Journal of Research in Music Education

This research is an analysis and description of the unique role of Willem van de Wall in the development of music education and his influence on the development of music therapy in the first half of the twentieth century. During his career, he served as a professional harpist, a choral director, and a professor of music education. During the course of his professional life, van de Wall wrote numerous articles and several books that advocated the structured and controlled use of music in institutions, including schools, psychiatric hospitals, general hospitals, and prisons. Although his early writings focused on development of handicapped individuals, his later work shifted to a broader application of music in the education of normal children and adults. Van de Wall believed that musical behaviors were influenced by biological and emotional factors. He strongly encouraged research to establish credibility for the influence of music on normal and aberrant human behavior. Van de Wall's writings contributed significantly to music education and shaped the practice of hospital musicians, who later established the field of music therapy.

The purpose of this study was to examine extant research in effective teaching and to determine the extent to which results were being applied in music teaching. Rehearsals (N = 79) were analyzed to determine time spent in and correct sequencing of presentation of task, student responses, and reinforcement. Results demonstrated that (a) time spent in presenting musical information and appropriate reinforcement was about one-fourth of total rehearsal time, (b) an almost equal amount of time was spent giving directions as compared to musical information, (c) almost half the rehearsal time was devoted to performance, and (d) experienced teachers were highly disapproving of student responses, whereas preparatory teachers were highly approving.

In this qualitative research study, the author examined the creative problem-solving processes of sixth-grade students in the general music class. Eight creative problem-solving activities were videotaped at four school sites. Starting with the assumption that problem solving involves a series of choices, the author analyzed the student's chain of music decisions from problem perception through problem solution. Findings demonstrated that highly involved problem solvers explored and organized sound for its musical expressiveness, while uninvolved problem solvers rarely based their decision making on musical concerns. In addition, the problem structure and the student's perception of the problems relevance seemed to influence the problem-solving process. The author concluded that structured exploratory experiences with related discussion, as well as problems that encourage students to determine their own forms in music, may facilitate higher levels of musical thinking.

Methodology textbooks disagree as to the most effective type of organizational structure to be used in choral rehearsal. Previous research, while supporting the use of rehearsal structure, added little support to any of the advocated designs. The author of this study sought to determine the type of rehearsal organizational structure used by successful Ohio high school choral directors. Relationships between rehearsal structure and either teaching style or student attitude were investigated. Results indicated that one rehearsal organizational structure was used predominantly. Results also indicated that a positive attitude toward chorus surfaced among students of all directors included in the sample, regardless of rehearsal structure used. In addition, some commonalities were found in perceived teaching style. Implications for both teacher training and choral rehearsal design are discussed.

In this study, the author investigated the effectiveness and efficiency of computer drill versus classroom drill for learning bass clef notes. The scores of students classified as field dependent (F/D) and field independent (F/I) were grouped to study student responsiveness to computer drill versus classroom drill. Seventy-five fourth-grade students were administered the Group Embedded Figures Test. The 18 who scored highest were classified as F/I; the 18 lowest as F/D. The remaining students were not classified. The students in the three groups were equally and randomly assigned to the computer group, which used the program Clef Notes, and to the classroom group, which received drill by a teacher. The results of a posttest revealed that (a) the computer group scored significantly higher than the classroom group, (b) the F/I students scored significantly higher than the FID students on one part of the test, and (c) there was no interaction between F/I, F/D, and mode of instruction. An attitudinal questionnaire produced significantly positive responses toward using the computer and this program.