Music
Permanent URI for this collectionhttps://hdl.handle.net/11274/15809
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Item A chronological survey of pedagogical trends in music education in the elementary grades(8/31/1948) Garza, Angelina; Terhune, PersisItem 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 descriptive survey of the trends of music therapy interns vocal health(May-23) Jeong, Yeojin 1994-; DiMaio, Lauren; West, Rebecca; Tarr, JefferyThe purpose of this study is to investigate the vocal health tendencies of music therapy interns. The descriptive survey was administered to 25 music therapy interns. The results indicated that a majority of the participants experienced vocal fatigue and had a limited understanding of their own voices and the importance of warm-up and cool-down exercises. This lack of knowledge may be attributed to inadequate practical education and a lack of clear guidelines from the American Music Therapy Association (AMTA) regarding vocal health. As a result, interns were prone to neglect the importance of proper vocal care. This study highlights the need for more practical voice education and clearer guidelines from AMTA regarding vocal health for music therapy interns.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 A mixed methods survey of music therapists who work with adolescents with adverse experiences: Examining the trends of client advocacy(4/6/2022) Montgomery, Casey; DiMaio, LaurenThe purpose of this mixed methods survey was to document the trends of advocacy for adolescents with adverse experiences, as well as understand those experiences. Advocacy from music therapists was generally defined as any action that speaks in favor of, recommends, argues for a cause, supports or defends, or pleads on the behalf of their adolescent clients who has had adverse experiences. An adolescent with adverse experiences was defined as someone who faces extreme threats to successfully transitioning into adulthood. For qualitative data analysis, all narratives were coded using inductive coding, bottom to top process where the categories emerge from the data. All quantitative questions were reported using statistical analysis through PsychData. To analyze the quantitative data, statistical mean, percentages, and ranges were calculated and graphed for each question. The qualitative data was then used to explain the quantitative data. The results suggest that music therapists are aware of the importance of and need for client advocacy, and those that engage in client advocacy as a part of their work can see how it benefits their clients. However, client advocacy is still under-addressed in formal education, continued education, and in music therapy standards and competencies.Item A phenomenological exploration of the financial implications of being a music therapist(Aug-23) Turner, Sarah Abigail 1997-; DiMaio, Lauren; Woolery, Danielle; West, RebeccaMusic therapists experience several financial responsibilities as they undergo completing their degree and internship, becoming certified, and working as professionals. Scant literature exists that encompasses the broad range of experiences throughout this timeline. The purpose of this phenomenological study was to explore how financial responsibilities impacted music therapists’ lived experiences as students and professionals. The researcher conducted semi-structured interviews with five board-certified music therapists and used an interpretive phenomenological analysis to derive four major themes: complexities within the music therapy career, privilege, advocacy, and burnout. Practical implications are made for music therapists to better understand the potential barriers and circumstances that exist in the field and to begin to establish necessary support and change.Item A phenomenological investigation of the experience of graduate-level music therapists with dual certification in counseling(Dec-22) Reyes, Joseph Anthony 1988-; DiMaio, Lauren; DiMaio, Lauren; Muro, Joel; West, RebeccaThe purpose of this phenomenological study was to explore the academic and professional experiences of graduate-level music therapists with dual licensure in counseling. The intent was to identify similarities and differences within and across therapists’ experiences, to denote emerging themes, and to provide insight into the phenomena of dual certification in music therapy and counseling. This study had five participants. Based on the results, attaining dual certification may improve various areas of the clinician’s lived experiences, including their employability, compensation, sense of competency, self-worth, and future outlook. The interlocking model of three domains—academic experiences, professional experiences, and personal development—was developed to illustrate how these areas affect the quality of client care. Implications for future research include scope of practice between dual-certified and single-credentialed therapists, university program design, and addressing potential consequences of music therapy advocacy efforts.Item A systematic review of melodic intonation therapy that involved music therapists(May-23) Mata, Hannah Lee 1990-; Dr. Della Molloy Daugherty; Dr. Rebecca West; Dr. Paul David ThomasThe purpose of this systematic review was to evaluate Melodic Intonation Therapy research (MIT) that included music therapists. The researcher sought to identify the number of studies that included at least one music therapist, their role in research, and their contributions. This study was designed according to Cooper’s (1998) stepwise process for synthesizing research. A literature search was conducted of MIT studies that included music therapists published between January 1973 to July 2022. The data was collected in accordance with a two-phase evaluation of inclusion and exclusion criteria and a PRISMA flow diagram. The data was rated on risks of bias, level of evidence, and strength of evidence. Based on the results, only 14 studies (N = 14) involved at least one music therapist. Music therapists most frequently had the role of author and practitioner (n = 4) and practitioner only (n = 4). Music therapists were less involved as co-practitioners with paraprofessionals (n = 3). The ratings