Music
Permanent URI for this collectionhttps://hdl.handle.net/11274/15809
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Browsing Music by Author "Baker, Vicki D."
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Item A comparison of music literacy scores between 6th and 7th grade band and choir students in relationship to practice regimen, private instruction, ensemble membership, and student/teacher ratio(6/20/2018) Burton, Stephanie R; Baker, Vicki D.; Woolery, Danielle; Thomas, PaulThe purpose of the study is to compare the development of music literacy skills between 6th and 7th grade band and choral students and determine what factors lead to higher achievement. Data were collected while surveying 5 middle school choir and band directors and collecting scores from their district’s benchmark test that they administered to their 24 ensembles/classes at the beginning and the end of the Fall semester to measure their students’ musical literacy. Results showed that the five groups with the highest gains in scores were four 6th-grade band classes (bassoon, trumpet, percussion, clarinet) and one 7th-grade band. Among these five groups, 100% were required to practice outside of class hours, 80% had a student/teacher ratio of 13:1 or less, and 60% had students that were either selected or auditioned. Thirty-eight percent of the combined membership of the five groups were enrolled in private lessons.Item A comparison of musical aptitude with reading ability and language development among 1st and 2nd grade students(May-23) Fougerousse Aumen, Mary 1992-; Baker, Vicki D.; Lozada, Victor; Thomas, PaulThe purpose of this study was to examine the relationships of music aptitude with literacy skills for ELL and native English speaker students in the 1st and 2nd grade. This quantitative study follows a correlational design with a comparative component. This study was limited by a small sample (N=28) of 1st and 2nd grade students from one elementary school. Testing instruments for this study included Rhythm and Tonal music aptitude tests from the Intermediate Measures of Music Audiation (IMMA) and literacy measures from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), including phonemic segmentation fluency (PSF), nonsense word fluency (NWF), word reading fluency (WRF), and oral reading fluency (ORF). Results indicated that positive relationships existed between Tonal Audiation, Rhythmic Audiation, and the IMMA composite. The IMMA Composite, the Rhythmic Audiation Test, and the PSF from the DIBELS were statistically significant, favoring native English speakers over ELLs.Item A gender analysis of Texas university interscholastic league band concert and sight reading evaluation adjudication panels from 2010-2019(5/21/2020) Najera, Melinda; Baker, Vicki D.The purpose of this study was to determine the male-female ratio of band directors serving on adjudication panels for Texas University Interscholastic League (UIL) concert and sight reading evaluations from 2010 to 2019. The gender makeup of the adjudication panels used in band UIL concert and sight reading evaluation for middle school and high school from 2010 to 2019 were recorded. Data were analyzed by gender, region, and grade level (middle school and high school). Results indicate that the average percentage of female UIL band adjudicators hired between 2010 and 2019 was 16.6%, and there were 5.5% more female judges in 2019 than in 2010. Of the 1,482 combined concert and sight reading evaluation panels from 2010-2019, the percentage of all-female panels was 0.2%, and the percentage of all-male panels was 43.1%. In the past decade, a larger percentage of females were hired to judge middle school evaluations (71%) than high school evaluations (25%).Item An examination of high school choral directors' use of audiation in university interscholastic league sight-reading competition(5/4/2018) Jezek, Amy; Baker, Vicki D.; Woolery, Danielle; Thomas, PaulThe purpose of this study was to determine if the use of audiation in the sight-reading process resulted in more successful scores at University Interscholastic League Choral Sight-Reading Contest. Data were collected while observing 82 directors conduct 150 high school choirs in UIL sight-reading competition to determine if there were any trends among those who used audiation. Results indicated that among the 77% of the directors (N=82) that used audiation during their sight-reading study periods, 89% scored a superior composite sight-reading score with at least one of their choirs. A profile of the choirs most likely to use audiation was suburban, 29-40 singers, TBB voicing, conference 5A, and sub-non-varsity. One hundred percent of the choirs who audiated for 211 seconds or more received a Superior rating. The difference in sight-reading superior ratings between the choirs who did and did not use audiation was not significant.Item An investigation of rhythm reading practices in Texas middle school choirs(1/22/2019) Morgan, Shelby; Baker, Vicki D.The purpose of this study was to investigate rhythm reading instructional practices used in the middle school choral classroom. The study included an assessment of the amount of time spent on rhythm instruction per week, an examination of choral sight reading method books and pedagogical techniques employed, and the rhythm counting system used. A link to a researcher-designed survey was emailed to current Texas middle school choral directors and 129 responded with a response rate of 15%. Questions addressed demographics, teaching experience, musical training, and teaching methodology. Analysis