceptions in this session is to add to the conversations illuminating culturally responsive practices, of pacing in band and choral ensemble around diversity, equity, and inclusion by findings illustrated how participants’ teaching rehearsal settings. Participants viewed four locating a potential site for curricular was politically relevant to students’ experi- excerpts of teaching and moved a Continuous treatment of these topics. ences of marginalization, inequity, and injustice. Response Digital Interface dial in response to Presider: Kyle Chandler, Arkansas State their perceptions of fast and slow pacing. Presider: Brent Talbot, Gettysburg College, University, Jonesboro Gettysburg, PA; Chair, Social Sciences SRIG Presider: Deborah Confredo, Temple University, Philadelphia, PA Diversity and Understanding Relationships Inclusion Panel, Between Student Achievement and Using NAfME’s Revised Teacher Session IV Self-Concept of Music Teaching in Evaluation Workbooks for Written and Oral Communication, Professional Development 3:00–3:55 p.m. Critical-thinking, Diversity Skills, ● ● Chastain G/H and Professional Integrity Chastain F Presenter: Glenn E. Nierman, University Patricia Shehan Campbell, University of ● Augusta 2 of Nebraska–Lincoln Washington, Seattle, Discussant Presenters: Frederick Burrack & Phillip This session will acquaint attendees with Huib Schippers, Smithsonian Folkways, Payne, Kansas State University, Manhattan NAfME’s revised Workbooks for Building Washington, DC: Over the past five decades, awareness of implicit mechanisms for This research explored 7 years of data that and Evaluating Effective Music Education— Ensembles and General Music by considering exclusion has grown. This has inspired efforts exposed music education students’ concept in moving away from Western art and folk of learning accomplishment and applied new, innovative ideas from the books in three areas: (1) Evaluating Opportunities-to-Learn, music as the sole frame of reference, proficiency as a prospective music teacher in targeting new groups of learners from written communication, oral communication, (2) Assessing Student Achievement, and (3) Observing Professional Teacher Practice different social and cultural backgrounds, critical thinking, diversity skills, and professional and embracing more inclusivity. integrity. These were compared to direct (includes videos for assessment practice). assessments of achievement. Presider: Shawn Chastain, Wichita Public Rhonda Fuelberth, University of Nebraska– Schools, Wichita, KS Lincoln: To ensure that future music educa- Presider: Maud Hickey, Northwestern tors possess the attitudes and dispositions University, Evanston, IL that support inclusive practices, teacher Paparazzi: Portraits of training programs should seek to provide The Use of the Singing Voice, Vocal Culturally Responsive Teaching preservice teachers with hands-on models of successful inclusive practice. Performance on Songs, and Music in an Orchestra Classroom Aptitude among First to Fourth Brigetta Miller, Lawrence University, ● Chastain D Graders: A Cluster-Analysis Approach Appleton, WI: Philosophical and pedagogical Presenter: Susan A. Davis, Queens considerations enhance the visibility of native ● Augusta 3 College, Flushing, NY American history, culture, and identity in music education. Presenters: Ana Isabel Pereira & While a number of scholars have advocated Helena Rodrigues, Universidad NOVA for expanded repertoires and pedagogies, de Lisboa, Portugal successful models of diverse orchestral PRESENTATION programs remain limited. This session The Singing Voice Development Measure, explores Paparazzi as one model of culturally SESSIONS—BLOCK 14 the researcher-designed vocal performance responsive teaching. Research themes 3:00–3:25 p.m. rating scales, and the Intermediate Measures include agency, authenticity, expertise, of Music Audiation were used among first to transformative learning, and identity as they fourth graders to identify typologies related sit within orchestra education. Toward an Autonomous and to singing accuracy. Four children-types were Culturally Responsive Music Teacher found: low achievement/low aptitude; Presider: Patrick K. Freer, Georgia State Education Curriculum high achievement/high aptitude; medium University, Atlanta achievement/low aptitude; and low ● Augusta 1 achievement/medium aptitude. Intro to What? An Examination Presenters: Frank Heuser & Lily Presider: Steven M. Demorest, of Introduction to Music Education Chen-Hafteck, UCLA, Los Angeles, CA Northwestern University, Evanston, IL Courses This university music education curriculum engages teacher-candidates in a variety of ● Chastain G/H Preservice and Experienced risk-taking learning experiences, compelling Teachers’ Perceptions of Pacing Presenters: Ryan D. Shaw, Capital them to examine and reconceptualize their University, Columbus, OH; Stuart C. Hill, understandings of what it means to learn and ● Chastain 1 Webster University, St. Louis, MO teach music; and to become a social justice educator. It is grounded in an epistemology of Presenters: Jessica Napoles, University This session provides information on emergence rather than reproduction. of North Texas, Denton; Jason M. Silveira, practices surrounding an increasingly University of Oregon, Eugene common course in the undergraduate music Presider: Juliet Hess, Michigan State education curriculum—the “intro” or University, East Lansing

