Abstract Music composition has been shown to provide numerous benefits to students. However, composition has generally been considered a less important area in daily music classes than other musical activities. More research is needed to investigate specific teaching strategies for composition. This study aimed to compare the impact of music composition based on the creative problem solving (CPS) approach to traditional music composition on perceptions of students’ creativity competency, interest in and value of music as a subject, and perceived self-efficacy in learning music. A nonequivalent control group pretest-posttest design was used, where the experimental group took music composition classes for 7 weeks based on the CPS framework. The study's results showed no difference regarding interest in music as a subject between students taking CPS-based composition classes and students taking traditional composition classes. However, students in the CPS-based music composition classes showed higher perceived value of music as a subject and self-efficacy in learning music than those in traditional composition classes. Finally, students in the CPS-based music composition classes showed heightened perceived higher-order thinking and problem-solving compared to those in traditional music composition classes, but no difference was found between the two groups in terms of perceived divergent thinking.

Abstract The purpose of this study was to investigate the network of relationships among sources of self-efficacy, teaching efficacy (comprising music teaching efficacy and classroom management efficacy), and commitment to teaching among music student teachers. A secondary purpose was to examine how participants described influences on their teaching efficacy and commitment through open-ended responses. Participants were music student teachers (N=125) from universities across the United States. Results revealed that student teachers at the elementary level felt significantly more efficacious than those teaching at the secondary level. In the context of this study, verbal/social persuasion explained the most amount of variation among music teaching efficacy, while physiological state explained the most amount of variation in classroom management efficacy. These findings vary from previous research that has pointed to mastery experiences as the most impactful source of self-efficacy. Path analyses indicated that those with relatively stronger feelings of music teaching efficacy also tended to have stronger feelings of commitment to the music teaching profession as well as an increased sense of classroom management efficacy. Open-ended responses indicated that participants felt verbal/social persuasions were the most impactful on their sense of confidence as a teacher, while past music teachers were the most common influence on student teachers’ sense of professional commitment.

Abstract The purpose of this study was to consider how, if at all, social change was enacted on an everyday level in two U.S. children's choruses through their artistic and educational work. We employed a collective case study alongside grounded theory analytical techniques to examine individual and collective actions as well as social processes related to social change. We interviewed key personnel, observed rehearsals and performances, and reviewed material culture including organization mission statements, publicly available concert programs, website information, and planning documents provided by participants. Findings suggest that social change was understood as a series of everyday occurrences linked to relationships and community. We provide a preliminary conceptual framework for everyday social change, suggesting that such a framework may exemplify how youth arts organizations pursue social change in their social and educational work. This framework has two main tenets: (a) a focus on reflexive practice and pedagogy and (b) a commitment to localized movements and actions.

Abstract This study explored the experiences of six Asian American public school music teachers in the United States, utilizing Asian critical theory (AsianCrit) as a method of inquiry. The study brought to light the often invisible challenges these teachers confront, both in their personal upbringing and within the educational system. The analysis revealed four main themes: (a) not being perceived as “fully American,” (b) experiences of invisibility, (c) dealing with microaggressions during the COVID-19 pandemic, and (d) a commitment to social justice. The findings underscore the need for greater representation of Asian American music teachers and recognition of the barriers they frequently face.

Abstract The title is an important component of the manuscript, as it must convey sufficient information about the project to attract potential readers to engage further with the study. Researchers have examined titles and titling conventions in various disciplines, but not yet in music education. The purpose of this study was to provide a descriptive content analysis of characteristics of the titles of articles published from 1991 through 2021 in three prominent music education research journals published in the United States: Journal of Research in Music Education, Journal of Music Teacher Education, and Bulletin of the Council for Research in Music Education. In addition, we examined possible changes in title characteristics over time and the number of citations for articles published in 2014 with respect to selected title characteristics. The number of words per title ranged from four to 27, with an average of 12, and this has not changed much over the past 30 years. A majority of titles were descriptive, although there were small but notable increases over the past 10 years in proportions of declarative and interrogative titles. Title length was not associated with research method nor with the number of citations for articles published during the 1-year period examined.

Abstract The purpose of this phenomenological investigation was to examine the lived experiences of undergraduate students serving in leadership roles in college marching bands. Ten student leaders completed written responses to an open set of questions that were then discussed during two corresponding in-depth interviews. The following research questions were addressed: (1) How do student leaders describe their experiences in college marching band? (2) How do student leaders perceive their growth through these experiences? (3) How do students perceive these experiences in relation to their future careers? Our findings indicated that student leaders may gain invaluable experience by adapting and reacting to challenges and reflecting on those experiences in ways that inform future behaviors. These experiences, from students’ communications with directors to opportunities for mentorship between peers, affected their growth in leadership roles. Participants—particularly those who were music education majors—actively used their experiences to build a vision for themselves and their future careers.