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Journal articles on the topic 'Middle School Band'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Rawlings, Jared R., and Sarah A. Stoddard. "Peer connectedness in the middle school band program." Research Studies in Music Education 39, no. 1 (2017): 121–35. http://dx.doi.org/10.1177/1321103x17703575.

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Previous research suggests that students participating in school-based musical ensembles are more engaged in school and more likely to connect to their peers in school; however, researchers have not specifically investigated peer connectedness among adolescents in school-based music ensembles. The purpose of this study was to explore middle school band students’ perceptions of peer connectedness. Participants ( N = 317) indicated moderately high levels of peer connectedness both within the concert band and school. Levels of peer connectedness differed between schools; however, no statistical d

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2

Warnet, Victoria. "An Investigation of the Music Literature Being Performed at Jazz Band Music Performance Assessments in Florida." Update: Applications of Research in Music Education 38, no. 2 (2019): 29–36. http://dx.doi.org/10.1177/8755123319868827.

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The purpose of this study was to examine the performance trends of middle school, junior/senior high school, and high school ensembles at District Florida Bandmasters Association (FBA) Jazz Band Music Performance Assessments (MPAs) from 2012 to 2017. More specifically, this study investigated the pieces, composers, and arrangers most frequently performed, and how many schools participated. Data were derived from a pool of compositions performed at FBA District Jazz Band MPAs between 2012 and 2017 ( N = 5,664). Of the pieces performed, there were 1,816 different compositions played. The composi

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Schatt, Matthew D. "Middle school band students’ self-determination to practice." Psychology of Music 46, no. 2 (2017): 208–21. http://dx.doi.org/10.1177/0305735617705008.

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The purposes of this study were to examine factors that motivate middle school band students to practice their instrument and to validate a researcher-modified survey instrument for use with middle school music students, using self-determination theory as a theoretical lens. Fifth (10–11 years old, n = 444) and eighth grade (13–14 years old, n = 352) band students from the state of Ohio, United States’ public school districts completed a researcher-modified questionnaire that was used to collect data to determine (a) students’ levels of self-determination for practicing their instrument, (b) t

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Fortney, Patrick M., J. David Boyle, and Nicholas J. DeCarbo. "A Study of Middle School Band Students' Instrument Choices." Journal of Research in Music Education 41, no. 1 (1993): 28. http://dx.doi.org/10.2307/3345477.

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5

Scheib, John W. "Lindy's Story: One Student's Experience in Middle School Band." Music Educators Journal 92, no. 5 (2006): 32–36. http://dx.doi.org/10.2307/3878499.

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Kinney, Daryl W. "Selected Demographic Variables, School Music Participation, and Achievement Test Scores of Urban Middle School Students." Journal of Research in Music Education 56, no. 2 (2008): 145–61. http://dx.doi.org/10.1177/0022429408322530.

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Nontransient 6th- and 8th-grade urban middle school students' achievement test scores were examined before (4th grade) and during (6th or 8th grade) enrollment in a performing ensemble. Ensemble participation (band, choir, none) and subject variables of socioeconomic status (SES) and home environment were considered. Fourth- and 6th-grade achievement tests consisted of Reading, Math, Citizenship and Science; 8th grade included Reading, Math, Social Studies, Science, and Language Arts. Analyses indicated significant differences yet small effect sizes for main effects of SES and ensemble partici

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7

Blocher, Larry, Richard Greenwood, and Bentley Shellahamer. "Teaching Behaviors of Middle School and High School Band Directors in the Rehearsal Setting." Journal of Research in Music Education 45, no. 3 (1997): 456–69. http://dx.doi.org/10.2307/3345539.

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8

Robinson, Nicole R. "Correlations between teacher turnover and specific non-pecuniary school characteristics among secondary band and choral programs in a large urban district." International Journal of Music Education 36, no. 2 (2017): 270–82. http://dx.doi.org/10.1177/0255761417729547.

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This study was designed to examine teacher turnover among secondary choral and band programs ( N = 124) in a large, urban school district in the USA during a 10-year period (1999–2000 through 2009–2010). Also, this study investigated correlations between teacher turnover and specific non-pecuniary school attributes, including total school enrollment, total number of minority students enrolled in the school, total number of students classified as low-poverty, total number of suspension incidents, and total number of expulsion incidents. Overall, secondary music teacher turnover in this urban di

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9

Bazan. "The Use of Student-Directed Instruction by Middle School Band Teachers." Bulletin of the Council for Research in Music Education, no. 189 (2011): 23. http://dx.doi.org/10.5406/bulcouresmusedu.189.0023.