for level of evidence were lower, with the majority of studies rated at 2B (n= 5), because of the low number of participants in all studies. Nevertheless, music therapists contributed to research by testing modified versions of MIT for a wide range of diagnoses. Notable diagnoses were developmental apraxia of speech (DAS) and children with Down syndrome since a version of MIT did not exist for children. Furthermore, music therapists used their professional competencies to make music-based modifications. The results of each study indicated that modified versions of MIT were effective in improving speech output and levels of participation, among other benefits. While a limited amount of research included music therapists, their involvement contributed to the growth of MIT practiceItem A systematic review of school-based music therapy practices through the lens of integral thinking in music therapy(May-23) Kittleson, Rebecca 11/02/1995-; Lauren DiMaio; Molloy-Daugherty, Della; Keeley, RandaThe purpose of this systematic review was to explore school-based music therapy practices through the lens of Integral Thinking in Music Therapy (ITMT). This study aimed to address two research questions. 1) What does the literature reveal about the practices of school-based music therapy according to ITMT? 2) What ITMT recommendations can be made from critically reviewing this literature? 15 articles were selected based upon the inclusion criteria for this systematic review. The results indicated a lack of literature regarding the referral, assessment, and evaluation process of school-based music therapy practices. The results also revealed that most school-based music therapy practices are outcome thinking based, with 13 out of 15 articles. Context thinking was prevalent in school-based music therapy practices, with 10 out of 15 articles. Experience thinking had the least articles, with 6 out of 15. Future recommendations are discussed.Item Able-diverse music therapy: Toward a new model of disability and music therapy(2/7/2020) Gross, Robert Dale; Cohen, Nicki S.Because many if not most of the clients of the music therapy profession are disabled, it is incumbent on the music therapy profession to find best practices in the service of disabled people. Much of the music therapy profession, however, remains involved with the medical model of disability which locates disability in the individual and pathologizes bodily differences and abilities. This is at odds with the field of disabilities studies and what it calls the social model of disability. This thesis proposes to square the music therapy profession more closely with a disability studies model in creating what it calls able-diverse music therapy. Able-diverse music therapy is the result of several alignments and sub-alignments of existing scholarship, synthesized to create a new model of music therapy. Able-diverse music therapy is defined by the present author as music therapy that seeks musicking, community building (in a multicultural manner whenever possible), and social justice for people with socially constructed developmental differences in ability that should be recognized and respected as any other human variation.Item An analysis of compositional process used by children(1995-05) Ashby, CatherineItem 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 impact of the COVID-19 pandemic on the use of computer-aided instruction in middle school choral programs(12/20/2021) Hernandez, Eleazar; Baker, VickiThe purpose of this study was to determine how the COVID-19 pandemic impacted the use of computer-aided instruction (CAI) in Texas middle school choral classrooms. Participants (n=23), Texas middle school choral directors, were asked to complete a researcher-designed survey about their demographics and their use of CAI in the classroom both pre-March 2020 and post-March 2020. Results indicated that CAI use increased after March 2020, with Flipgrid, Chrome Music Lab, Sight Reading Factory, iTunes, Garageband, and Mustheory.net being the most frequently used CAI in their respective categories. Participants considered tracking student progress as the greatest challenge to using CAI. Almost 70% of participants had less than one year’s experience using CAI and 50% had been required to teach in-person, synchronously, and asynchronously simultaneously. Future studies could determine if the increased use of CAI in music classrooms extends to other areas of music and if music teachers will continue to incorporate CAI in the post-pandemic period.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 online cross-sectional survey of music therapy graduate equivalency students: Examining music therapy ethical educational dilemmas(4/19/2022) Shotts, Amanda Grace; DiMaio, LaurenThe purpose of this study was to explore ethical dilemmas experienced by music therapy graduate equivalency students in the educational setting through a cross-sectional survey. The survey included both quantitative and qualitative questions concerning the experiences of ethical dilemmas during participants’ education. Quantitative data were reported using descriptive statistics. Qualitative data were analyzed using inductive coding, where categorical themes emerge from the data. The survey also included questions about the participant’s satisfaction level of the resolution of the experienced ethical dilemma as well as their satisfaction level with their ethical training in music therapy education. Survey participants were current or past graduate equivalency students who experienced an ethical dilemma. Nine self-identified participants took the survey, four of which indicated they experienced ethical dilemmas during their education and/or clinical training. Categorical themes from the survey responses included exclusion, discrimination, communication, invasive, violation of guidelines, and harassment/bullying. Future research suggestions include expanding the population focus to include all students, only graduate students, only undergraduate students, and marginalized or oppressed student groups.Item An analysis of Frauenliebe und Leben(8/30/1959) Aenlle, Elsa; Eberly, J. Wilgus; Ligeti, Desire; Little, Lowell P.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.