EXPERT MIDDLE SCHOOL BAND DIRECTORS’ PEDAGOGICAL APPROACHES TO INTONATION INSTRUCTION By JOSHUA MATTHEW DAVIS A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2019 © 2019 Joshua M. Davis This dissertation is dedicated to my family: Vanessa Robert and Terry Nathan and Beth ACKNOWLEDGEMENTS I would like to acknowledge and thank the three extraordinary band directors who participated in this study. This project would not have been possible without you. I learned a great deal from you and hope that this report has a positive impact on younger teachers. Dr. William Bauer, thank you for sharing your experience and wisdom with me in completing this project. Because of you, I feel confident in its quality. To my committee members, Dr. David Waybright, Dr. Megan Sheridan, and Dr. Anne Seraphine, thank you for your input and pointing in the right direction in choosing the right design. To my mentors Dr. David Waybright and Joseph Hermann, thank you for your tireless commitment in helping me develop my own musicianship. You modeled for me the vital importance of intonation, which inspired me to examine the topic. I am thankful for my friends, Dr. Marshall Haning, Dr. Cory Alexander, Jason Longtin, Chris Schletter, and Garrett Griffin who have provided endless encouragement and accountability in completing this project. To Elizabeth Schultz and Amanda Kastner, thank you for helping me refine my methods. My family has given me strength, courage, and motivation throughout my education. My parents, Robert and Terry, have always believed in my passion for music and have never faltered in their support. My brother, Nathan and his wife Beth have been sources of both encouragement and inspiration. Finally, and most importantly, Vanessa has been a constant friend through struggles and successes. Thank you for helping me be Brave. 4 TABLE OF CONTENTS page ACKNOWLEDGEMENTS ............................................................................................... 4 LIST OF TABLES ............................................................................................................ 8 LIST OF ABBREVIATIONS ............................................................................................. 9 ABSTRACT ................................................................................................................... 10 CHAPTER 1 INTRODUCTION AND RATIONALE ...................................................................... 12 Tuning ..................................................................................................................... 12 Tuning as a Process ............................................................................................... 13 Tuning Systems ...................................................................................................... 15 Volume and Timbre ................................................................................................ 17 Research and Pedagogical Literature on Intonation ............................................... 18 Problem and Purpose of the Study ......................................................................... 20 Limitations of the Study........................................................................................... 21 Definitions ............................................................................................................... 22 2 REVIEW OF LITERATURE .................................................................................... 24 Problems with Intonation ......................................................................................... 25 Psychological Factors ............................................................................................. 28 Perception and Performance ............................................................................ 28 Context ............................................................................................................. 29 Timbre and Tone Quality ........................................................................................ 31 Timbre .............................................................................................................. 32 Tone Quality ..................................................................................................... 36 Improving Intonation ............................................................................................... 37 Vocalization ...................................................................................................... 38 Beat Elimination ............................................................................................... 39 Technology-based Methods ............................................................................. 40 Curriculum Design .................................................................................................. 44 Curricula ........................................................................................................... 45 Development .................................................................................................... 47 Common Practice ................................................................................................... 48 Concert Preparation ......................................................................................... 48 Pre-Rehearsal Tuning Sequences ................................................................... 50 Intonation Instruction ........................................................................................ 51 Sustained Tone Exercises for Middle School Band .......................................... 52 A Sequence for Instruction ............................................................................... 54 An Intonation Training Program ........................................................................ 56 5 Pre-performance Warmup Sequences ............................................................. 58 Fundamentals for Beginners ............................................................................ 60 Summary ................................................................................................................ 61 3 METHODOLOGY ................................................................................................... 65 Research Design .................................................................................................... 65 Trustworthiness ................................................................................................ 66 Participants ............................................................................................................. 68 Data Collection ....................................................................................................... 70 On-site Observations ........................................................................................ 70 Participant Interviews ....................................................................................... 71 Focus Group ..................................................................................................... 72 Document Examination .................................................................................... 73 Data Analysis .......................................................................................................... 73 Individual Case Analysis and Report ................................................................ 74 Multi-case Analysis and Report ........................................................................ 75 4 INDIVIDUAL AND CROSS-CASE DATA AND ANALYSIS ..................................... 78 Introduction ............................................................................................................. 78 Participants ............................................................................................................. 78 Case 1 – Florida ..................................................................................................... 79 Florida Music Performance Assessment (MPA) ............................................... 79 Bill Roberts ....................................................................................................... 80 Pedagogical Development ................................................................................ 81 Daily Routine .................................................................................................... 84 Pedagogy ......................................................................................................... 87 Summary .......................................................................................................... 92 Case 2 - Tennessee ............................................................................................... 92 Concert Performance Assessment (CPA) ........................................................ 92 Sharon Woods .................................................................................................. 94 Pedagogical Development ................................................................................ 96 Daily Routines .................................................................................................. 99 Pedagogy ....................................................................................................... 103 Summary .......................................................................................................