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10

Rohwer, Debbie. "Perceived Instructional Needs of Middle School and Senior Citizen Band Members." Journal of Music Teacher Education 18, no. 2 (2009): 62–73. http://dx.doi.org/10.1177/1057083708330864.

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11

Shouldice, Heather Nelson, and Jessica L. Eastridge. "A Comparison of Virginia Band Performance Assessments in Relation to Director Gender." Journal of Research in Music Education 68, no. 2 (2020): 125–37. http://dx.doi.org/10.1177/0022429420922137.

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The purpose of this study was to compare the concert band assessments of male-directed ensembles and female-directed ensembles in the state of Virginia. Data included overall ratings of male-directed and female-directed bands ( N = 3,229) that performed at District Concert Assessments held across the state in the past 6 years (2013–2018), which were publicly available on the website of the Virginia Band and Orchestra Directors Association. Results showed a statistically significant association between ratings and director gender at both the middle school and high school levels. In both instanc

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12

Clementson, Casey J. "A mixed methods investigation of flow experience in the middle school instrumental music classroom." Research Studies in Music Education 41, no. 1 (2018): 43–60. http://dx.doi.org/10.1177/1321103x18773093.

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Although flow theory is one way of measuring the quality of a student’s experience in a music ensemble, the majority of flow research utilizes samples of high school or collegiate level musicians thus causing us to generalize findings to young adolescent (middle school) populations. Using a convergent parallel mixed methods design, the purpose of this study was to examine factors that may contribute to flow experiences of students in a middle school band. Quantitative data (surveys that included the Experience Sampling Method) and qualitative data (case study of an eighth grade band) were anal

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Hewitt, Michael P. "Self-Efficacy, Self-Evaluation, and Music Performance of Secondary-Level Band Students." Journal of Research in Music Education 63, no. 3 (2015): 298–313. http://dx.doi.org/10.1177/0022429415595611.

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In the present study, relationships between two components of self-regulation (self-efficacy and self-evaluation) and gender, school level, instrument family, and music performance were examined. Participants were 340 middle and high school band students who participated in one of two summer music camps or who were members of a private middle school band program. Students indicated their level of self-efficacy for playing a musical excerpt before performing it and then self-evaluated their performance immediately afterward. Findings suggest that there is a strong and positive relationship betw

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Alegrado, Alenamie, and Adam Winsler. "Predictors of Taking Elective Music Courses in Middle School Among Low-SES, Ethnically Diverse Students in Miami." Journal of Research in Music Education 68, no. 1 (2020): 5–30. http://dx.doi.org/10.1177/0022429420908282.

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Researchers attempting to show that music has positive effects on children need to understand and control for preexisting differences between those who do and do not select into musical participation in the first place. Within a large-scale, communitywide, prospective, longitudinal study of predominantly low-income, ethnically diverse students ( N = 31,332), we examined characteristics of students who did and did not enroll in music elective courses (band, choir, orchestra, guitar, other) in public middle schools (sixth, seventh, and eighth grades) in Miami. Predictor variables included gender

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Riley, Patricia E. "Including Composition in Middle School Band: Effects on Achievement, Performance, and Attitude." Update: Applications of Research in Music Education 25, no. 1 (2006): 28–38. http://dx.doi.org/10.1177/87551233060250010104.

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Prichard, Stephanie. "The Impact of Music Practice Instruction on Middle School Band Students’ Independent Practice Behaviors." Journal of Research in Music Education 68, no. 4 (2020): 419–35. http://dx.doi.org/10.1177/0022429420947132.

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The purpose of this study was to investigate the impact of music practice instruction on middle school band students’ ability to articulate and incorporate practice strategies. Participants were middle school band students at a large suburban middle school ( N = 105). Using a pretest–posttest quasi-experimental design, participants were divided into control ( n = 53) and experimental ( n = 52) groups. Participants in the experimental group received 3 weeks of practice strategy instruction during ensemble warm-up time, and the control group continued with their typical warm-up routine. Pretest

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Lucas Hamann, Keitha. "Music at Lincoln Junior High (Minneapolis) and the Lincoln Junior High Girls’ Band: 1923—1940." Journal of Research in Music Education 58, no. 1 (2010): 55–74. http://dx.doi.org/10.1177/0022429410362076.

