Elizabeth Cassidy Parker

The Process of Social Identity Development in Adolescent High School Choral Singers A Grounded Theory

The purpose of this grounded theory study was to describe the process of adolescent choral singers’ social identity development within three midsized, midwestern high school mixed choirs. Forty-nine interviews were conducted with 36 different participants. Secondary data sources included memoing, observations, and interviews with the choir teachers. The data analysis revealed an eight-stage process beginning with the student’s choice to audition and remain involved to the final stage, a desire to give back to the community. The central phenomenon of social identity was identified as team. Contextual conditions, including time, intensity, and size of group, strengthened participant experiences substantively. Social cliques and egos emerged as intervening conditions that impeded social identity development. Several individuals influenced participant social identity including peers, parents, school and community members, as well as the choir teacher. A temporal matrix is presented as well as propositions illustrating the development of social identity.

Uncovering adolescent choral singers’ philosophical beliefs about music-making: A qualitative inquiry

The purpose of this qualitative inquiry was to investigate adolescent choral singers’ philosophical beliefs regarding music-making within three different, mid-sized, Midwestern mixed choirs in the United States. Eighteen participants were interviewed for approximately 40 minutes each. Audio files were transcribed and coded with four themes resulting: (1) music-making as a simultaneously feelingful experience for participants; (2) musical knowing as interpersonal knowing; (3) expressed music as expressed feeling; and (4) music-making as enlightening. Participants verified the data through member checks. The presence of a peer de-briefer helped the investigator work through potential ethical issues. The findings reflect many ideas within the field of music philosophy including aesthetic perception, expressiveness by convention, music-making as distinctly human and art as self-unification. Findings also aligned with past studies regarding participants’ expressed meaning of musical experiences including areas such as social growth, expression of emotion, increased self-confidence, and development of personal character. Future suggestions for study include investigating perspectives of individual performers and participants who engage in different music ensembles to strengthen understanding of contextual factors.

Encouraging participatory musicianship among university students

This study examined the musical lives of 86 high ability non-music students in their first semester of study at an American university. The primary data collection occurred over 3 months as participants completed an individualized performance project outside of class. Results indicate that participants drew heavily on their past musical experiences in order to complete the project. They sought support from new peers, created personalized strategies, and harnessed their self-identity as achievers to become ultimately successful. Participants articulated their desire to seek approval from friends and family members as a way to resolve past experiences. For many, the project served to re-engage them with experiences of music-making, and present possibilities for future involvement. The results prompt a discussion of whether lifelong musical participation may depend on a different type of musical identity development than traditionally offered in schools.

Preservice Music Teachers’ Descriptions of Successful and Unsuccessful Teachers

The purpose of this study was to examine how undergraduate music education students identify, through a reflective writing exercise, the major characteristics of successful and unsuccessful teachers. We asked two research questions: (1) How did preservice music teachers describe successful and unsuccessful teachers (2) How did perceptions differ based on academic class and/or age? Using a written protocol, we collected data from 134 participants within three institutions and coded the data using figured worlds as a lens. The participants depicted successful teachers with rich description and highlighted interpersonal and intrapersonal aspects. The participants described unsuccessful teachers succinctly; characteristics that emerged included a lack of care and knowledge of students, inflexible teaching methods, and inconsistent standards. Implications for teacher education are proposed.

An Intrinsic Case Study of Two Homeschooled Undergraduates’ Decisions to Become and Remain Music Education Majors

The purpose of this intrinsic case study was to investigate two homeschooled undergraduates’ decisions to become and remain music education majors. Two senior music education participants’ data were used holistically to capture their experiences over a 12-month period. Individual interviews, weekly journals, and field notes comprised the data sources, whereas verification procedures included triangulation, member checking, and peer review. Participant profiles are included in the results as well as three themes: (a) remembered moments and the desire to facilitate those experiences for others; (b) parents, teachers, and other important role models within musical and teacher development; and (c) personal qualities and overcoming obstacles. Results reflect several past studies and highlight the need for homeschooled individuals to participate continually in field experiences at the undergraduate level.

