Contributions to Music Education

A refereed journal published by the members of the Ohio Music Education Association in recognition of the importance of research in guiding educational practice.

Contributions to Music Education, 2000, Volume 27, No. 2

Music Self-Concept, Music Aptitude, and Music Background of Non-Music Majors (p. 9-21)
Paul D. Sanders, The Ohio State University at Newark

This study examined the relationship of self-concept in music to music background and music aptitude for 84 non-music majors. Eight variables related significantly to music self-concept scores. Of these, four variables - enjoyment for making music, years of band and/or orchestra experience, years of private music lessons, and "music is important to me"- were identified as significant predictors of music self-concept accounting for 61% of the total variance in music self-concept scores.

 

Group Differences in Piano Performance Evaluation by Experienced and Inexperienced Judges (p. 23-36)
Shin Young Kim, Teachers College, Columbia University

This study investigated the consistency of piano performance evaluation between 2 groups of judges (3 experienced, 3 inexperienced), with and without rating scales and musical scores. The judges evaluated the audio taped performances of 5 undergraduate piano majors from a New York city conservatory under 4 conditions: rating scale only, rating scale/musical score, no scale/score, and score only. Data were obtained using a 2-way classification formula based on overall scores and 8 rating scale categories per performer. Experienced judges demonstrated greater consistency than inexperienced judges; both groups scored the highest using only the musical score. 

 

An Application of the SOLO Taxonomy to Classify the Strategies Used by Grade 5 Students to Solve Selected Music-Reading Tasks (p. 37-57)
Sheila J. Scott, University of St. Thomas

Students (N = 7) were requested to think aloud while solving 13 test items designed to measure a student's ability to read and/or write melodies using staff notation. Verbal protocols were analyzed in terms of the level at which students structured responses as defined by the SOLO taxonomy- Structure of Observed Learning Outcomes (Biggs & Collis, 1982). Using this taxonomy, it was revealed that students who were able to recognize relationships among several aspects of a problem were better able to solve the problem correctly than students who relied on a single strategy or who used multiple strategies in isolation.

 

Preparation of Future K - 4 Music Teachers Relative To The National Standards--Goals 2000 (p. 59-70)
Cecil Adderley, III, Rutgers, The State University of New Jersey

The purpose of this study was to determine whether music education faculty at higher education institutions in the state of South Carolina believe that relevant preparation for implementing the Standards is being given to future 
K - 4 music teachers in South Carolina during their undergraduate studies. The music education faculty at the NASM-accredited campuses in South Carolina were surveyed to rate the quality of education provided to their students for effective teaching of the Standards. Although accredited campuses in South Carolina were surveyed, the results are probably extrapolative nationwide. Surveys were completed  by teachers at each college/university concerning undergraduate preparation in the K - 4 grade level category. The college/university music faculty generally believe that they are adequately preparing future K - 4 music teachers to implement the various Content and/or Achievement Standards. The weakest preparation was for the following standards: Standard 3, Improvising melodies, variations, and accompaniments; and Standard 8, Understanding relationships between music, the other arts, and disciplines outside the arts. 

 

The Effect of Private Lesson Study on the Practice Habits and Attitudes Towards Practicing of Middle School and High School String Students (p. 71-93)
Donald L. Hamman, University of Arizona; and Robert S. Frost, Especially for Strings, Smithfield, Utah

The purpose of this study was to determine the relationship between practice habits and attitudes of music students and private lesson study. Subjects, 512 sixth through twelfth grade string students, were administered  the Practice Questionnaire which included questions pertaining to demographic information and practice habits and attitudes. Data were analyzed using the Chi-Square procedure. When comparing responses of string students  studying privately with those of students not studying privately, it was concluded that while some similarities certainly exist, string students who study privately tend to be more professionally goal oriented, as they more frequently make plans to attend college and anticipate participation in college ensembles such as orchestra. Students who study privately tend to practice longer, "smarter", and more efficiently as they establish practice objectives, maximize time and concentration through shorter but generally more productive practice segments, and regularly set aside certain portions of their day for practice. More goal oriented, students who study privately find practice emotionally satisfying and experience anxiety, depression, or guilt when they are not able to practice. While they enjoy the challenge of practicing and the chance to gain new knowledge and technique, string students studying privately also practice to gain teacher or peer approval, to gain better grades or to "move up" in orchestra. Their drive for practicing is such that they will practice even if it interferes with their homework, social or family activities. They will practice even after they are physically exhausted, but are careful to monitor for pain during practice.  

 

Tradition and Modernity In South Korean Music Education: A Critical Analysis (p. 95-108)
David G. Hebert, University of Washington

The 20th century saw the rise of the Pacific Rim as a region of unprecedented economic growth and rapid cultural exchange. Music education, as a means by which expressive traditions are transmitted to succeeding generations, was powerfully influenced by competing visions of internationalization throughout East Asia. This research identifies sources of Korean musical and educational traditions, tracing issues in the modernization of Korean music education to the present day, while exploring the implications for music educators in all nations.

 

Using a Computer for Music Education Research: A Summary of the 2000 Ohio Graduate Music Education Forum (p. 109-112)
Tammy Hansan, The Ohio State University

This is an exciting time to be a researcher. Researchers are now able to access many resources without leaving their homes and are able to uncover sources that lend support to their investigations and findings. With advances in technology, researchers are able to explore student and teacher behaviors and solve problems with greater ease than ever before. The interconnectedness of teaching and research is strengthened with access to the internet. Technical writers are becoming more aware of what is needed and are creating the software to fill those needs. Fortunately, those outside the music education profession are beginning to recognize teachers as true professionals who are able to be effective in the classroom while continuing to explore new avenues of teaching and learning. With a growing concern for teacher education and effective approaches to increasing the academic, musical, and social development of children, the advancements in internet access may serve as a tremendous asset for research
in music education.