Donald M. Taylor

Access and Retention of Marginalized Populations Within Undergraduate Music Education Degree Programs

The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the lens of critical theory, data sources included semistructured interviews with the participants and structured interviews with their high school music teacher and a university-based mentor. Participants described a lack of resources with regard to their preparation for auditions as well as a lack of information regarding the application and audition process. Such inhibiting factors were mediated by personal initiative, hard work, and dedication. The presence of role models and mentors was considered an important aid to their retention within music education degree programs. Participants also provided suggestions for improving access, admission, and retention of students from traditionally marginalized populations.

Preservice Music Teachers’ Perceptions of a Mentored Research Experience: A Study Within a Study

The purpose of this descriptive case study was to examine three preservice teachers’ views of their participation in a mentored research study. Specific objectives included examining students’ perceptions of the benefits and challenges surrounding their involvement as research assistants, the impact of conducting research on teacher identity, and the potential for enhanced interactions with future students. Data collection included observations, participant reflections, e-journals, immersion, and a focus group interview. Apart from experiencing frustration related to time management, participants reported improved listening skills, a broadened perspective on teaching and on life, and recognition of positive interactions with students. The participants also were eager to cultivate a nurturing environment in their own classrooms but were unable to consistently transfer their experiences to specific teaching goals and behaviors. Implications included investigating ways in which preservice music teachers might experience suitable and relevant research opportunities during socialization activities in undergraduate curricula.

Orff Ensembles Benefits, Challenges, and Solutions

Playing Orff instruments provides students with a wide variety of opportunities to explore creative musicianship. This article examines the benefits of classroom instrument study, common challenges encountered, and viable teaching strategies to promote student success. The ability to remove notes from barred instruments makes note accuracy more accessible, freeing students to focus on more sophisticated musical elements related to balance, blend, and dynamics. In addition, many Orff arrangements are easy to learn because of the common use of simple ostinato figures and limited harmonic structures. Although these patterns may be simple to grasp, they can be difficult to perform with rhythmic control. Students often rush the beat, causing faulty precision within the ensemble. Within a few measures, ensemble unity can be lost. Teaching solutions offered in this article focus on strategies related to technique development, efficient diagnosis, and effective modeling.

Learning From Parents of Children With Disabilities

The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years (M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week, 3 hours a day for a total of 13 class sessions, followed by a final examination. In addition to class discussions based on assigned readings, each day included a presentation from a parent of a child with a disability. Data were generated from daily focus group interviews, daily journal submissions, and individual interviews. Throughout the course, students demonstrated a learning process that progressed from sympathetic concern to empathic understanding.

Research-to-Resource: Dignity for All--LGBTQ Students and Empathic Teaching.

Millennials are more likely to identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ) than students from previous generations, signaling new levels of diversity in society. The purpose of this research to resource article is to provide music teachers with empathic models of teaching that encourage critical reflection and foster respectful interactions within the classroom. Tenets of empathic teaching include (a) seeing the world as others see it, (b) remaining nonjudgmental, (c) understanding another’s feelings, and (d) communicating that understanding. Suggestions for music listening and inclusive discourse are provided.