of popular choral methods books showed that most of the available literature support a separation of pitch and rhythm during instruction. Results of the survey indicated that time spent on rhythm instruction and the pedagogical approaches used varied greatly among middle school choral directors. Further, many participants had not received rhythm training in middle school or high school choir. Recommendations for future research include a study of band and orchestra rhythm instructional practices and how they could be adapted for the choral classroom. Additionally, investigation into rhythm pedagogy presented in university choral methods classes could provide possible solutions to raising the level of rhythmic aptitude among middle school and high school choral students.Item An investigation of the strategies used to mitigate mental illness symptoms in choral music ensemble classrooms: A case study(May-23) Walls, Jess 1986-; Baker, Vicki D.; Thomas, Paul; Molloy-Daugherty, DellaThe mental illness epidemic affects people of all ages in every facet of daily life, including individuals involved in music ensembles. The purpose of this study was to interview current choral music educators (N=4) who had suffered from mental illness as adolescents and to determine their perceived level of mental health support from their choral ensemble directors while in middle school or high school. Further, the participants reported their current educational practices related to their students who struggle with their mental health. Finally, the support received by the participants in their choral ensemble classes was compared to the support they currently provide their students. Participants’ recommendations for directors included having an overall positive, safe, inclusive, welcoming, and encouraging classroom environment and building relationships, while avoiding pressuring students to perform perfectly, focusing solely on accolades or contests, disregarding changes in students’ behavior or demeanor, and accusing students of being lazy or unmotivated.Item An analysis of middle school SATB and SAB choral sight reading contest literature(2012-12) Poche-Rodriguez, Kelley; Baker, Vicki D.; Youngblood, PamelaThe purpose of this study was to conduct an analysis of Texas University Interscholastic League (UIL) SATB and SAB middle school sight reading contest literature from 2006-2012 and the corresponding ratings. Baritone range in SAB literature spanned from P4 to M7, while Tenor and Bass SATB ranges covered m3 to M6. SATB selections had a higher ratio of root-position chords (75.10%) than SAB (57.40%). While only 35% of Varsity mixed choirs read SATB literature, the mean score (3.76) was 3.06 points better than for SAB (6.82) (lower score = higher rating), indicating that middle school mixed choirs had a higher success rate at UIL Sight Reading Contest when reading SATB literature. Perhaps adolescent boys with changing voices are able to be more successful singing within the more limited ranges of the Tenor and Bass parts. Further study is needed to examine the merits of SATB repertoire for adolescent males.Item An analysis of preferred middle school tenor-bass literature performed in Texas University Interscholastic League Choral Contest(5/30/2012) Delaney, Ashley; Baker, Vicki D.; Youngblood, PamelaThe purpose of this study was to provide a critical investigation of trends in literature selection for Tenor-Bass choruses over a five-year period at Texas University Interscholastic League Middle School Choral Concert Contest and to supply a pedagogical analysis of the most frequently performed repertoire selections. Results indicated that the Tenor-Bass choruses (N=287) that entered UIL competition between 2007 and 2011 tended to perform similar repertoire, often by Texas composers, from year to year. Additionally, directors tended to choose literature that was limited in vocal range, easy to moderately easy in both melodic and rhythmic patterns, repetitive, accompanied, and written in major keys.Item An analysis of selected sight singing method books for middle school choir(8/30/2011) Baker, Mark Leroy; Baker, Vicki D.; Youngblood, Pamela; Hadsell, NancyThe purpose of this study was to analyze and compare the materials in five different sight reading method books. The development of sight reading instruction in America is traced from the New England singing schools to its inclusion in the curriculum of public schools. A particular emphasis is placed on the implementation of sight reading in music education programs in Texas public schools. Finally the impact of sight reading training on the advancement of choral singing in Texas is discussed, including the role of the criteria set forth by the state s University Interscholastic League (UIL) choral contest.Item The benefits of Suzuki strings programs in Texas public schools(2010-12) Holt, Mary Rachel; Baker, Vicki D.; Youngblood, Pamela; Evans, GaryThe merging of Suzuki strings programs into American public schools provides additional opportunities for students to be involved in music education. These programs vary in design due to the differences in their creators' philosophies of Suzuki strings education and parameters of implementation. While the teaching style of Suzuki in post-war Japan is certainly different from traditional teaching approaches in this country, the success of the students is undeniably admirable. Administrators must carefully weigh the costs and benefits of various Suzuki programs before implementation. One of the benefits might be elevated campus rankings at schools which house a Suzuki