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Examination of the music opportunities available to students in the junior high schools of the early twentieth century lends historical perspective to current challenges facing middle level music educators. This article describes the specific music offerings at Lincoln Junior High School in Minneapolis, Minnesota, from the school opening in 1923 to 1940, when financial challenges forced the reorganization of the music program. In many ways, the music curriculum at Lincoln Junior High School in Minneapolis was exemplary of the music experiences found in other junior high schools. The required c

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Ward, Justin P., and Carl B. Hancock. "Warm-Up Activities of Middle and High School Band Directors Participating in State-Level Concert Band Assessments." Update: Applications of Research in Music Education 34, no. 2 (2014): 29–36. http://dx.doi.org/10.1177/8755123314548045.

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19

Singletary, Laura. "Comparing Time Use and Teacher Behaviors in Beginning and Advanced Middle School Band Settings: An Exploratory Study." Update: Applications of Research in Music Education 40, no. 1 (2021): 27–35. http://dx.doi.org/10.1177/87551233211006388.

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The purpose of this study was to compare teachers’ time use and teaching behaviors including teacher talk, modeling, physical location/proximity to students, conducting, and instructional choices in middle school (Grades 6–8) beginning and advanced band settings, with the goal of identifying practices that are specific or unique to each setting. Participants ( N = 5) were expert middle school teachers who were recorded while teaching a heterogeneous beginning band and an advanced band class. I compared episodes of teacher and student behaviors including instruction, modeling, group/individual

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20

Cross, Rod. "Pop Music in the Middle School – Some Considerations and Suggestions." British Journal of Music Education 5, no. 3 (1988): 209–16. http://dx.doi.org/10.1017/s026505170000663x.

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Most young people these days enjoy listening to music. It may well be their main interest and one of their favourite pastimes. Some may express a preference for classical music, others for minority interests, such as folk, country, blues, jazz, or big band. For the vast majority, however, it is likely that their taste will be partly, if not exclusively, for pop, i.e. that brand of music which originated with Bill Haley'1956 recording of ‘Rock Around The Clock’, and which now applies to all music loosely associated with the Top Forty charts. In this article the author describes a course, with 1

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Orman, Evelyn K., Cornelia Yarbrough, Sheri Neill, and Jennifer A. Whitaker. "Time Usage of Middle and High School Band Directors in Sight-Reading Adjudication." Update: Applications of Research in Music Education 25, no. 2 (2007): 36–46. http://dx.doi.org/10.1177/87551233070250020105.

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Kinney, Daryl W. "Selected Nonmusic Predictors of Urban Students’ Decisions to Enroll and Persist in Middle School Band Programs." Journal of Research in Music Education 57, no. 4 (2009): 334–50. http://dx.doi.org/10.1177/0022429409350086.

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The purpose of this study was to fit theoretical models of prediction to students’ decisions to enroll and persist in urban middle school band programs using independent variables of academic achievement, socioeconomic status (SES), family structure, mobility, ethnicity, and gender. Two models were fitted to the data using logistic regression analysis techniques. One predicted initial enrollment (i.e., sixth grade); the other predicted retention (i.e., eighth grade). Academic achievement and family structure emerged as the only significant predictors of initial enrollment decisions. Higher aca

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23

LeCroy, Hoyt F. "Community-Based Music Education: Influences of Industrial Bands in the American South." Journal of Research in Music Education 46, no. 2 (1998): 248–64. http://dx.doi.org/10.2307/3345627.

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From as early as 1855 and extending to the middle of the twentieth century, American industry encouraged the formation of bands and other musical organizations for workers, ostensibly to enhance their welfare. The actual purposes of music in industry, however, were often to prevent formation of unions and maintain social regimes. As industry expanded into the agrarian South, industrial bands augmented the limited town band tradition. Their performances, role-modeling and community-based instruction of young people filled curricular voids and developed favorable cultural environments for the ev

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Karpinski, Carol F. "And the Band Played on? Social Justice and the Wilson Middle School Arts Program." Journal of Cases in Educational Leadership 9, no. 4 (2006): 41–52. http://dx.doi.org/10.1177/1555458906294315.

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25

Hoffman, Adria Rachel. "Exclusion, engagement and identity construction in a socioeconomically diverse middle school wind band classroom." Music Education Research 14, no. 2 (2012): 209–26. http://dx.doi.org/10.1080/14613808.2012.685452.

