Carlos R. Abril

High School Music Ensemble Students in the United States: A Demographic Profile.

The purpose of this study is to construct a national demographic profile of high school band, choir, and orchestra students in the United States using evidence from the 2004 follow-up wave of the Education Longitudinal Study of 2002. Results indicate that 21% of seniors in the United States’ class of 2004 participated in school music ensembles. Significant associations were found between music ensemble participation and variables including gender, race/ethnicity, socioeconomic status (SES), native language, parents’ education, standardized test scores, and GPA. Certain groups of students, including those who are male, English language learners, Hispanic, children of parents holding a high school diploma or less, and in the lowest SES quartile, were significantly underrepresented in music programs across the United States. In contrast, white students were significantly overrepresented among music students, as were students from higher SES backgrounds, native English speakers, students in the highest standardized test score quartiles, children of parents holding advanced postsecondary degrees, and students with GPAs ranging from 3.01 to 4.0. Findings indicate that music students are not a representative subset of the population of U.S. high school students.

Learning Outcomes of Two Approaches to Multicultural Music Education.

The purpose of this study was to examine the effect of multicultural music instruction on classroom learning outcomes. Fifth-grade children (10-11 years of age; N = 170) from four schools were randomly assigned to one of two instructional treatments: music concept and sociocultural context. The former approach used formal elements of music as a framework for learning; the latter contextualized music as a sociocultural phenomenon. At the conclusion of the 7-week unit, students responded to two writing prompts designed to measure newly acquired knowledge, understanding, and skill. These responses were analyzed to: (1) determine the nature of described learning; (2) compare responses between groups; and (3) test for differences between groups. Instructional approach was found to have a significant effect on children’s descriptions of acquired knowledge, yet did not affect their perceptions of music skill acquisition. Interactive dialogues surrounding sociocultural or musical concepts resulted in a greater number of students articulating their knowledge about these respective topics.

I Have a Voice but I Just Can't Sing: A Narrative Investigation of Singing and Social Anxiety.

The purpose of this study was to investigate adult singing anxieties arising within the context of a music methods course. Participants were three female elementary education majors who reported suffering from anxiety related to singing. Anxiety toward singing was evidenced through observations and participants’ descriptions of cognitive, somatic, behavioral, and affective symptoms. Several themes emerged from data collected over a 10-week period through participant journals, interviews, and field texts. Singing anxiety only seemed to arise within a social context, where participants seemed concerned with the possibility that they would be personally evaluated by others. The self-presentational theory of social anxiety was supported by these cases. All participants traced the roots of their anxiety to negative experiences in a school music program. Music teachers and family members seemed to have the greatest influence in shaping their beliefs about singing ability and singer identity.

Responding to culture in the instrumental music programme: a teacher's journey

The purpose of this case study was to examine how one music teacher responds to students cultural backgrounds through a middle school instrumental music programme in the US. The study sought to uncover the events, situations and circumstances that served as catalysts for curricular change and the rationales that gave it purpose. It also examined how concepts of musical and cultural ‘self’ and ‘other’ informed a teachers culturally responsive teaching and multicultural education and created various tensions in and outside of the classroom. Implications for practice are described based on the findings.

Attention, Preference, and Identity in Music Listening by Middle School Students of Different Linguistic Backgrounds

Monolingual (English) and bilingual (English, Spanish) sixth-grade students (N = 60) from two urban school settings in the United States listened to three versions of the same song (English, Spanish, and instrumental). While listening to each example, students tapped a computer touch pad every time they became distracted from the music. After listening, students described the nature of their distractions, and rated each song version for preference and identity. Finally, students were asked to describe the reason for their preference decisions. Analysis revealed no significant difference between monolingual and bilingual students in the number of self-reported distractions. However, there were significant differences by song version, with fewer reported distractions for the instrumental version. Qualitative and quantitative differences in distractions were noted between monolingual and bilingual students. There was a significant positive correlation between identity and preference. Bilingual students preferred and identified most closely with the Spanish version; monolingual students preferred and identified most closely with the instrumental version.

Perspectives on the Music Program: Opening Doors to the School Community:

Music educators understand the importance of the arts in schools. Other members of the school community-teachers, administrators, and parents-may share this view yet be unaware of all that transpires in the music classroom once the door is shut. Music educators should consider how they can open their doors to help the community understand how music education contributes to broad educational goals. Developing effective strategies to do so necessitates understanding the views and perspectives of others. Perceptions about music education shape and are shaped by peoples values. The values held by decision makers, at both the local and national levels, have a significant impact on music teaching and learning. For example, recent studies conducted by the Music for All Foundation1 and the Council for Basic Education2 noted declines in instructional time for music and other arts, as well as decreases in the number of music teachers as a result of budgetary and legislative factors. School principals throughout the United States reported that standardized tests, budgets, and the No Child Left Behind Act were all factors that hurt music programs.3 These are a few examples of the ways that the pervasive values in our society and in education can