33 Conference Sessions Friday, March 23

3:00–3:25 p.m. An Examination of Music PRESENTATION Mentor Teacher Roles in SESSIONS–BLOCK 15 Symbiosis: Leveraging Technology to Mentoring Dialogues 3:30–3:55 p.m. Link Preservice Teaching Experiences ● to Rural Communities in Need CHASTAIN E Effects of Dark and Bright PRESENTER: Angela M. Munroe, Timbral Instructions on Acoustical ● AUGUSTA 2 West Virginia University, Morgantown and Perceptual Measures of Pitch PRESENTERS: Kathleen A. Melago & This study examines the mentoring dialogues and Timbre Jonathan J. Helmick, Slippery Rock between music cooperating teachers and their student teachers in order to examine University, Slippery Rock, PA ● AUGUSTA 1 how the mentoring role is enacted during This session highlights a teaching partnership dialogues and how and why the cooperating PRESENTERS: D. Gregory Springer, between 7th through 12th-grade students in a teacher might shift their approach. Stimulated University of South Carolina, Columbia; rural, lower-socioeconomic district with a recall interviews were used to prompt the Amanda L. Schlegel & Andrew J. Lewis, lower college matriculation rate and university teachers to recall their thoughts. University of Southern Mississippi, junior music education majors participating in Hattiesburg one-on-one lessons using the Coach’s Eye PRESIDER: Tami Draves, University of North app that concluded with a daylong visit to Carolina at Greensboro High school and collegiate trumpeters campus for students in grades 7–12. performed sustained tones following various types of timbral instructions (dark-timbre, PRESIDER: Wesley Brewer, Oregon State Discourse and Feedback in Music bright-timbre, and neutral). Participants’ University, Corvallis Teacher Evaluation: Part 1 performances were infl uenced by the interaction of timbral instruction and octave/ ● Comparison of Student Perceptions CHASTAIN F register. Results are interpreted in light of of Residence and Distance Graduate PRESENTERS: Heather Cote, Westwood pitch-timbre interactions, and pedagogical implications for instrumental music educators Music Education Classes Public Schools, Westwood, MA; Cara Bernard, University of Connecticut, Storrs are discussed. ● AUGUSTA 3 This session focuses on the discourse of PRESIDER: John Geringer, Florida State University, Tallahassee PRESENTERS: Janice N. Killian, Keith G. teacher evaluation feedback, describing and Dye, & Andrew K. Kagumba, Texas Tech analyzing how observation feedback is given University, Lubbock to music teachers. By understanding the The Role of Music Training on Musical discourse of these new generation evalua- Nuance Perception in Older Adults This study is designed to compare student tions, teachers can be active participants in perceptions (N = 163) after enrollment in their own personal growth, regardless of ● AUGUSTA 2 resident and/or distance graduate music speaking with a music or nonmusic evaluator. courses from 2006-2017. Data consists of PRESENTER: Jennifer A. Bugos, University PRESIDER: Shawn Chastain, Wichita Public Likert ratings of predetermined questions, of South Florida, Tampa free response opportunities, and phone Schools, Wichita, KS conversation scripts from students taking The purpose of this study was to evaluate the role of music training on musical nuance classes offered at both distance and High School Music Ensemble residence. perception in older adult beginning musicians. Students in the United States: Results suggest that music training can PRESIDER: Deborah Confredo, Temple A New National Profi le increase response times and reduce error University, Philadelphia, PA rates in musical nuance perception in ● CHASTAIN D beginning older adult musicians. Verbalization and Musical Memory in PRESENTERS: Kenneth Elpus, University of PRESIDER: Nathan Kruse, Case Western String Players Maryland, College Park; Carlos R. Abril, Reserve University, Cleveland, OH University of Miami, Coral Gables ● CHASTAIN 1 The purpose of this study was to replicate, Music Teacher Identity update, and expand Elpus & Abril (2011) with PRESENTERS: Peter John Miksza & Eric Development: A Longitudinal Study Timperman, Indiana University Bloomington newer nationally representative data—specifi - cally, HSLS:09, a study tracking N = 25,200 The experiment described in this session ● AUGUSTA 3 American students who were 9th graders in examined the impact that verbal analysis of 2009. Both univariate descriptive profi le PRESENTERS: Kristen Pellegrino, University an unfamiliar etude would have on a string results and multivariate logistic regression of Texas at San Antonio; Sean R. Powell, players’ short and long-term recall of the results will be presented. University of North Texas, Denton; etude. We explored how different memory Cynthia L. Wagoner, East Carolina PRESIDER: Christine Russell, University of processes could contribute to music learning University, Greenville, NC; Erik Johnson, Akron, Akron, OH and how these processes could be exploited Colorado State University, Fort Collins to prepare for memorized performance. The purpose of this narrative case study was PRESIDER: James L. Byo, Louisiana State to examine music teacher identity development University, Baton Rouge from preservice music teachers through their fi rst year of teaching. Five narratives will

34 Conference Sessions Friday, March 23 Friday, March 23 Conference Sessions

highlight the “dynamic, holistic interaction” East Lansing; Rex Sturdevant, University Student Teacher’s Problem-Solving Approach of six elements of Olsen’s (2008) teacher of Connecticut, Storrs in an Inclusive Music Classroom. identity theory plus an additional element: A panel will discuss the ways in which we Community Music Education musical experiences. “separate the strands” of teacher evaluation Presider: Lauren Kapalka Richerme, feedback in our roles. We will share the ways Kumar, Anita B., University of Washing- Indiana University Bloomington in which we may respond to feedback, how ton, Seattle. Measuring Trust in Large to respond to feedback when we disagree Ensembles: An Exploratory Factor Analysis. with it or it is unuseful, and how to implement Engaging with Applied Faculty Ma, Danxu, & Fung, Victor, University of feedback. South Florida, Tampa. Community Music as a about Diversity and Inclusion Presider: Shawn Chastain, Wichita Public Way of Achieving Music for All. in Music Education Schools, Wichita, KS Reed, Elizabeth A., University of South ● Chastain 1 Carolina, Columbia. The Evolution of Professional Music Teacher Identity: A Presenters: Karen Salvador, University of Case Study of the Eastern Band Comparison of String Project Alumni Within Michigan–Flint; Sarah Bartolome, Northwestern of Cherokee Indian’s Language Teaching Career Cycles. University, Evanston, IL; Mallory Alekna, Immersion School Music Program Arizona State University, Phoenix; Jacob Smith, Gabrielle, & Lorenzino, Lisa Berglin, Northwestern University, Evanston, ● Chastain D M., McGill University, Montreal, Quebec, IL; Susana Lalama, Converse College, Canada. The Canadian Landscape of El Presenter: Raven Jewel Reynolds, Sistema–Inspired Programs. Spartanburg, SC; Jaclyn Paul, Baylor Florida International University, Miami University, Waco, TX; Danielle Woolery, Texas Women’s University, Denton; Heather This case study looks at how the music Creativity Waters, Adelphi University, Garden City, NY education program at a Native American Rosenthal, Roseanne K., VanderCook language immersion school shaped the College of Music, Chicago, IL; Ryals, A common discourse in music teacher identity of the music educator through the education is that applied teachers create Lauren, Crested Butte Community School, inclusion of native language, arts, and their Crested Butte, CO; Schmidt, Casey P., roadblocks to efforts to diversify our traditional educational paradigm. profession by restricting the admittance of & Hickey, Maud, Northwestern University, applicants traditionally excluded from music Presider: Charlene Ryan, Ryerson Evanston, IL. Cultivating Musical Expressivity education programs. Our panel interviewed University, Toronto, Ontario, Canada in Beginning Instrumentalists. applied faculty in adjunct and tenure-track Schmidt, Casey, & Hickey, Maud, positions to examine this narrative and POSTER SESSION II Northwestern University, Evanston, IL. explore possibilities for collaboration. The Effect of Professional Development on p.m. Presider: Natalie Royston, Iowa State 4:00–5:30 Teaching Improvisation and Composition University, Ames ● Overlook & Chastain 2 in K–12 Music Classrooms. Presider: Deborah Confredo, Temple Cultural Diversity & Social Justice University, Philadelphia, PA Grounded Theory in Music Barry, Nancy H., Auburn University, Education: A Systematic Review Assessment Auburn, AL. Diverse Perspectives in Music Education. ● Chastain E Hamlin, Peter J. Gonzaga University, Diaz, Frank M., Indiana University, Spokane, WA. The Development, Validation, Presenter: Seth Pendergast, University of Bloomington; Thornton, Darrin, Penn State and Application of a Rubric to Measure Utah, Salt Lake City University, University Park, PA. Solo Clarinet Performance. Perceptions The purpose of this study was to review the of Education and Career Obstacles among use of grounded theory methodology in Rickels, David A. University of Colorado Undergraduate Music Education Students. Boulder. Inter-Rater Reliability of a Conference music education and propose future directions Fiorentino, Matthew C., University of Illinois for grounded theory research. Findings Proposal Evaluation System. at Urbana-Champaign. Examining Racial indicated an underutilization of grounded Diversity in Student Teaching Placement at theory methodology with evidence of only Children with Exceptionalities Illinois Institutions Granting Certification in two complete grounded theory studies in Draper, Ellary, University of Alabama, Music Teaching from 2014–2017. music education. Tuscaloosa; Brown, Laura, Ohio University, Fiorentino, Matthew C., University of Presider: Lori Custodero, Teacher College, Athens; Jellison, Judith A. , University of Illinois at Urbana-Champaign. Exploring Columbia University, New York, NY Texas at Austin. First-Grade Children with Severe Disabilities and Typically Developing Citizenship in an Organization for Classmates Learn to Work Together and Underrepresented Music Students. Discourse and Feedback in Music Help Each Other in Music. Hess, Juliet, Michigan State University, Teacher Evaluation: Part 2 McClintock, Amanda D., Northwestern East Lansing. Naming the World: Constructing University, Evanston, IL. Becoming Musical: an Activist Music Education. ● Chastain F Expectations of Musical Experiences for Lewis, Amy Belinda, Michigan State Presenters: Heather Cote, Westwood Children with Autism Spectrum Disorder in University, East Lansing. Challenging the Public Schools, Westwood, MA; Cara Educational and Therapeutic Settings. Eurocentric Canon in an Elementary Bernard, University of Connecticut, Storrs; Talbert, Matthew D., & Brown, Laura General Music Classroom. David Potter, Michigan State University, S., Ohio University, Athens. Examining a