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26

Morrison, Steven J., Mark Montemayor, and Eric S. Wiltshire. "The Effect of a Recorded Model on Band Students' Performance Self-Evaluations, Achievement, and Attitude." Journal of Research in Music Education 52, no. 2 (2004): 116–29. http://dx.doi.org/10.2307/3345434.

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In this study, we examined effectiveness of recorded models in the context of ensemble rehearsals. Over a 5-week treatment period, directors of three middle/junior high and two high school bands systematically included professional recordings as part of their preparation of selected pieces. Students completed weekly self-evaluation reports assessing their individual progress and their ensembles' progress on model and no-model pieces. Using numerical and free-response formats, students evaluated self-achievement and ensemble achievement on notes/rhythms, articulation/dynamics, tuning, and balan

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Lindner, Koenraad J. "The Physical Activity Participation–Academic Performance Relationship Revisited: Perceived and Actual Performance and the Effect of Banding (Academic Tracking)." Pediatric Exercise Science 14, no. 2 (2002): 155–69. http://dx.doi.org/10.1123/pes.14.2.155.

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This study examined the relationship between academic performance and physical activity participation using objective measures of scholastic achievement, and the effect of banding (academic tracking). The sample comprised 1,447 students (aged 13–17 years) in secondary grades 2, 4, and 6 (736 boys; 711 girls). Academic records were collected from the schools, and a participation questionnaire was administered to the students. School banding was found to be a significant predictor of participation time, and students from higher-banded schools had generally greater participation time than lower-b

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Coppola, William J. "An Artistic Virtue? Student Perceptions of Humility in Music Participation." Update: Applications of Research in Music Education 39, no. 1 (2020): 50–58. http://dx.doi.org/10.1177/8755123320944407.

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Humility is considered to be an important social virtue, particularly in interpersonal contexts. Given the highly social nature of music participation, researchers have begun exploring the potential role that humility might play in music education. The purpose of this study was to examine how middle school, high school, and undergraduate band students ( N = 116) perceived the virtue of humility, including whether they viewed it to be a social strength among various types of musicians. Results indicated that students viewed humility to be a positive quality and a social strength for different t

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Kinney, Daryl W. "Selected Nonmusic Predictors of Urban Students’ Decisions to Enroll and Persist in Middle and High School Music Ensemble Electives." Journal of Research in Music Education 67, no. 1 (2018): 23–44. http://dx.doi.org/10.1177/0022429418809972.

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The purpose of this study was to fit theoretical models of prediction to urban students’ decisions to enroll and persist in music ensembles using academic achievement, socioeconomic status (SES), number of parents/guardians at home, mobility, ethnicity, and sex as explanatory variables. Through multinomial logistic regression, I built predictive models for initial enrollment (i.e., 6th grade) and retention (8th and 10th grades) in band, string, and choir electives. At each grade level, predictive models supported differentiation between band, string, and choir students from nonmusic students o

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Coppola, William J. "Students’ Social Perceptions of Humility and Arrogance Among Band Directors." Journal of Research in Music Education 69, no. 3 (2021): 284–302. http://dx.doi.org/10.1177/0022429420981675.

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In this study, I build on growing research examining humility in musical contexts by investigating whether band students perceive humility to be a positive and desirable social quality or a social weakness among band directors. Middle school, high school, and undergraduate band students ( N = 117) evaluated the likability, knowledgeability, and preference for humble and arrogant band director targets by assessing recorded interviews with each director following a fictitious performance. The humble target demonstrated nonsuperiority and other-orientedness and acknowledged his room for growth in

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Bergee, Martin J., and Emily G. Rossin. "Development and Validation of a Scale Assessing Midlevel Band Performance: A Mixed Methods Study." Journal of Research in Music Education 67, no. 2 (2019): 214–32. http://dx.doi.org/10.1177/0022429418825144.

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This study’s purposes were to develop a rating scale for midlevel band performance and validate a theoretical structure for the scale. Research questions were (a) What qualities describe excellent seventh- and eighth-grade band performance? (b) What items constitute a Midlevel Band Performance Rating Scale (MBPRS)? (c) How reliable is the MBPRS? and (d) Does the MBPRS demonstrate construct validity? Mixed methods were employed, in particular the exploratory sequential design, which has a three-phase variant involving the development of an instrument of assessment. During Phase 1, 20 middle sch

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Hash, Phillip M. "Remote Learning in School Bands During the COVID-19 Shutdown." Journal of Research in Music Education 68, no. 4 (2020): 381–97. http://dx.doi.org/10.1177/0022429420967008.

