High School Band Directors Research Articles

High School Band Directors’ Perceptions and Applications of Democratic Rehearsal Procedures in Concert Band Rehearsals

The purpose of this study was to examine inservice high school band directors’ perceptions and applications of democratic rehearsal procedures in concert band rehearsals. Respondents ( N = 216) were members of the National Association for Music Education who were currently teaching concert band at the high school level. Respondents indicated that “identify and describe opportunities for individual and ensemble performance improvement” and “student-led sectionals” were considered the most important democratic rehearsal procedures for their students to experience. These same procedures were also the most frequently used democratic rehearsal procedures. Analysis of open-ended responses revealed that respondents believed student ownership, student engagement, and student growth as musicians and leaders were advantages to implementing democratic rehearsal procedures. Potential disadvantages included issues related to student ability, rehearsal time limitations, unfamiliar classroom dynamics, and availability of classroom resources. Implications for music teachers are discussed.

A Higher Calling: Toward a More Spacious Role for Academic Advisors

A Higher Calling: Toward a More Spacious Role for Academic Advisors

Breaking the Silence: The Phenomenology of the Female High School Band Director

The purpose of this study was to investigate the phenomenology of the female high school band director (FHSBD). In order to achieve a sample for regional maximum variation, one FHSBD from each county in the state of Connecticut was interviewed. After gathering data from a series of three interviews, I used Moustakas’s modification of the Van Kaam method to analyze data to align with common phenomenological analysis techniques. I identified the following nine themes from relevant and validated invariant constituents: (1) support, (2) resistance and barriers, (3) loving the students and loving music, (4) discrimination, (5) motherhood and time consumption, (6) building or rebuilding a program, (7) gender clubs, (8) high school wasn’t the goal, and (9) administrative and leadership degrees and certification. Based on results from the analyzed data, I determined the essence of the FHSBD is most succinctly described as persistence.

A Measurement of Self-Efficacy Among Oklahoma Secondary Band Directors in Concert, Marching, and Jazz Ensemble Pedagogy

The purpose of this study was to examine secondary band directors’ self-efficacy toward concert, marching, and jazz ensemble pedagogy. Secondary purposes were to investigate potential relationships between secondary band directors’ self-efficacy in concert, marching, and jazz ensemble pedagogy and their respective (a) demographics and (b) previous professional and preservice experiences. Oklahoma high school band directors were invited to participate in a researcher-designed survey that included questions pertaining to their professional teaching background and preservice music teaching experiences. Participants ( N = 133) also identified their level of agreement to items on the Band Director Pedagogy Self-Efficacy Measure. Results indicated that mean differences for self-efficacy beliefs for all three ensemble settings were significantly different. Self-efficacy for concert band pedagogy was the highest, followed by marching and jazz band, respectively. Professional and undergraduate experiences significantly affected director pedagogy self-efficacy, particularly in the jazz setting.

Attitudes of High School Band Directors in the United States Toward Solo and Ensemble Activities

Abstract The purpose of this study was to investigate attitudes of high school band directors in the United States toward solo and ensemble activities. Independent variables such as teaching experience, level of education, National Association for Music Education (NAfME) division, personal solo and ensemble experience, teaching assignment, and director-centered external factors were used to investigate potential differences in attitudinal responses. Subjects were high school band directors (N = 557) who completed an online researcher-designed questionnaire that gathered demographic and attitudinal information regarding directors’ perceptions of benefits to students from participation in solo and ensemble activities, their importance to directors, and perceptions of local, regional, and state events. Analyses indicated no significant differences in director’s perceptions of benefits to students according to any independent variables, but significant differences were found in the importance of solo and ensemble to directors and perceptions of solo and ensemble events according to NAfME division, directors’ experience with solo and ensemble as a student, and director-centered external factors. Results indicate directors understand and believe strongly in the benefits of solo and ensemble activities, but factors such as time constraints, job demands, program expectations, and festival and contest adjudication, format, and schedule may hinder directors’ use of solo and ensemble activities as an integral part of their program.

Perceptions of Cooperating Music Teachers on Service Motives, Relationships, and Mentoring Strategies During Student Teaching

The purpose of this qualitative study was to examine the perceptions of four cooperating teachers concerning their role in the music student teaching experience. Participants included an elementary music educator, middle school band director, high school band director, and a high school choir director. Research questions were (a) What are the personal and professional motivations for hosting a student teacher? (b) How do cooperating teachers describe relationships with student teachers? and (c) What strategies do cooperating teachers use in mentoring student teachers? Data collected included two interviews with each participant and a focus group interview. Participants expressed a desire to help the next generation of music teachers and an eagerness to learn new teaching strategies from interns and collaborate with them in a co-teaching model. Relationships were built around student teachers’ skill sets, personality, and work ethic. Mentoring strategies included modeling, facilitating learning opportunities, and regular discussion and reflection activities.