strings program.Item A comparison of retention rates of adolescent males in all-male and mixed gender beginning choral ensembles(5/30/2011) Dame, Nathan; Baker, Vicki D.; Youngblood, Pamela; Chenevert, JamesRecruitment and retention of adolescent male singers in choral ensembles is a problem facing music educators across America. Middle school programs have slowly transitioned to include all-male ensembles in seventh and eighth grade, but there are still questions as to whether the beginning choral experience should also be gender-based. The purpose of this study was to examine the relationship between adolescent male retention rates and gender composition of sixth grade choral ensembles (mixed gender vs. all-male). Subjects included middle school choral directors (n = 63) representing various geographic areas of Texas. Surveys were distributed online to determine program retention rates, ensemble organization, and pedagogical techniques for working with adolescent males. Results indicated a positive correlation between a choral program's male retention rate and all-male sixth grade choral ensembles. In addition, respondents provided a list of sixth grade male choral repertoire and pedagogical techniques for all-male choral ensembles.Item Effective techniques for motivating middle school band students to practice(1/1/2013) Whiteside, Danielle Lucile; Baker, Vicki D.; Youngblood, Pamela; Stoupy, EtienneThe purpose of this study was to identify the motivational techniques that are most effective in encouraging middle school band students to practice. A questionnaire was sent to middle school band directors in seven regions, as designated by Texas Music Educators Association. Out of 86 respondents, 81% (n = 68) reported using motivational techniques to encourage practicing, most frequently utilizing assessment, tangible rewards, competition, and encouragement as incentives. Student practicing guidelines were provided by 94% (n = 82) of the respondents, predominantly suggesting the implementation of a routine, having goals/plan, the use of practice logs, and decreasing tempo. Respondents indicated that parents could encourage their children to practice by providing them direction, listening to them play, and showing interest. Findings from this study provide middle school band directors greater insight into strategies to facilitate student practice.Item Experiences of nontraditional college students in a music education program(1/1/2014) Forguson, Kimberly D.; Hadsell, Nancy A.; Baker, Vicki D.; Zanders, Michael L.; Youngblood, PamelaThe purpose of this study was to investigate the experiences of nontraditional college students (25 years of age or older with multiple life roles) majoring in music education. Four participants reported their university program experiences and reasons for pursuing music education in adulthood. Themes related to persistence in college were identified, such as barriers and sources of support. Interviews, demographic questionnaires, and researcher journal notes provided data for analysis. Although catalysts for returning to school vary, findings show that nontraditional college students aspire to become music educators as a result of past experiences with music and/or teaching. Respectively, situational and institutional barriers pose the greatest threats to this population concerning program completion, but a supportive network of family and faculty helps them to endure. Suggestions for enhancing the educational experiences of nontraditional college students include more diversity in class scheduling and course format, as well as prior community college attendance.Item Exploring the role of music ensemble directors in strengthening racial identity among Asian American high school students(Aug-23) Cruz, Cryselle 1999-; Baker, Vicki D.; West, Rebecca; Thomas, PaulThe twofold purpose of this study was: 1. to bring awareness, and therefore an increased understanding of the complex experience of Asian Americans in music and 2. to explore the role of high school music educators in developing a positive racial identity for their Asian music ensemble members. Participants (N=62) were adult Asian Americans who had participated in a high school music ensemble. Results of the survey indicated that almost one-half of participants played in orchestra (n=30), followed closely by choir (n=28). Most participants indicated that music was an important part of their childhood and that they had relatives and close family friends who were musicians. The majority of participants also indicated that performing Asian music or music by Asian composers may have helped them feel more respected and appreciated in their high school music classrooms, and therefore helped them develop positive racial identities as Asian Americans.Item Inclusion of students with autism spectrum disorder in the music classroom: Music teachers' experiences, attitudes, and perceptions(1/1/2013) Gilbert, Christiane Gabriele; Baker, Vicki D.; Youngblood, Pamela; Woolery, DanielleItem Inclusion of women composers in college music history textbooks(2002-08) Baker, Vicki D.; Killian, Janice; Brown, Thomas; Flohr, John; Youngblood, PamelaThe purpose of this study was to determine the extent to which women composers have been included in college music history textbooks. A comparison of one-volume comprehensive college music history textbooks (the first edition dating prior to 1972 and subsequent editions dating 1990 or later) was conducted to determine if the increase in information currently available about women composers is reflected in the most recent texts. Reference