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The global pandemic caused by the novel Coronavirus (COVID-19) in spring 2020 resulted in schools moving to remote learning (RL) models for the remainder of the academic year. The purpose of this study was to examine the practices, experiences, and perspectives of elementary and secondary school band directors in relation to RL during this period. Directors ( N = 462) responded to survey questions related to several aspects of RL, including (a) technologies and materials, (b) activities and assessments, (c) student participation, (d) the challenges of teaching remotely, and (e) the extent to w

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Norgaard, Martin, Laura A. Stambaugh, and Heston McCranie. "The Effect of Jazz Improvisation Instruction on Measures of Executive Function in Middle School Band Students." Journal of Research in Music Education 67, no. 3 (2019): 339–54. http://dx.doi.org/10.1177/0022429419863038.

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Research investigating links between academic achievement and active music instruction has not previously differentiated between different types of instruction. In the current study, 155 seventh- and eighth-grade middle school band students were divided into two groups. Both groups received 2 months of instruction in jazz phrasing, scales, and vocabulary, but only the experimental group was taught to improvise. All instruction was part of the warm-up routine in regular band classes. All students were tested before and after instruction on the Wisconsin Card Sorting Task (cognitive flexibility)

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Zelenak, Michael S. "Measuring the Sources of Self-Efficacy Among Secondary School Music Students." Journal of Research in Music Education 62, no. 4 (2014): 389–404. http://dx.doi.org/10.1177/0022429414555018.

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The purpose of this study was to investigate the four sources of self-efficacy in music performance and examine responses from the Music Performance Self-Efficacy Scale (MPSES). Participants ( N = 290) were middle and high school music students from 10 schools in two regions of the United States. Questions included the following: (1) How much influence does each source have on self-efficacy? (2) Are there differences among band, chorus, and string students? (3) Are there differences between middle and high school students? (4) Does music aptitude predict self-efficacy, and (5) Does evidence su

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Ramrattan, Heidi, and Naomi Gurevich. "Prevalence of Noise-Induced Hearing Loss in Middle and High School Band Members: A Preliminary Study." Folia Phoniatrica et Logopaedica 72, no. 4 (2019): 302–8. http://dx.doi.org/10.1159/000501154.

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Palmer, C. Michael. "Perceptions of Cooperating Music Teachers on Service Motives, Relationships, and Mentoring Strategies During Student Teaching." Journal of Music Teacher Education 28, no. 1 (2018): 24–39. http://dx.doi.org/10.1177/1057083717750078.

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The purpose of this qualitative study was to examine the perceptions of four cooperating teachers concerning their role in the music student teaching experience. Participants included an elementary music educator, middle school band director, high school band director, and a high school choir director. Research questions were (a) What are the personal and professional motivations for hosting a student teacher? (b) How do cooperating teachers describe relationships with student teachers? and (c) What strategies do cooperating teachers use in mentoring student teachers? Data collected included t

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Harrington, Ann M. "The Effect of Implied Performer Age and Group Membership on Evaluations of Music Performances." Update: Applications of Research in Music Education 36, no. 2 (2017): 5–12. http://dx.doi.org/10.1177/8755123317725726.

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This study examined the effects of implied performer age and group membership on listeners’ evaluations of music performances. Undergraduate music majors ( n = 23), nonmusic majors ( n = 17), and members of a New Horizons ensemble ( n = 16) were presented with six 30-second excerpts of concert band performances. Excerpts were presented to all respondents in three implied performer age conditions: audio-only (no implied age), audiovisual presentations that featured digital images of middle school concert bands, and audiovisual presentations that featured digital images of older adult concert ba

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Sugimoto, Dai, Carl G. Mattacola, Heather M. Bush, et al. "Preventive Neuromuscular Training for Young Female Athletes: Comparison of Coach and Athlete Compliance Rates." Journal of Athletic Training 52, no. 1 (2017): 58–64. http://dx.doi.org/10.4085/1062-6050-51.12.20.