35 Conference Sessions Friday, March 23

Maynard, Lisa M., James Madison History Learning & Development University, Harrisonburg, VA. Sabbatical Anderson, Roger E. Arizona State Apanovitch-Leites, Irene, University of “Notes from a Small Island”: Lessons from University, Tempe. An Investigation into the Southern California, Los Angeles. How Do School Music Programs in London Socio-Political Impact on the Founding of a Singers Relate? Examining the Link Between Successfully Addressing Issues of Diversity, Rural Band Program: Coolidge High School Empathy and Choral Singing. Equity, Inclusion and Access. Band, 1924–1939. Garrett, Matthew L., Case Western Sauza, Antonio R., Little Kids Rock, Brunkan, Melissa D., University of Oregon, Reserve University, Cleveland, OH; Han- Los Angeles and Verona, CA. Modern Band Eugene. “The Shapes Make Sense!”: ing, Marshall, University of Florida, Gaines- and Culturally Relevant Teaching. The Legacy of Bobby Burnett, Singing ville. Exploring the Use of Critical Thinking Sukumaran, Anand Raj, University of Michigan, Schoolmaster, and the Gospel Singers of Skills in Middle School Chorus Rehearsals. Ann Arbor. Strangers No More: Refugees and America, a Current-Day Singing School. Hansen, Bethanie L., American Public Immigrants in the Music Classroom. Languell, Amorette B., Northern Michigan University Systems, Charles Town, WV. Developing Music University, Marquette. Trailblazing Women of Humanities at Work: Military/Veteran Teacher Educators the Connecticut Hurricanes. Students’ Perceived Experiences through Online Music and Art Appreciation Courses. Abrahams, Daniel, University of Arkansas, Instructional Strategies Summitt, Nancy L., DePauw Universi- Fayetteville. Connecting Theory to Practice: Brittin, Ruth V., University of the Pacific, ty, Greencastle, IN. Influence of Self-Regula- Service-Learning in an After-School Music Stockton, CA. Effects of Integrated Music- tion and Motivational Beliefs on University Program. and-Math Instruction on Middle School Music Students’ Use of Practice Strategies. Legette, Roy M., University of Georgia, Achievement, Self-Efficacy, and Affect. Warnet, Victoria M., Florida State Univer- Athens. The Role of Story in School Music Brumbach, Glen A., University of Mary- sity, Tallahassee. Band Director Expectations Teaching. land, College Park. “Stay on It”: The Effects of of Students Transitioning to High School Orman, Evelyn K., & Whitaker, Jennifer Two Contrasting Pedagogical Approaches on Band. A. University of North Carolina at Charlotte; Jazz Improvisation and Performance Achieve- Williams, Matthew L., University of Price, Harry E., Kennesaw State University, ment in High School Musicians. Arizona, Tucson; Geringer, John M., Florida Kennesaw, GA; Confredo, Deborah A., Glaser, Emily A. University of Kansas, State University, Tallahassee; Brittin, Ruth Temple University, Philadelphia, PA. Effects Lawrence. An Exploration of Enrollment and V., University of the Pacific, Stockton, CA. of an Augmented Immersive Virtual Reality Retention Trends of Beginning Band and Music Listening Habits and Musical Behaviors Learning Environment on Wind Band Orchestra Students in the First Year of of Middle and High School Musicians. Conducting Skills: A Preliminary Report Instruction. Vodicka, Jason D., Susquehanna University, Johnson, Daniel C., University of North Music Teacher Socialization Selinsgrove, PA. Student Teaching, Self Carolina Wilmington. Including Traditional Goldie, Sandy B., Virginia Commonwealth Reflection, and Social Learning. Instrument Pedagogy: Perspectives of University, Richmond, VA. The Role of Early Childhood Experienced Musicians on Diverse Differing Student Teaching Placement Transmission Practices. Structures in Preservice Music Teacher Rutkowski, Joanne, Pennsylvania State Kang, Sangmi, University of Florida, Occupational Identity Development. University, University Park, PA. A Child’s Gainesville. Motivation and Preference for Gossett, Jason B., Oregon State Univer- Musical Engagement in a Music Class Viewed Acoustic or Tablet-Based Musical Instruments: sity, Corvallis. Band Director Judgment and through the Lens of “Spheres of Musical Comparing Guitars and Gayageums (Korean Reflection: An Application of Phronesis. Understanding: A Fluid, Situational, and Stringed Instrument). Context Specific Model.” Haston, Warren, University of Hartford, Manternach, Jeremy, Clark, Chad, & West Hartford, CT. Reflective Tools to Unite Gender & Sexuality Marple, Chris, University of Iowa, Iowa City. Performer and Teacher Identities of Under- Bulgren, Christopher William, Armstrong Effects of Multiple Semi-Occluded Vocal Tract graduate Music Education Students. Exercises on Acoustic and Perceptual State University, Savannah, GA. Who Is the Perception & Cognition Male Elementary General Music Teacher? Measures of an SATB Chorus. Fisher, Ryan A., & Schallert, Jonathan H., Jacobi, Bonnie Schaffhauser, Colorado Olesko, Beatrice, Ithaca College, Ithaca, NY. University of Memphis, Memphis, TN. State University, Fort Collins. Social Music- What Music Really Means: Teaching for Self, Impacts of Conducting Experiences and Making at Vassar Female College 1872–1888: Social, and Subject-Matter Understanding in Training on Undergraduate Music Majors’ Women’s Views of Themselves and the the Elementary Music Classroom. Conducting Self-Efficacy. Progress of Music from Social Activity to Penerosa, Rebecca, Westminster Col- Academic Major. lege, Salt Lake City, UT. Music Integration: A Guerrero, Benjamin, Eastman School of Music, Rochester, NY. Music Cognition and Nannen, Briana, Marshall University, Quantitative Analysis of Music Integration in Computer Analysis of Rhythm. Huntington, WV. “Choir is for Girls”: Relation to Other Art Form Integration Intersectional Mixed Methods Perspectives Strategies as Part of a State-Wide Initiative Han, Yo-jung, Appalachian State Univer- on Adolescent Gender Identity, Singing Tast, Rebecca L., Texas State University, San sity, Boone, NC; Thornton, Linda, Penn State Interest, and Choral Music Participation. Marcos. A Means to an End … pin Length: A University, University Park, PA. Attentional Flexibility in Conductors and Pianists. Thomas-Durrell, Latasha, Michigan State Comparison of Pedagogical Methods for University, East Lansing. “Not Fit to Teach”: Determining an Appropriate Cello Endpin Mann, Lesley Maxwell, Belmont University, LGBTQ Music Educators’ Experiences with Length. Nashville, TN; Kotsonis, Amy, University of Discrimination. Northern Iowa, Cedar Falls. Effects of Gesture

