Update: Applications of Research in Music Education

Though music educators work with students who have a special learning need or a gifted ability on a daily basis, encountering a student who has both can be unexpected. The literature presented here can be used as a basis for information pertaining to terminology, studies and theories that attempt to explain the savant syndrome, how to identify it, and what factors are important in ensuring they are successful in the music classroom. Articles were obtained using scholarly databases. Factual information about the syndrome is readily agreed on, but why and how the syndrome happens is still a matter of debate. Some successful teaching methods have been replicated in multiple studies, yet the research in this area is still evolving. Nevertheless, these resources create a stepping-stone that the music educator can use to supplement his or her knowledge of working with savant students.

The aim of this research is to determine the effect of music instruction with bamboo xylophone as harmonic accompaniment on the singing achievement of second-grade children. Eighty children (N = 80) from four randomly selected classes in two different public schools in the city of Kota Kinabalu participated in this study and they were assigned to two different groups: a control (n = 40) and an experimental group (n = 40). The results indicated that there was a significant difference in the singing achievement of the two groups when the pretest and posttest mean gain scores were compared. In addition, a higher percentage of children improved in the experimental group (30.17%) than in the control group (28.34%). Based on the result of the study, it can be concluded that children can be taught singing with bamboo xylophone accompaniment and that as a harmonic accompaniment, it may improve music instruction.

This article reviews research on the effects of music instruction on general cognitive abilities. The review of more than 75 reports shows (1) the consistency in results pertaining to the short-term effects of music instruction on cognitive abilities and the lack of clear evidence on the long-term effects on intelligence; (2) the complex nature of the relationship between music instruction and intellectual measures due to the intervention of factors associated with who is interested, studies, perseveres, and succeeds in learning music; and (3) the importance of music practice on the long-term cognitive benefits of music instruction.

Music educators often use guided listening strategies as a means of enhancing engagement during music listening activities. Although previous research suggests that these strategies are indeed helpful in facilitating some form of cognitive and emotional engagement, little is known about how these strategies might function for music of differing styles, or how they might affect attention, emotion, and peak affective experiences specifically during listening. In this study, these factors were investigated through the lens of three previously examined strategies: a distraction index, labeling of musical elements, and unguided listening. General findings suggest that the most consequential factor in enhancing musical engagement was presenting students with some type of goal either during or at the end of listening, regardless of the musical style or listening strategy used throughout the task. Furthermore, implications of the use of listening strategies during academic settings are discussed.

Though jazz has been a part of many school music programs for more than 40 years, relatively little research on jazz education exists. Despite this scarcity, a comprehensive examination of the extant literature could serve to inform practice and guide future studies. Therefore, the purpose of this article is to analyze and synthesize the extant research on school jazz education. The first section addresses research as it applies to jazz ensembles in general, while the second section addresses the research as it applies to jazz improvisation in particular. The article concludes with implications for music education.

Support for music teachers new to the profession is important and necessary. Some school districts use traditional mentor–mentee pairings as their primary support for novice music teachers; however, many factors in the professional lives of music teachers, such as traveling among multiple schools or a lack of subject-specific colleagues often makes this type of mentoring problematic. This review of literature synthesizes the research on music teacher mentoring and suggests that avenues such as face-to-face professional learning communities of music teachers and virtual communities of practice be further researched and explored as an augmentation of the mentoring framework in the support of novice music teachers.

Current research on motivation and learning may assist teachers in identifying strategies to help students be successful and persevere in the music classroom. Students’ beliefs about their ability to learn, and the impact these beliefs have on their motivation to learn music, is a large focus of the research presented here. Aspects of music make it unique from other academic disciplines on student motivation. There are different motivational patterns exhibited at different age levels. Being aware of these various aspects may help teachers foster positive beliefs among students about their own music potential. This article presents a review of motivation and learning research literature and provides implications for today’s music classrooms and teaching profession. Suggestions are provided to change perception of talent, widen the scope of musical activities in schools, include authentic assessments, and have teachers learn how to increase student motivation and learning in the music classroom.

This study investigated choral singers’ comfort level using computer technology for vocal sight-reading assessment. High school choral singers (N = 138) attending a summer music camp completed a computer-based sight-reading assessment and accompanying pre- and posttest surveys on their musical backgrounds and perceptions about technology. A large majority reported both frequent sight-reading instruction (74%) and individual assessment (70%) in their prior instruction. Whereas 94% of these students previously had been assessed live, only five students had been assessed through recording and one by computer. Preassessment opinions (69% favorable/neutral) shifted substantially (69% negative) after experiencing computer-based assessment. Inability to set the tempo was cited as the predominant reason for disliking the technology. Results indicate great potential for using technology in vocal sight-reading instruction and assessment. However, it is important that students’ introduction to it be intentional and thorough. Adequate practice and comfort must be established for students to trust and appreciate this new instructional tool.

The purpose of this literature review is to examine research focused on first-year music educators in an effort to present recommendations for preservice music teacher education and research. The three bodies of literature presented include the following: challenges faced by beginning music teachers, views of beginning music teachers concerning their preservice preparation, and beginning music teacher induction and mentoring. This comprehensive review of literature will assist researchers in determining the direction of future inquiries.