What do administrators think? Perceptions of popular music education in Iowa
Even with low awareness, administrators showed clear interest in bringing songwriting, guitar, and modern band into schools. What mattered most was not the genre, but the impact. They prioritized teachers who reach more students, support those with diverse needs, and teach in innovative ways. These findings suggest a powerful opening for expanding music education to be more inclusive, relevant, and engaging.
Investigating Parent and Teacher Perceptions of School, Family and Community Connectedness
This study examined how parents and teachers perceive the connections between school, family, and community, and how those perceptions vary by community type and student participation in music. Results showed that community context plays a significant role in shaping perceptions of connectedness, with rural parents reporting the strongest sense of connection and suburban parents the weakest. Interestingly, student participation in music did not significantly influence parent perceptions of connectedness, suggesting that music programs may not function as a primary bridge between families and schools in the ways often assumed.
Effect of Verbal Praise on Achievement Goal Orientation, Motivation, and Performance Attribution
The type of praise students receive can shape how they approach learning in music. When students are told they are talented, they are more likely to focus on proving their ability and avoiding mistakes. In contrast, when students are praised for their effort, they are more likely to seek out challenges and persist when tasks become difficult. In this study, students who received effort-based praise overwhelmingly chose more challenging musical tasks, while those praised for talent were more likely to select easier tasks that highlighted their perceived ability.
The Effect of Score on Band Directors’ Written Comments of a Recorded Performance
What teachers see influences what they say. When directors followed the score, their comments became more numerous and more critical, often focused on specific notated details. Without the score, their attention shifted toward broader musical elements such as tone and overall sound, resulting in more positive feedback. The presence of the score did not just guide attention. It shaped the tone and focus of evaluation.
The Effect of Teacher Approval and Disapproval of Music Performed in a Rehearsal Setting on Music Preferences
Teacher feedback had a clear impact on student music preference. Pieces that received teacher approval during rehearsal were rated significantly higher than those that received disapproval. These findings suggest that what teachers say about the music in rehearsal can shape not only how students perform it, but how much they come to value it.
The Effect of Articulation Style on Perception of Modulated Tempo
Articulation significantly shaped how listeners perceived tempo. Staccato passages were consistently judged as increasing in speed more than legato passages, even when tempo changes were gradual or unchanged. This effect was strongest in examples with increasing tempo, suggesting that articulation and tempo direction interact to influence the listener’s sense of motion.
Music Preference and Music Education: A Review of Literature
Students’ musical preferences are not fixed. They are shaped by what they hear, how often they hear it, who teaches it, and how it is experienced in the classroom. When educators understand these influences, they can make more intentional choices about repertoire and instruction, helping students expand their musical interests and deepen their engagement with music.
The Effect of a Driving Simulator on Analytical Music Listening
Participants who listened to music without the added task of driving demonstrated stronger analytical listening across all measured areas. While both groups engaged with the same musical selections, the added cognitive demands of driving reduced participants’ ability to attend to details such as instrumentation, style, and meter. The most significant difference emerged in recognizing dynamic changes, suggesting that divided attention can meaningfully impact how listeners perceive musical nuance.