36 Conference Sessions Friday, March 23 Friday, March 23 / Saturday, March 24 Conference Sessions

Proximity to Facial Expressions on Professional Development Teaching Experience on Elementary General Perceptions of Conductor Expressivity. for the Experienced Teacher Music Teachers’ Sense of Self-Efficacy of Classroom Management. Schlegel, Amanda L., University of Meeks, Ryan N., University of Oklahoma, Southern Mississippi, Hattiesburg; Norman. An Investigation of Band Directors’ Royston, Natalie Steele Iowa State Springer, D. Gregory, University of South Knowledge and Skills. University, Ames. Repurposing the Large Carolina, Columbia. All About That Bass: Instrumental Ensemble for Music Education Effects of Stimulus Timbre and Octave on Schmidt, Casey P., Northwestern Majors: Utilizing a Flipped Classroom Model. Wind Instrumentalists’ Tuning Accuracy. University, Evanston, IL. Exploring the Reflective Practices of Early and Late Yang, Dan, Hunan First Normal University, Silveira, Jason M., University of Oregon, Career Music Educators. Changhsa, PRC, & University of South Eugene; Silvey, Brian A., University of Florida, Tampa. A Hundred Years of Music Missouri–Columbus. Effects of Ensemble Silvey, Brian, Sims, Wendy, Regier, Brad, Teaching Method Textbook Development in Size and Repertoire Difficulty on Ratings of & Pohlman, Gretchen, University of China. Concert Band Performances. Missouri—Columbia. A Content Analysis of Update: Applications of Research in Music Watts, Sarah H., Penn State University, Stambaugh, Laura A., Georgia Southern Education (1990–2017). University Park, PA. The Performance of University, Statesboro. Effect of Focus of Pedagogy: Reflections on a Collegiate Attention on Second-Year Wind Students. School/University Partnerships General Music Exhibition. Toney, Brian M., & Wesolowski, Brian Clements, Ann C., Penn State University, Teacher Education C., University of Georgia, Athens. The University Park, PA. Developing an Arts and Objective Identification of a Hierarchy of Program Admission, Design Pedagogy Center: Interdisciplinary Assessment, Alignment Difficulty of Rhythm Patterns in the Context of through Teaching and Research. High School Band Students. Sanderson, Shelley M., Young Harris Conway, Colleen, & Baugh, Molly, College, Young Harris, GA. Finding NASM Wheeler, Beth A., University of Oregon, University of Michigan, Ann Arbor. Music Desirable Attributes by Assessing a Music Eugene. The Effect of Using Student Cooperating Teachers’ Understandings of Teacher Preparation Program’s Conceptual Recordings Paired with Specific Feedback on Their Work. the Self-Evaluation Calibration Accuracy Framework: A Case Study of a Private Liberal Among Novice Performers. Social Sciences Arts BME Program. Williams, Lindsey R., West Virginia Conway, Colleen, University of Michigan, Payne, Phillip D., & Ward, Jeffrey T., Kansas University, Morgantown; Edelman, East Lansing; Marra, Chris, & Vaughan State University, Manhattan. An Examination Philip, University of Maine, Orono; Marra, Jessica, Seton Hill University, of Music Teacher Education Faculty Perceptions Parisip, Joseph, University of Missouri– Pittsburgh, PA. Success and Challenge in the Regarding Indicator of Potential Success Kansas City. Approaching Fermata Length. Music Education Master’s Degree Program. among Music Teacher Education Candidates. Philosophy Palmer, Elizabeth S., Prince George’s Teacher Evaluation County Public Schools, Upper Marlboro, MD. Potter, David J., Michigan State University, Hanson, Josef, University of Massachusetts We’re in This Together: Investigating Social East Lansing. Music Teacher Perceptions of Boston, Boston, MA. Imagined Repercussions Capital in a Secondary Instrumental Music Assessment: A Phenomenological Study of from the Loss of Public Funding for Music Program. Education: A Thought Experiment. the Tennessee Fine Arts Portfolio. Supporting Beginning Wehr, Erin L., University of Iowa, Iowa City. Teacher Retention A Rationale for Positive Psychology and Music Teachers Kitchel, Laura S., Ohio State University, PERMA as a Model for Music Education Pennello, Eric M., University of Oklahoma, Columbus. A Study of Social Comparisons and Research and Advocacy. Norman. A Pilot Study of Preservice Music their Effects on High School Choir Directors. Educators’ Perceptions of Jazz Pedagogy Policy Efficacy. Bertelli-Wilinski, Kate M., University Rhodes, Andrew L. University of Toledo, Saturday, March 24 of Colorado Boulder. National Board of Toledo, OH. Early-Career Music Teachers’ Professional Teaching Standards: The Impact Perceptions of the Facebook Band Directors on Licensure and Reciprocity in States of Group as Professional Induction. Research Processes, the West and Midwest. Weimer, Kristina R., University of Texas Practices, and Dye, Christopher K., Middle Tennessee Rio Grande Valley, Edinburg. Podcasting as Issues Presentation State University, Murfreesboro. Advocacy and Professional Development: Kevin’s Story. 8:00–8:55 a.m. Legislative Activities of State Music Education Associations. Teacher Education Curriculum Diversifying Music Educators: Popular Music Education Chang, Annalisa C., Clayton State University, Morrow, GA. The Status of String Teacher Strategies and Frameworks Gestsson, Skúli, University of Washington, Education Programs in The United States for Recruiting and Retaining Seattle. Hybrid Musicians: Navigating between Students of Color Formal and Informal Learning Environments. Harney, Kristin, Montana State Univer- sity, Bozeman. Teacher Educator Perspectives ● Chastain G/H Stapleton, Jon M., James Madison on Music Integration. University, Harrisonburg, VA. Music Presenters: Cara Faith Bernard & Potter, Jennifer L., University of Kansas, Education and Participatory Cultures: Joseph Michael Abramo, University of Lawrence. The Impact of School Setting and Exploring Tensions in Dialogues Connecticut, Storrs