material related to each woman listed in the index was examined to determine if she was a composer, performer, or relative of a composer. Each entry was categorized as either brief reference, major reference, musical example, or picture. The oldest edition of each text was evaluated first, to establish a baseline, then each subsequent text was reviewed in chronological order. Results indicated a notable and continuous increase in information about women composers in the publications printed in the 1990s and 2000s.Item Integration of laptop orchestras in secondary public schools: A feasibility study(12/21/2017) Hamilton, Sarah E.; Baker, Vicki D.; Biggers, Carter; Thomas, Paul D.The purpose of this study was to investigate the feasibility of integrating a laptop orchestra into the curriculum of a secondary public school. Participants (N=33), directors (n=11) and members (n=22) of laptop orchestras at US colleges and universities, completed surveys addressing curricular and physical resources required to support the ensemble. Responses indicated that the student learning outcomes of university laptop orchestras were in alignment with current national and state standards for music education. Survey results also revealed that directors of laptop orchestras would need specialized training in music technology and computer science, along with an abundance of time to dedicate to rehearsal preparation. Reported physical resource needs varied, depending upon ensemble goals, with estimated equipment costs ranging from $100,00 to $750,000, but far less if students owned their own laptops. Many participants predicted that, with the continued growth of music technology, technology-based ensembles would become standard in secondary schools.Item Perceptions of early career choral music educators and mentors toward effective mentoring practices(1/5/2018) Jauregui, Marcus J.; Baker, Vicki D.; Woolery, Danielle; Youngblood, PamelaThe purpose of this study was to assess the mentoring practices, both formal (initiated by a third party) and informal (initiated by either side of the mentorship) of secondary choral educators within the state of Texas by quantifying the frequency of both music-related and non-music-related assistance and the perceived importance of these skills to mentees and their mentors. In the area of perceived importance, mentees and mentors—whether formal or informal—perceived the same number of non-music related skills (60%) as important. Moreover, mentees in informal mentorships received assistance in areas they believed were important to their teaching 60% of the time while mentees in formal mentorships found their perceived importance aligned with assistance given only 20% of the time. When it came to the perceived importance of music-related assistance, mentees in informal mentorships aligned with their mentors approximately 63% of the time while mentees in formal mentorships saw a 44% alignment. Furthermore, mentees in informal mentorships received assistance in music-related areas that were important to their teaching 44% of the time while formal mentors experienced a 15% alignment.Item Recruitment and retention of male elementary music educators(11/15/2013) Good, Justin; Baker, Vicki D.; Woolery, Danielle; Youngblood, PamelaThe purpose of this study was to explore the qualities of successful elementary music educators and to identify why males remain the minority in this teaching field. Elementary music specialists who were members of the Texas Music Educators Association were asked to complete an online survey. Respondents (N = 212) included 49 men (23%) and 163 women (77%). The primary characteristics of an effective elementary music teacher listed by respondents included musically skilled, caring/passionate, fair/consistent, enthusiastic/positive, patient, having a sense of humor/fun, and flexible. Respondents described society's perception of male elementary music specialists as follows: homosexual/feminine, unqualified for a different career, lacking requisite skills, less challenging job/stepping stone position, having better classroom management, and being better role models. Many male participants had no issues with their masculinity or sexuality in relation to their job, but instead were concerned about reputation, modeling behavior, comments from students, and demonstrating singing/falsetto.Item Relationship between primary instrument and elementary music specialists' preferred teaching methodology(5/30/2015) Jones, Alicia; Baker, Vicki D.; Pettitt, Russell; Woolery, DanielleThe purpose of this study was to determine if a relationship exists between elementary music teachers' primary instrument, personal musical experiences, and his/her choice of primary teaching methodology and related activities utilized in the music classroom. A survey, developed to assess relationships that may exist between preferred teaching methodology and primary instrument, was sent to music educators within the elementary division of the Texas Music Educators Association. Out of 210 respondents, results indicate that Kodály was preferred by vocalists (50%). Woodwind players (35%) and guitarists (33%) ranked Kodály equally with Orff. Orff was preferred among string (60%), brass (52%), percussion (45%), and keyboard (39%) players. The results of this study indicate that no strong relationship exists between elementary music teachers' primary instruments and musical experiences and their preferred methodology, and types of activities used in the music classroom, but identify how primary instrument may influence the learning experiences of students.