Warm-Up Activities of Middle and High School Band Directors Participating in State-Level Concert Band Assessments

The purpose of this study was to examine the warm-ups chosen by concert band directors participating in state-level performance assessments. We observed 29 middle and high school bands and coded the frequency and duration of warm-up activities and behaviors. Results indicated that most bands rehearsed music and played scales, long tones, and interval exercises; approximately one third concentrated on breathing, articulation, and chorales. More high school directors used singing exercises than middle school directors, and more middle school directors tuned their ensembles than high school directors. Middle school directors spent 23% of the warm-up time tuning with an electronic tuning device. Directors mostly spent time teaching, tuning, and playing through pieces, and mental warm-up exercises and imagery constituted less than 1% of all activities. Considering the abundance of recommended practices and limited time available for warm-up at a festival; this study may provide evidence for the profession to differentiate between warm-up practices for rehearsal and assessment.

Rehearsal Characteristics of “Superior” Band Directors

The purpose of this study was to investigate the rehearsal characteristics of “superior” middle and high school band directors. A total of 131 respondents from Florida, Kentucky, and North Carolina who received a “superior” rating for 4 out of the past 5 years, completed an open-ended essay question online asking them to describe which aspects and/or elements they considered to be the most important during their music rehearsal. Using a previously established descriptive approach consisting of qualitative coding techniques, responses were analyzed and placed into a taxonomic structure according to similar themes that emerged from the data. Results from the 792 comments listed indicate that both middle and high school directors spend the most time working on “Music Fundamentals,” with “Tone Quality/Production” listed as the most frequent response for both groups. Additionally, directors placed importance on “Conductor/Teacher Behaviors,” “Teaching Techniques,” “Classroom Environment/Behavior,” “Use of Specific Warm-ups to Teach,” “Selecting Literature,” and “Good Relations with Students.”

Gender Discrimination in the Band World: A Case Study of Three Female Band Directors

This qualitative case study seeks to determine how gender has influenced the careers and experiences of three female high school band directors. The participants were at varying stages in their career: one early career, one mid-career, and one retired. Triangulation was obtained by collecting data from a questionnaire, personal interviews, and a focus group discussion. The questionnaire was used to obtain background information about the experiences of the participants. Information obtained in the questionnaire informed the design of the interview questions to probe participants to further discuss their experiences. Finally, the participants joined a focus group discussion and shared their experiences and views of being a female in a male dominated profession. Transcriptions of the questionnaire, interview, and focus group discussion were used to code data, and develop themes. Identified themes are presented as they pertain to the individual experiences of the participants and to compare their experiences. Findings of the study revealed the participants experienced negative personal and professional issues that stem from being a female high school band director. The participants felt they needed to work harder to prove themselves in a male dominated profession. They also noted confidence and toughness were personal qualities that enabled them to be successful and remain in the profession. It was determined that the masculine history, struggle to balance work and family, working harder to succeed, and respect, may be factors that influence females in instrumental music education.

Motherhood and the High School Band Director: A Case Study

Abstract This instrumental case study examined the experiences of a successful female high school band director with regard to the phenomenon of striving to find balance within the dual roles of both mother and high school band director. In particular, this study was guided by the following research questions: (a) What enabling factors does the participant describe with regard to balancing her parenting and professional responsibilities? (b) What inhibiting factors does the participant describe with regard to balancing her parenting and professional responsibilities? Data were collected over a period of 21 months, and data sources included extended participant journals, three in-person interviews, and observational field notes. Thematic analysis of the data revealed that the participant’s pursuit of balance was enabled by personal qualities that she possessed, the structure of her work demands, a supportive partner, and a strong passion for both work and home. Analysis also revealed that the participant’s pursuit of balance was inhibited by a lack of time, complicated logistics, particularities of her home/work life, feelings of guilt, and differences she perceived between male and female working parent expectations.

High School Students’ Participation in Music Activities Beyond the School Day

The purpose of this qualitative study was to investigate the music activities that high school band students are involved in and how these activities might lead to lifelong music participation. Specific research questions were the following: (a) In what activities are high school band students involved? (b) What are high school band directors doing to encourage lifelong participation in music? (c) How do students describe their plans for musical involvement in the future? Three focus group discussions at one rural school ( n = 5), one suburban school ( n = 5), and one urban school ( n = 4) were conducted to discover ways students participated in music activities beyond the school day. These opportunities ranged from cultural groups, to community youth events, to time with friends listening to music. Influences of family members and the desire to maintain connections seem to be beneficial in creating musicians with a desire for music participation as adults.

High School Band Students’ and Directors’ Perceptions of Verbal and Nonverbal Teaching Behaviors

This study was designed to examine the use and perception of selected teaching behaviors of high school band directors. Videotaped rehearsals of six band directors’ top-performing ensembles were analyzed for conductor magnitude, sequential pattern components, and instructional pacing. Directors and students rated video excerpts of their rehearsals, completed a questionnaire, and participated in interviews. Teaching behaviors were generally consistent with previous research. Student evaluations of excerpts containing drill, all strict conducting, and more teacher talk were rated lowest. Highest rated excerpts contained more or relatively equal amounts of student response and teacher talk, some expressive conducting, and varying facial expressions. Directors rated excerpts containing little variety in facial expression and more or equal amounts of teacher talk highest. Lowest rated excerpts contained drill or structured rehearsal; all or mostly strict, or no conducting; and longer student activity times. Students were able to identify and discuss their director’s teaching behaviors, had a respect for their director’s musical abilities and knowledge regardless of rapport, desired more praise, and thought of disapproving feedback as necessary critique. Directors were most critical of their conducting behaviors, spent time reflecting on their teaching, and believed self-assessment was beneficial to improve one’s teaching.