37 Conference Sessions Saturday, March 24

In this presentation, we report on a NAfME- school public orchestra programs about how Presider: Edward McClellan, Loyola funded research project about the perspec- they respond to repertoire and its selection University New Orleans, LA tives of urban music teachers and students. process. We provide (a) strategies and frameworks for Presider: Charlene Ryan, Ryerson Social Inclusion and the Swedish universities to recruit and retain students of University, Toronto, Ontario, Canada color; and (b) recommendations for more Community School of Music and Arts inclusive university music education curricula and policies for students of color. Learning Techniques of Amateur ● Chastain E Presider: Matthew Thibeault, Education Musicians in the Instrumental Presenter: Cecilia Jeppsson, Academy of University of Hong Kong, PRC Appalachian Tradition Music and Drama, Gothenburg, GA My presentation will include results from two ● Augusta 2 SYMPOSIUM related studies on social inclusion in community Presenter: Esther M. Morgan-Ellis, music schools in Sweden. I conducted a 8:00–9:25 a.m. University of North Georgia, Dahlonega survey with 2,413 sixth-graders in order to explore the social stratification of the This presentation will share the results of an community music schools and a qualitative investigation into how amateur instrumental A Symposium Recognizing and study based on focus group discussions with musicians in the Appalachian tradition learn Honoring the Career of Paul R. teachers. Lehman, to Include His Firsthand tunes. The data was acquired by means of a questionnaire completed by nearly 100 Presider: Sarah Allen, Southern Methodist Account of the Struggle to Reform musicians. The results provide a catalog of University, Dallas, TX Education over the Past 65 Years learning techniques and allow for the categorization of tradition participants. ● Chastain I/J Do You See What I See? An Under- Presider: John Kratus, Independent Presenters: Marie McCarthy, University of representation of Students of Color Scholar, Tarpon Springs, FL Michigan, Ann Arbor; David E. Myers, ● Chastain F University of Minnesota/Augsburg University, Minneapolis; Paul R. Lehman, University Developing Culturally Presenter: Erin Charles, Vanderbilt of Michigan (Emeritus), Ann Arbor, MI; Responsive Music Teachers: Two University, Nashville, TN Cathy Benedict, University of Western Cases of Situated Learning This research study investigates how Ontario, London, Ontario, Canada; Scott C. motivational and sociocultural factors Shuler, Arts Consultant, Connecticut State ● Augusta 3 influence student participation in band Department of Education (Ret.), Hartford Presenters: Carlos R. Abril, University between white and nonwhite students. The latter half of the 20th century witnessed of Miami, Miami, FL; Nicole Robinson, Six high school band programs in Florida an unprecedented wave of efforts to reform University of Utah, Salt Lake City participated in this mixed-methods study. education. Past NAfME president Paul R. Multiple regression analysis indicates how The purpose of this presentation is to Lehman provides his personal insight into students’ perceived level of commitment examine two situated learning projects landmark events, documents and legislation is determined by their race. focused on cultural diversity and social justice that shaped those turbulent years. A colloquy and to examine their impact on music Presider: Steven M. Demorest, follows with responses from scholars and educators’ observations and thinking. Five Northwestern University, Evanston, IL audience members. major themes will be discussed: cultural Presider: George McDow, Liberty awareness, intersectionality, awareness of Core Reflection for MusicT eacher University, Norman, OK power systems, feelings of “otherness,” Professional Development and agency/application. PRESENTATION Presider: Carol Frierson-Campbell, ● Chastain D William Patterson University, Wayne, NJ SESSIONS—BLOCK 16 Presenter: Haley L. Moore, Louisiana State University, Baton Rouge 8:00–8:25 a.m. Implied Performer Age and Listeners’ Core reflection is a form of reflection that Perceptions of High-Level Musical provides educators with a process for What Are They Saying? Student Performances responding to conflict using their core Perspectives on Ensemble Repertoire qualities. Teachers and students across the ● Chastain 1 U.S. participated in three core reflection ● Augusta 1 studies. This session introduces CR, explores Presenter: Ann M. Harrington, Ball State Presenter: Matthew Scott Rotjan, University, Muncie, IN these studies, and demonstrates the power South Orangetown Central School District, of self-initiated reflection in teacher PD. Participants (N = 99) rated professional level Blauvelt, NY musical performances attributed to male and Presider: Ann Marie Stanley, Louisiana What would students say about the repertoire female younger adults, middle aged adults, State University, Baton Rouge they study in school ensembles? What would and older adults. Middle aged adults were they say if given an opportunity to participate rated significantly higher than younger adults. in selection? This session shares research Open-ended responses showed that conducted with 27 students in six secondary participants made more negative comments about younger adults than other performers.

38 Conference Sessions Saturday, March 24 Saturday, March 24 Conference Sessions

PRESENTATION explore the perception of preparedness from This instrumental case study focused on SESSIONS—BLOCK 17 both transfer student and music program parents of school-age children and investi- perspective, as well as the types and timing gated their choices and motivations when 8:30–8:55 a.m. of assessments used by music departments enrolling their children in one community in admission, curriculum, and assessment. music school’s offerings. Data included individual and focus group interviews. Ecology, Conservatism, Presider: Connie McKoy, University of North Carolina at Greensboro Implications for community music and K-12 and Music Education music education are discussed.

