Update: Applications of Research in Music Education

The purpose of this research was to examine the effects of grade level and playing experience as well as listening condition on melodic error detection by young instrumental students. Participants (N = 31) were fifth- and sixth-grade students with either 1 or 2 years of experience playing their instrument. The participants were tested in two listening conditions, listening to recordings and listening to themselves while playing. Analysis of the data revealed no differences attributable to listening condition, grade level, or experience. Overall high scores indicate strong abilities in melodic error detection with familiar melodies by students with 1 or more years of experience, including listening to themselves during performance. Further research is called for with a larger sample size and with more musical elements.

Because sight-reading, along with almost all other instruction in the choral classroom, occurs in a group setting, individual skill development is often overlooked. This study examined the effectiveness of teaching individual singers to employ specific behaviors that have been linked with high achievement during individual sight-reading trials while avoiding behaviors linked with low achievement. Pretest and posttest scores revealed no significant difference for high-achieving participants. Scores for low achievers differed significantly between pretest and posttest (t = 3.26, df = 33, p < .001). Desirable behaviors used during practice and performance from pretest to posttest increased significantly for both subgroups. The number of undesirable behaviors did not significantly differ for either group. Although additional strategies may be unnecessary for those already capable of sight-reading at a high level, instruction in the use of certain behaviors may allow lower achieving singers to effectively display their sight-reading skills for the first time.

The purpose of this study was to investigate the types, quantity, and quality of information regarding music that parents of young children receive from parenting magazines. Content analysis procedures were used to obtain and analyze the data for this study. All issues of the three most widely circulated parenting magazines in the United States for the calendar year 2004 were examined. Text or photos from articles or advertisements including music, musical topics, or musical objects served as data points. Music was featured as the primary topic in only five articles or columns, and there were 103 mentions in articles that included information or advice about a variety of nonmusical topics. Although music was represented with reasonable frequency and accuracy in these magazines, the messages readers received about music's role in children's and families' lives were primarily utilitarian—music's role for stress reduction and entertainment accounted for approximately half of the items.

This study is a replication and extension of a previous study to investigate the effect of musical complexity on nonmusicians' focus of attention to melody or harmony. The research questions addressed were as follows: (a) Is there a difference in focus of attention among levels of melodic complexity and harmonic complexity? (b) Is there a significant difference in focus of attention between melodic complexity and harmonic complexity? (c) Is there a significant difference between focus of attention responses and perceived focus of attention to melody or harmony? Participants (N = 126) were drawn from university nonmusic majors attending a large, comprehensive university in the Midwest. The music complexity variable consisted of four levels of melodic complexity and four levels of harmonic complexity each paired for a total of 16 possible combinations. Participants indicated their overall perceived focus of attention for melody and harmony. Significant differences were found for demonstrated focus of attention and perceived focus of attention. Overall, data showed that nonmusicians tend to focus attention on melodic elements. Implications for the findings and further research are discussed.

The purpose of this study was to examine self-reports of in-service K–12 teachers before and after participation in a course structured to integrate music and core academic objectives. Participants completed a survey that addressed music experience, ability and attitude, teaching music objectives, and integrating music and academic objectives. Results indicated that teachers became more comfortable at the global thought of integrating music and core academic objectives, with a slight increase in confidence level in integrating music with reading, math, science, or social studies objectives.

The purpose of this review was to examine the effectiveness of mentoring programs in the induction of new music educators. The literature found that most mentoring programs, although beneficial for general classroom teachers, are often perceived as ineffective by new music educators. In addition to describing inconsistent mentoring standards, the literature found that ill-fitting mandated mentoring programs frequently do not combat the feelings of isolation or address the lack of emotional support often experienced by new music teachers. Without the guidance of mentoring programs that address these concerns, many new music educators may fall prey to frustration, burnout, and attrition.