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Context: Fewer athletic injuries and lower anterior cruciate ligament injury incidence rates were noted in studies of neuromuscular-training (NMT) interventions that had high compliance rates. However, several groups have demonstrated that preventive NMT interventions were limited by low compliance rates. Objective: To descriptively analyze coach and athlete compliance with preventive NMT and compare the compliance between study arms as well as among school levels and sports. Design: Randomized, controlled clinical trial. Setting: Middle and high school athletic programs. Participants or Other

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Parding, Karolina, Susan McGrath-Champ, and Meghan Stacey. "Teachers, school choice and competition: Lock-in effects within and between sectors." Policy Futures in Education 15, no. 1 (2017): 113–28. http://dx.doi.org/10.1177/1478210316688355.

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Neoliberal forces since the latter part of the 20th century have ushered in greater devolution in state schooling systems, producing uneven effects on the working conditions of teachers, commonly the largest segment of the public sector workforce. Within this context, this paper examines secondary teachers’ working conditions as they relate to the restructuring of the professional landscape that school choice reforms bring. Drawing illustrations from a qualitative study of teachers’ working experiences in the lowest socio-economic status schools, through the ‘middle band’, to the most prestigi

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Bergantin, Bianca Tozi Portaluppe, Daniela Rios, Daniela Silva Barroso Oliveira, Edmêr Silvestre Pereira Júnior, João Adolfo Costa Hanemann, and Heitor Marques Honório. "Localized Bone Loss Resulted from an Unlikely Cause in an 11-Year-Old Child." Case Reports in Dentistry 2018 (July 8, 2018): 1–4. http://dx.doi.org/10.1155/2018/3484513.

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Periodontal diseases have several causes, amongst them, by foreign bodies. In this case report, an 11-year-old child who lived in a rural area and has never been treated by a dentist presented an extensive horizontal bone loss and edema on the region of tooth 44. The diagnosis of foreign body was obtained after biopsy, since an elastic band around the middle of the root tooth was found. The elastic band was not radiopaque, and the patient did not inform that she found the elastic band on the floor of the school and introduced the tooth by herself. Based on the case reported, it is concluded th

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Chamberlin, Reed. "Hi-Fi, Middle Brow? Frederick Fennell, Mercury Records, and the Eastman Wind Ensemble From 1952 to 1962." SAGE Open 10, no. 4 (2020): 215824402095492. http://dx.doi.org/10.1177/2158244020954926.

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Frederick Fennell, founder of the internationally acclaimed Eastman Wind Ensemble (EWE), is considered by many to be the catalyst for the modern wind-band movement, often credited with revolutionizing thought and practice within the discipline. While this perception remains valid, evidence suggests that Fennell was much less serious (or “high-brow”) than many believe. Derived from original research in the Fennell Archive at the Eastman School of Music, this article seeks to highlight tensions between Fennell’s desire to record serious wind-band music and the demands of Mercury Records (EWE rec

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Fischer-Croneis, Sarah H. "Career Intentions and Experiences of Pre- and In-Service Female Band Teachers." Journal of Research in Music Education 64, no. 2 (2016): 179–201. http://dx.doi.org/10.1177/0022429416650167.

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The purpose of this study was to examine pre- and in-service female band teachers’ perspectives regarding their experiences in realizing their professional goals. Domains guiding this inquiry included (a) gaining entry into the profession of band teaching, (b) navigating the profession, and (c) gender issues. Findings from this multiple case study indicated that numerous outside factors affected the career paths of the participants, resulting in all of the women pursuing elementary, middle, or multi–grade level jobs. These factors included (a) the positions available at the time of the initial

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Brittin, Ruth V. "Instrumentalists' Assessment of Solo Performances with Compact Disc, Piano, or No Accompaniment." Journal of Research in Music Education 50, no. 1 (2002): 63–74. http://dx.doi.org/10.2307/3345693.

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Middle school and high school instrumentalists listened to 12 instrumental performances: four with no accompaniment, four with piano accompaniment, and four with compact disc accompaniment. Listeners (N = 188) judged the soloist's performance quality and indicated the performance's best feature and aspect needing most improvement. Listeners also rated their preference for each accompaniment. Materials were taken from popular beginning band method books. Results showed that accompaniment condition significantly affected performance quality ratings, with CD accompaniments rated highest and piano

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Stambaugh, Laura A. "Effects of Focus of Attention on Performance by Second-Year Band Students." Journal of Research in Music Education 67, no. 2 (2019): 233–46. http://dx.doi.org/10.1177/0022429419835841.