● Augusta 1 Presider: Amanda Schlegel, University of A Descriptive Study of Secondary Southern Mississippi, Hattiesburg Presenters: Vincent C. Bates, Weber Music Teachers’ Interests, State University, Ogden, UT; Daniel J. Instructional Self-Efficacy Beliefs Shevock, Penn State Altoona, Altoona, PA and Content Knowledge for Current The Nature of Applied Music This presentation advances a conservative and Emerging Music Expertise: Common Elements vision for an eco-literate music education. Observed in the Lessons of Two Music educators, theorists, and researchers ● Chastain 1 Applied Teachers Working with have explored how music teaching and Presenter: Seth Pendergast, University Precollege and College Students learning can promote human diversity and of Utah, Salt Lake City equity, but few have considered how music ● Chastain F education might help people live in harmony The purpose of this study was to evaluate secondary music teachers’ confidence in Presenter: Jennifer Blackwell, Indiana with nature. We will address this apparent University Bloomington oversight. designing instruction for various music courses and their interest in teaching them. The purpose of this study was to partially Presider: Christopher Johnson, University Findings suggest they hold high interest and replicate and extend studies by Duke and of Kansas, Lawrence high instructional confidence in their primary Simmons (2006), Duke and Chapman (2011) area and some interest in alternative courses and Parkes and Wexler (2012). This study with minimal instructional confidence. explored whether teaching characteristics A Grounded Theory of Music Teacher identified in these studies were evident in Professional Development Implemen- Presider: Maud Hickey, Northwestern University applied music teachers working with both tation: Processes of Forfeiture, college and precollege students. Enactment, and Lasting Change Presider: John Geringer, Florida State A Foot in Both Worlds: Navigating ● University, Tallahassee Augusta 2 the Landscapes of Public School Presenter: Justin J. West, University Post-Doctorate, An Auto-Ethnography of North Texas, Denton SOCIETY AND ● The purpose of this grounded theory Chastain D COUNCIL SUMMARY investigation was to explore music teacher Presenters: Jennifer L. R. Greene, MEETINGS professional development (PD) classroom Fayetteville-Manlius High School, Manlius, a.m. implementation processes following one NY; Heather Katz Cote, Westwood High 9:00–9:55 state and two national conferences. Data School, Westwood, MA; Matt Koperniak, were derived from interviews with 30 Riverwatch Middle School, Suwanee, GA; State Research participants. A theoretical model detailing Laura Moates Stanley, Brookwood High Chairs Meeting the processual, temporal, and conceptual School, Snellville, GA ● Chastain D dimensions of music teacher PD This auto-ethnography will examine the implementation was developed. stories of four public school teachers who SMTE Summary Presider: David A. Rickels, University of completed a doctorate through a low-residency Colorado Boulder program. Questions investigate motivations Session behind pursuing a doctorate and how identities ● Chastain G/H shift throughout giving individuals and Presider: Connie McKoy, University of Diagnosing Music Education institutions particular insight into the needs of North Carolina at Greensboro Transfer Students from the Get-Go: those graduates with a foot in both worlds. Understanding Perceptions, and Presider: Cynthia Wagoner, East Carolina Impact on Curriculum SRME SRIG University, Greenville, NC Chairs Meeting ● Augusta 3 ● Chastain E Presenters: Natalie Steele Royston, Iowa Why They Choose Music: Parent Presider: James L. Byo, Louisiana State State University, Ames; Kate M. Bertelli- Motivations and Perceptions University, Baton Rouge Wilinski, University of Colorado Boulder; Regarding Community Music Adrian D. Barnes, Rowan University, School Opportunities Glassboro, NJ; Phillip D. Payne, Kansas State University, Manhattan ● Chastain E Transfer students account for a growing Presenter: Elizabeth J. Tracy, Case number in four-year music education Western Reserve University, Cleveland, OH programs. In this survey study, we will

39 Conference Sessions Saturday, March 24

Schlegel, Amanda L., University of Southern Batislaong, Lorelei J., & Jellison, Judith 10:00–11:00 a.m. Mississippi, Hattiesburg; Harrington, Ann A., University of Texas at Austin. Elementary Senior Researcher Address M., Ball State University, Muncie, IN; Research in the Journal of Research in Music Pierce, James W., University of Southern Education (1953–2017): Focus on Participants ● Au gusta 1/2/3 Mississippi, Hattiesburg. Same or Different: from Diverse Populations Award Recipient: Harry E. Price II, Tonal and Rhythmic Discrimination Abilities of Bock, Laura K., Blue Valley School District, Kennesaw State University, Kennesaw, Children with Diagnosed Communication Overland Park, KS; Jellison, Judith A., Disorders. GA Presider: James L. Byo, Louisiana University of Texas at Austin. Learning About State University, Baton Rouge Community Music Education Students “At-Risk” from the Music Research: A Systematic Review. Coffman, Don D., University of Miami, Miami, Escalante, Samuel I., University of North FL. Leisure Activity and Life Satisfaction POSTER SESSION III Texas, Denton. Exploring Student Experiences Attitudes among New Horizons Musicians and Issues of Social Justice in Undergraduate 11:00 a.m.–12:30 p.m. and their Nonmusician Peers. Music Education Courses. ● Chastain Overlook/Chastain 2 Reese, Jill A., State University of New York Groulx, Timothy J., University of North at Fredonia. Uke, Flow, and Rock ’n’ Roll: Presider: Deborah Confredo, Temple Florida, Jacksonville. Segregated Schools at Communitas in a Community Ukulele Group. University, Philadelphia, PA an Integrated Festival: A Comparison of Tafoya, Mallory, Woodland Middle Florida High School Band Participation and Affective Response School, Euharlee, GA; Stambaugh, Laura Ratings in 1966. A., & Langley, David W., Georgia Southern Boiteau, Jean Louise, University of South McDonel, Jennifer S., Hargest, Charlotte, University, Statesboro. “The Beautiful, Carolina, Columbia. The Effect of Mindful & Nugent, James, Radford University, Rad- Refreshing Music”: A Preliminary Study of the Movement on Elementary Students’ Listening ford, VA. The Impact of Professional Develop- Benefits of Children’s Community Choirs as Comprehension and Enjoyment. ment Initiatives on Music Teacher Self-Effica- seen by Parents and Children. Assessment cy and Perceptions of Students’ Music Talbert, Matthew D. Ohio University, Learning in Nepal. Bergee, Martin J., & Glaser, Emily A. Athens; Edelman, Philip B., University of University of Kansas, Lawrence. Development Maine, Orono. An Investigation into Current Developing Music and Validation of a Scale Assessing Mid-Level Practices and Participation in New Horizons Teacher Educators Band Performance: A Mixed Methods Study. Chamber Music. Bernhard, Christian, State University of Hansen, Christopher M., Anderson Wehr, Erin L., University of Iowa, Iowa City. New York at Fredonia. Mindfulness in Music University, Anderson, SC. An Analysis of New Horizons Band Participation as Teacher Education. Influences on Choral Performance Adjudica- Flourishing Utilizing the PERMA Model. Dumlavwalla, Diana Teresa, Florida State tors’ Rating Decisions of Choral Performance. Woody, Robert, University of Nebraska– University, Tallahassee. Teaching Effective- Paul, Jaclyn F., Baylor University, Waco, TX, Lincoln; Fraser, Amy, York College, York, ness in the Group Piano Classroom: A “Who Am I?”: Evaluating the Utility of the NE; Nannen, Briana, Marshall University, Comparison of Perceptions Between Twenty Statements Test/Music Is Surveys as Huntington, WV; Yukevich, Polly, Graduate-Student Teachers and Their Pupils. Research Tools. University of Nebraska–Lincoln. Musical Henry, Michele L., Baylor University, Waco, Identities of Older Adults are not Easily TX; Gavin, Russell, Stanford Universi- Children with Exceptionalities Changed: An Exploration Study. ty, Stanford, CA; Hollingsworth, Kelly, Brown, Laura, Ohio University, Athens; Creativity Baylor University, Waco, TX. Personality Type Draper, Ellary, University of Alabama, and Performance Medium: An Exploration of Tuscaloosa; Benigno, Joann, Ohio University, Coffman, Nicolas I, University of Miami, Commonalities and Differences Among Athens. Student Perspectives on Collaborative Coral Gables. Effect of Scale Layout on Professionally-Trained Musicians. Training in Inclusive Music Settings. Performance Using Grid-Based Digital Olesko, Beatrice B., Clauhs, Matthew, Controllers. Chang, Annalisa C., Clayton State University, Cremata, Radio, Kladder, Jonathan, Morrow, GA. String Teachers’ Perceptions of Randles, Clinton A., University of South Linfors, Sean, & Rochford, Ben, Ithaca Inclusion of Students with Autism in Class- Florida, Tampa. Measuring Music Teachers’ College, Ithaca, NY. Overcoming Obstacles of room Settings. Self-Perceptions of Their Creativity: A the Early Career: Perspectives from a Junior Cross-Cultural Comparison of the United Grimsby, Rachel Leigh-Mallory, Michigan Music Education Faculty Peer-Mentoring States and Singapore. State University, East Lansing. In-Service Group. Teacher Preparedness for Teaching Students Cultural Diversity & Social Justice Prendergast, Jocelyn Stevens, with Special Needs. Truman State University, Kirksville, MO. Anderson, Steven, Georgia State Reynolds, Julia Heath Indiana State Problematizing Rural Music Education. University, Atlanta. The Experiences of University, Terre Haute; Belfast, Jr., Mark Black Doctoral Music Students. Snell II, Alden H., & Bucura, Elizabeth, A., Southeastern University, Lakeland, FL; Eastman School of Music, University of Brown, Emily Pence Bowling Green State Barnes, Adrian D., Rowan University, Glass- Rochester, Rochester, NY. Musician, Teacher, University, Bowling Green, OH. The Develop- boro, NJ. Recruitment Strategies Employed Researcher, and Mentor: Identity Develop- ment and Management of Community Music by Instrumental Ensemble Directors at ment for Music Education Doctoral Students. Ensembles for Individuals with Exceptionalities. Minority Serving Institutions to Improve Access to Higher Education by Members of Marginalized Populations.

