School of the Arts & Design
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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 a school district's music curriculum and ensemble directors' expectations of preparedness within a feeder pattern(7/23/2018) King, Kelli R; Youngblood, PamelaThe purpose of this study was to compare the level of ensemble directors’ expectations of musical knowledge and skills of their students entering 5th, 7th, and 9th grade in schools within a district feeder pattern. The researcher-designed survey was based on the Texas Essential Knowledge and Skills for the grade level students had completed the previous year. Participants (N=51) included elementary music specialists and intermediate, middle, and high school band and choir directors employed by a large suburban school district. Band and choir directors and elementary specialists had similar expectations for 3 out of 15 (20%) musical concepts for incoming 5th graders. Band and choir directors had similar expectations for 6 out of 17 (35%) musical concepts for incoming 7th graders and 4 out of 11 (36%) musical concepts for incoming 9th graders. These results suggest that the district could benefit from greater vertical collaboration.Item A comparison of construction characteristics dimensional stability and durability of cashmere, acrylic and wool socks(1996-08) Mote, Marie; Dragoo, Dragoo; Gill, Jack; Riggs, CharlesItem 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 Aesthetic and philosophic influences of selected interior decorators on people's lifestyle(12/31/1984) Knight, Patricia Standefer; Davis, Nancy Karen; Copeland, Betty; Williams, WinifredItem African dance in diverse higher education settings: Perspectives from the practices of five experienced instructors(8/31/2016) Dalton, Melanie; Caldwell, Linda Almar; Williford-Shade, Mary; Candelario, RosemaryThis dissertation research explored issues concerning the integration of African dance techniques in higher education. The purpose of this study was to describe the experiences of and intended objectives for teaching African dance forms to a diverse population of American college students through the insights of five individuals who teach African dance techniques courses in five different American universities. The participants selected were currently teaching within dance programs offering African dance study in differing curricular formats at universities in southern and midwestern states. Each participant was an experienced dancer, performer, and teacher of traditional African dance forms. Working within a qualitative research methodology, themes and conclusions emerged directly from data collected from in-depth, face-to-face interviews. Each participant was treated as a case study. Within these case studies, the lived experiences of the participants were investigated through their descriptions of teaching African dance forms, thus creating a portrait of the complexities of each separate case. The study concluded with a statement of objectives emphasized by the participants as important for enabling students to learn more about themselves in order to then sense how they might navigate and adapt to communities in which they are both familiar and unfamiliar. Internet research into curricular offerings of several American colleges and universities with dance programs having courses in African dance forms broadened this study by offering an overview of how African dance study is currently being implemented in dance programs across the nation. The Internet research examined who was teaching African dance forms in selected American universities, where the courses were placed within the curriculum, and the levels of African dance techniques courses offered. Since the research participants in this dissertation offered possible ways for American dance curricula in higher education to be reshaped, redefined, and reimagined, this research is particularly important to the future field of dance education as the backgrounds and needs of students entering higher education become more diverse.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.