A Narrative of Two Preservice Music Teachers With Visual Impairment

The purpose of this narrative inquiry was to re-story the student teaching experience of two preservice music education majors who are visually impaired or blind. While music education scholars have devoted attention to P–12 students with disabilities, research with preservice music teachers with impairments is seemingly nonexistent. Using a transformative paradigm and social model of disability as lenses, we retell participants’ experiences across three commonplaces of narrative inquiry: sociality, temporality, and place. Participants told their student teaching stories through various field texts, including interviews, journals, emails, and informal conversations. Three particular issues were highlighted strongly within their narratives: accessible music, reliance on others, and individuals’ attitudes. Issues of what constitutes effective teaching, teacher identity construction, and preparedness for working with individuals with disabilities also emerged. Multiple avenues are suggested for practice, research, and policy in music, teacher education, and teachers with disabilities.

A Grounded Theory of Adolescent High School Women’s Choir Singers’ Process of Social Identity Development:

The purpose of this grounded theory study was to discover the process of social identity development for adolescent high school women’s choir participants. Purposive maximum variation sampling was used to identify three public high school women’s choirs where 54 interviews were conducted with 40 different public school singers. Three waves of data collection and analysis revealed a seven-step process beginning with coming in singing and ending with envisioning myself. The central phenomenon was identified as opening up my voice and me and emphasized singers’ increased self-confidence. Intervening conditions included competition, the absence of choral opportunities, and lack of understanding from those outside of the choral program. Amount of time in the choral program, number of groups, and community recognition were identified as contextual conditions. Dimensionalized properties, a temporal matrix, and propositional statements are presented.

Tensions and Perplexities within Teacher Education and P-12 Schools for Music Teachers with Visual Impairments.

ABSTRACT We have written this article seeking to connect societal perceptions of disability with P–12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the following questions: (a) How have special education programs within P–12 schools, universities, and schools of music reflected societal perceptions of persons with disabilities and how do those in turn influence perceptions of teacher candidates? (b) How have the essential functions of teaching been articulated by accreditation programs and what tensions arise when music teachers with visual impairments are considered for employment? and (c) What are potential ways forward for P–12 education, teacher education programs, and schools of music? To disrupt binaries between able and disabled in schools, we recommend embracing a broader, interdependent view of music education, one that is defined by and includes all teaching professionals and school communities. Additionally, we support recruitment of teacher candidates with disabilities to music education programs and consistent advocacy through matriculation and job placement to encourage entry into P–12 schools.

A Grounded Theory of Preservice Music Educators’ Lesson Planning Processes Within Field Experience Methods Courses

The purpose of this grounded theory study was to understand the process of field experience lesson planning for preservice music educators enrolled in choral, general, and instrumental music education courses within three university contexts. Data sources included multiple interviews, written responses, and field texts from 42 participants. Four waves of data collection and analysis revealed a five-step process beginning with “learning the tasks of teaching” and “experiencing an authentic teaching context.” Participants articulated the central phenomenon as “embracing teaching as an interaction,” which led to “teaching more effectively” and “learning about teaching with my style.” The findings reflect that participants developed a situated understanding of how thoughtful preparation is connected to effective teaching. An implication for this study is that preservice teachers should be consistently immersed in authentic context learning environments during undergraduate education.

The Experience of Creating Community: An Intrinsic Case Study of Four Midwestern Public School Choral Teachers.

The purpose of this intrinsic case study was to explore four midwestern choral teachers’ experiences of creating and sustaining community within their public school choirs. Research questions included (1) how choral teachers describe their experiences of creating choral communities, (2) how the teacher–student relationship is experienced, and (3) what challenges get in the way of sustaining choral communities. Writings by Edith and Victor Turner, Martin Buber, and Nel Noddings were used as a theoretical lens. Participants were selected purposively and represented heterogeneous choral programs, different school sizes, and diverse population densities. Participants included one 8th-year middle school male choral teacher, two female high school choral teachers who had taught for more than 18 years each, and one male middle and high school choral teacher who had taught for 12 years. Cases were bounded by interviews, written and observational data, and artifacts. The data collection included 20 observations, 12 interviews with choral teachers, and 16 student interviews. Data analysis was inductive; 31 codes emerged and were gathered into four themes including support and care, fostering a sense of belonging and acceptance, quality creates and inhibits community, and program legacy and vision. Teacher profiles are included in the findings.