40 Conference Sessions Saturday, March 24 Saturday, March 24 Conference Sessions

Early Childhood Instructional Strategies Hudson, Michael W. & Vasil, Martina, University of Kentucky, Lexington. Filling Ilari, Beatriz, Helfter, Susan, Brown, Debra Rae, Northwest Missouri Curricular Gaps in Music Teacher Education: A & Huynh, Tina, University of Southern State University, Maryville. Redefining Content Analysis of Popular Facebook Music California, Los Angeles. Does Participation in Listening Lessons in Elementary General Teacher Pages. Formal Music Programs Enhance Prosociality Music: Trends and Practices in Midwestern in Young Children? Classrooms. Kos, Ronald P., & Sangermano, Anasta- sia, Boston University, Boston, MA. Belief Isbell, Daniel S., & Bowers, Jason, Burns, Sarah, Augustana College, Rock Systems of First-Year Preservice Teachers. Louisiana State University, Baton Rouge; Island, IL. An Examination of Elementary Joseph Casselberry, Dutchtown School Music Textbooks Series to Identify Kodály- Payne, Phillip D., Kansas State University, District, Geismar, LA; Kyakuwa, Julius, Inspired Sequence and Concept, Folk Music, Manhattan. GPS for Music Educators: Mercado, Emily, Li, Yining, & Wallace, and Pedagogical Tools. Tracking the Development of Future Teachers (Years 2–3). Elizabeth, Louisiana State University, Baton Farley, Alison, & Athanas, Myriam Rouge. The Effects of a Bestselling Children’s I., University of Georgia, Athens. Using Single Perception & Cognition Nap Time Recording on the Time to Rest Line and Multiple Line Notation in a Middle Among Preschool Children Enrolled in a School Band Setting: Analysis of Performance Belfast, Mark A., Southeastern University, University Child Care Center. Outcomes and Rehearsal Dialogue. Lakeland, FL; Kelly, Steven N., Florida State University, Tallahassee; Scherber, Ryan, Mattingly, Beth Turner, University of Hedden, Debra G., University of Kansas, Case Western University, Cleveland, OH. Nebraska at Kearney. Katalin Forrai and the Lawrence. Teaching Children Songs in Performance Considerations of Undergraduate Development of the Kodály Concept in Early Elementary General Music Classes. Instrumental Students. Childhood Music Education. Leal Molina, Camilo I., University of Langley, David W., Georgia Southern Rodriguez, Adrienne M., Michigan State Florida, Gainesville. A Case Study on Two University, Statesboro. Mind, Body, and University, East Lansing. What About the Big Music Teachers Interactions with the Soul: The Effects of Bodily Movement on People? Teachers’ Perceptions of Parents in Software Max/MSP as a Tool to Teach Music Perceptions of Choral Performances. Early Childhood Music Classes (In Progress). Composition. Meals, Cory D., University of Houston, McAllister, James, Lincoln Memorial Gender & Sexuality Houston, TX. Questions of Lag: An Investigation University, Harrogate, TN. Student Learning in of Sonic Response to Conductor Gesture. Baker, Vicki Dorothy, Texas Woman’s Commissioning Projects for Large Ensembles: University, Denton, TX. A Gender Analysis of A Qualitative Study Morrison, Steven J., University of Washington, Seattle; Demorest, Steven M. Composers and Arrangers of Choral Literature Pagan, Joel E., Texas Tech University, on a State-Prescribed List. Northwestern University, Evanston, IL. Lubbock. Behavioral, Emotional, and Cognitive Crossing Boundaries: Evidence of Cultural East, Mary Ann H., Boston University, Engagement of High School Music Students: Distance in Music Learning. Boston, MA. Music Teachers’ Perceptions Relationship to Engagement, Academic of Gender in Secondary School Choral Achievement, and Ensemble Performance. Musselwhite, Dorothy J., & Wesolowski, Education. Brian C., University of Georgia, Athens. Learning & Development A Psychometric Evaluation of Instrument Kelley, Jamey, University of North Texas, Difficulty Based on Performance of Intervals. Denton. The Relationship Between Teacher Johnson, Daniel C., University of North Gender and Male Participation in Secondary Carolina Wilmington; Palmer, C. Michael, Palese, Richard S., & Duke, Robert A., Choral Programs. Ball State University, Muncie, IN. University of Texas at Austin. How Musicians 21st-Century Music Pedagogy: Integrating Compare What They Intend to Play with What Minette, Sarah, Arizona State Univer- Creativity and Critical Reflection for They Actually Play. sity, Tempe; Sen, Shilad, Macalester Lifelong and Diverse Musicianship. College, St. Paul, MN. Comments and Philosophy Critiques Welcome? The Dynamics of Race McGraw, Gwendolyn, Retired Dept. Chair, Waymire, Mark D., University of Southern and Gender in Online Music Learning Univ. of Southern California, Los Angeles. Mississippi, Hattiesburg. The Importance of Communities. Songbirds and Child Singers: Comparing the Acquisition of Song in Two Species. Musical, Environmental, Performance, and Nannen, Briana, Marshall University, Referential Factors on Middle School Band Huntington, WV; Gilbert, Danni, Doane Miksza, Peter, Indiana University Blooming- Students’ Preference for Performance University, Crete, NE. Gender Equity in Higher ton; Tan, Leonard, National Institute of Literature: A Replication Study. Education: An Investigation of Gender Education, Singapore. Relationships Between Stereotypes Among Conductors and Students Singapore Band Directors’ Opinions of Skills Popular Music Education in Big 10 Performing Ensembles. Important to Successful Music Teaching and Their Attitudes Towards Incorporating Filsinger, Mark Henry, Buffalo State History 21st-Century Skills in Band Curricula. SUNY, Buffalo, NY. Experiences of Secondary Instrumentalists in a Structured Jam Session Hudson, Michael W., University of Music Teacher Socialization Environment. Kentucky, Lexington; Silveira, Jason Hawkinson, Jennifer K., University of M., University of Oregon, Eugene. A Content Denison, Craig R. Indiana University of Central Arkansas, Conway. After-School of Analysis of the Journal of Band Research. Pennsylvania, Indiana, PA; An Investigation of Jorgensen’s Modular Metaphors in Emerging Rock: The Effects of a Vernacular Music Kupinski, Erica, Murray State University, Music Teacher Identities. Program on Elementary Students and Music Murray, KY. Jane Frazee: Graduate Music Teacher Candidates. Education Re-Imagined in St. Paul, Minnesota.