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This study tested the effect of the motor learning paradigm of internal and external focus of attention (FOA) with middle school band students. A total of 56 second-year band students (woodwinds n = 28; valved brass n = 18; trombones n = 10) practiced isochronous, alternating pitch patterns (e.g., eighth notes C–A–C–A–C–A–C) in three conditions: control (no FOA), internal (“think about your fingers”), and external (“think about your sound”). At retention testing approximately 24 hr later, students played each stimulus three times with no directed FOA. Performance trials were scored for the ave

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Martin. "The Musical Self-Efficacy Beliefs of Middle School Band Students: An Investigation of Sources, Meanings, and Relationships with Attributions for Success and Failure." Bulletin of the Council for Research in Music Education, no. 191 (2012): 45. http://dx.doi.org/10.5406/bulcouresmusedu.191.0045.

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Putra Satria Amin, Angga, and Irdhan Epria Darma Putra. "JEMBATAN MERAH." Jurnal Sendratasik 9, no. 4 (2020): 192. http://dx.doi.org/10.24036/jsu.v9i1.109594.

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The song of the red bridge is a national anthem created by Gesang that contains the story of farewell in the fire of struggle. The purpose of this work is to create works in the form of school music arrangements. In this work the arranger worked on a red bridge song in the form of school music, then combined it with a touch of combo band from several musical components in the middle, thus forming a new arransemen to show. The nuances of the arrangement will later transform the emotions of hope and anticipation into something joyous, reinforced by the progress of jazz chords and combined with t

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Killian, Janice N., and John B. Wayman. "A Descriptive Study of Vocal Maturation Among Male Adolescent Vocalists and Instrumentalists." Journal of Research in Music Education 58, no. 1 (2010): 5–19. http://dx.doi.org/10.1177/0022429409359941.

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This descriptive study was designed to examine middle school adolescent boys’ singing voices ( N = 104) comprising volunteers enrolled in band ( n = 72) or choir ( n = 32). The authors sought to confirm possible earlier voice change, to compare vocal characteristics among frequent (choir) and infrequent (band) singers, and to determine use of falsetto during each voice stage. To assess falsetto, the authors had participants view and then imitate a segment of Shrek, in which characters speak in falsetto and bass. Students then spoke a line at high, medium, and low pitches. They then self-select

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VanWeelden, Kimberly, Virginia Wayman Davis, and Laura Singletary. "No Fear, Just Fun!: Meaningful, Memorable Musicking in Secondary General Music." General Music Today 32, no. 3 (2019): 13–19. http://dx.doi.org/10.1177/1048371319834921.

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Secondary general music is hard to define. For some, this denotes an accelerated version of elementary general music or a decelerated version of a college music appreciation course. Others view this as any nontraditional ensemble geared for middle or high school students, such as guitar, keyboard, or steel pans. Still, for others, secondary general music is not so much a stand-alone course as it is any time devoted to teaching fundamental skills to students in band, orchestra, and choir so they may more successfully perform the repertoire. The authors acknowledge each of the above-listed views

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Abeles, Hal. "Are Musical Instrument Gender Associations Changing?" Journal of Research in Music Education 57, no. 2 (2009): 127–39. http://dx.doi.org/10.1177/0022429409335878.

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The researcher sought to examine gender associations across three decades to determine if changes in the sex stereotyping of musical instruments has occurred. First, the study examined the paired comparison gender—instrument rankings of 180 college students. The results confirmed a reduction of instrument gender associations reported in the 1990s. The second index of gender associations employed was the instruments that middle school children played ( N = 2001). A comparison of the instruments played by boys and girls across three studies conducted in 1978, 1993, and 2007 showed little differe

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McGillen, Christopher William. "In conversation with Sarah and Matt: perspectives on creating and performing original music." British Journal of Music Education 21, no. 3 (2004): 279–93. http://dx.doi.org/10.1017/s0265051704005881.

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This paper is the result of a research project that set out to document a group of adolescent musicians in a rural Australian secondary school as they wrote and performed their own music. The processes they developed are reflective of a cooperative approach to group composition where upwards of 21 students composed and ‘jammed’ their way through a weekly rehearsal. There appeared to be strong links not only to the theoretical field of cooperative learning, but also to the ‘garage’ rock band model of peer-led composition and group processing. The participants completed a six-month programme of

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