41 Conference Sessions Saturday, March 24

Professional Development Kelly, Steven N., Florida State University, Teacher Education for the Experienced Teacher Tallahassee. Perceptions of “Transcendence” Program Admission, Among Selected Variables During the Student Assessment, Alignment Bennett, Catherine E., University of Teacher Experience. Miami, Miami, FL. Intercultural Choral Helton, Benjamin Charles, Case Exchanges in South Africa: Exploring Music Madsen, Clifford K., & Clark, Robert Western Reserve University, Cleveland, OH. Teacher Experiences and Perspectives. H., Florida State University, Tallahassee. Preservice Music Teachers’ Perspectives Perceptions of Political Persons by College of the edTPA. Bertelli-Wilinski, Kate M., University of Music Students. Colorado Boulder. Structural Elements of a Kinsey, Jordan E., Wesley College, Curriculum-Based Mentorship Program. May, Brittany Nixon, Brigham Young Dover, DE. A Brand-New Music Education University, Provo, UT; Willie, Karen, Lakschevitz, Eduardo, Universidade Federal Program at a Small Institution: Opportunities, Independent Researcher, Sidney, MT; Challenges, Lessons. do Estado do Rio de Janeiro, Rio de Janeiro, Miner, Amy Baird, Independent Research- Brazil; Dekaney, Elisa Macedo, Syracuse er, Lindon, UT. Self-Efficacy of Music Klossner, Heather L., & Fisher, Ryan A., University, Syracuse, NY. Competencies to Educators for Teaching Music Subjects University of Memphis, Memphis, TN. Teach Music: A Comparative View. Outside of Their Primary Area of Emphasis. Michael’s Journey Through a Music Teacher Preparation Program. Social Sciences Parker, Elizabeth Cassidy, Temple University, Philadelphia, PA; Powell, Sean Farley, Alison, University of Georgia, Athens; Teacher Evaluation R., University of North Texas, Denton; Kelley, Jamey F., University of North Texas, Bond, Vanessa L., The Hartt School, Chapman, DaLaine, Florida Atlantic Denton. Self-Compassion and Music University of Hartford, West Hartford, CT. University, Boca Raton; Duke, Robert A., Performance Anxiety. A Formal Grounded Theory of Preservice The University of Texas at Austin. “I’m Educators’ Lesson Planning Processes. Pretty Sure the Teacher’s Good”: Evaluator Supporting Beginning Confidence in Rating Teacher Effectiveness Music Teachers Salvador, Karen, University of Michigan– in Brief Excerpts of Instruction. Flint; Culp, Mara, Eastman School of Languell, Amorette B., Northern Michigan Music, University of Rochester, Rochester, Desaulniers, Erica J., Northwestern University, Marquette. Music Teacher NY. Reconceptualizing “Who Isn’t a Special University, Evanston, IL. Influences of Preparation for the Urban Classroom. Learner:” A Survey of How Music Teacher Teaching Background on Evaluation of Music Raschdorf, Taryn K., Old Dominion Education Programs Prepare Teachers to Teacher Effectiveness in the Large Ensemble. University, Norfolk, VA. Informal Mentoring Work with Diverse Populations. Relationships: A Multiple Case Study of Teacher Recruitment Stambaugh, Laura A., Georgia Southern Novice Music Educators and Their Mentors. Pickens, Shauna Satrom, Texas Tech University, Statesboro, GA; Nichols, University, Lubbock. The Perceptions of Bryan E., University of Akron, Akron, OH. Teacher Education Curriculum Preservice and In-Service Music Teachers on The Relationship Between Interval the Differences Between Low-SES and Carter, David W., University of Southern Identification and Error Detection by High-SES Schools. Mississippi, Hattiesburg. A Content Analysis Music Education Majors. of Instructor Perspectives Regarding Wacker, Aaron T., Missouri Valley College, Jazz-Related Courses for Music Education Teacher Retention Marshall, MO. An Examination of Music Majors at NASM-Accredited Colleges and Perrine, Whitney, University of Kentucky, Education Majors’ Perceptions of Lesson Universities. Lexington. Feelings of Isolation and Planning. Chandler, Kyle, Arkansas State University, Connectedness: A Single Case Study of One Wayman, John B., University of Texas at Jonesboro; Duling, Ed, & Venesile, Chris, Music Educator’s Collegial Interactions. Arlington. Personality Profiles & Collaborative Kent State University, Kent, OH. Defining Learning: Lion, Otter, Golden Retriever & Music Teacher Knowledge Terms within the Beaver. SRME BOARD MEETING Pedagogical Content Skill Knowledge Theoretical Framework: A Delphi Study, Yoo, Hyesoo, Virginia Tech Blacksburg; 12:30–1:30 p.m. Rounds 2 and 3. Kang, Sangmi, University of Florida, ● Chastain D Gainesville. Preparing Preservice Music Clements, Ann C., & Watts, Sarah H., Penn Teachers for 21st-Century Skills: An Session Chair: James L. Byo, Louisiana State University, University Park, PA. General Examination of Preservice Music Teacher State University Music Education in the University Music Fieldwork with their K–5 Students. Curriculum: Building a Culture of Acceptance and Interest.

Save the 2020 Conference Dates! November 5–7, 2020 Kissimmee, Florida (near Orlando)

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