Access to Music Education: Nebraska Band Directors’ Experiences and Attitudes Regarding Students With Physical Disabilities

Students with physical disabilities frequently are excluded from participation in instrumental music programs, yet the obstacles band directors face that preclude integration of these students have not been documented systematically. The primary purpose of this study was to measure Nebraska High School band directors’ concerns regarding the integration of students with physical disabilities into their band programs. Results of a survey of 221 Nebraska high school music programs suggested that awareness of options for ways to include students with physical disabilities, availability of adapted instruments, and the cost of acquiring such instruments are among band directors’ primary concerns. Conclusions drawn from this survey serve as evidence that there is a need for adapted instruments and suggest that integration of students with disabilities and without disabilities in band would provide benefits for all.

Promoting Musical Health, Enhancing Musical Performance: Wellness for Music Students

rehearsal, a young viola player puts down her instrument, grabs her shoulder, and begins to cry because it hurts. A high school band director, able to hear only some of the ensemble instruments without pitch distortion, fears he might have to make a career change-at the age of thirtyeight. A high school freshman participating in a junior community music theatre group is told that if she wants to get on Broadway, she needs to forget about head voice and learn to belt out a song. Her regular voice teacher and her school choir director are alarmed, and her parents are confused. A college music major stops playing her cello when it becomes too painful. She continues with her major instrument, piano, until she is diagnosed with fibromyalgia-a syndrome associated with musculoskeletal tenderness and fatigue. She drops out of school but returns a year later, happy and healthy, and finishes her degree. She reveals that, when finally diagnosed with and treated for depression, her other symptoms disappeared. As music educators, we are well aware of the many benefits music involvement brings to children's lives. Though these far outweigh the cost, the above scenarios-all true, and all having taken place within the last five years-demonstrate that there are risks associated wi h music making that have yet to be fully addressed by our profession. Studies reveal that musicians may suffer physical difficulties nearly as often as football players,' though they seldom have to be carried off the stage! Between oneand two-thirds of secondary school students suffer performance aches, pains, and woes, whether or not they study privately.2 Certainly music educators, much like health professionals, need to commit themselves to do no harm. The good news is that risk-reducing, health-inducing strategies are relatively simple, are not time-consuming, and tend to enhance performance. Articles in this special issue will not only identify these risks, but also provide prevention strategies that can be easily implemented by music teachers in the classroom and rehearsal hall.

Time Usage of Middle and High School Band Directors in Sight-Reading Adjudication

Time Usage of Middle and High School Band Directors in Sight-Reading Adjudication

Sound Pressure Levels Experienced by the High School Band Director

Portable noise dosimeters were used to determine the levels of noise exposure experienced by high school band directors. In addition, sound reverberation times were measured to determine the appropriateness of existing acoustic conditions for the band rehearsal environment. A total of 63 sound pressure measurements were taken during the rehearsals of 10 high school bands located in cities along the Front Range of Colorado. Single sample t-tests and effect size calculations were employed to compare the sound pressure levels of all band rehearsals with the industrial noise standards of the Occupational Health and Safety Administration (OSHA), the American Conference of Governmental and Industrial Hygienists (ACGIH), and the National Institute of Occupational Safety and Health (NIOSH). Multiple regression analysis was used to determine the effect of room environmental factors on the sound pressure levels. While conducting high school ensembles, 60% of participating band directors experienced sound pressure levels at or exceeding 90 dBA. These levels and the mean noise doses and 8-hour projected noise doses observed were within the OSHA standards for industrial noise exposure, but exceeded the industrial noise exposure standards set by ACGIH and NIOSH. Multiple regression analysis performed on the room volume (cubic feet), the level of acoustic treatment, and the mean reverberation time were found to predict 77.8% of the variance in sound pressure levels in this study.

Teaching Behaviors of Middle School and High School Band Directors in the Rehearsal Setting

The study was designed to investigate specific rehearsal behaviors exhibited by band directors in rehearsal settings. Of particular interest was the amount of time band directors engaged in conceptual teaching behaviors, defined as verbal behaviors of band directors in rehearsal settings in which the band director attempts to make students aware of, have an understanding of, and/or be able to transfer any musical concept. Participants ( N = 18) were full-time middle school or high school band, directors teaching in Florida. Each participant prepared a videotape of two or three regular band rehearsals. Randomly ordered 20-minute segments counterbalanced across all examples were extracted from each videotape for data analyses. Two trained observers viewed the prepared videotapes and simultaneously manipulated the dial of a Continuous Response Digital Interface (CRDI) to indicate perceived teacher behaviors. The CRDI dial was partitioned along a 256-degree arc into seven specific teacher behaviors. Results indicated that, on average, directors spent less than 3% of observed teaching time engaged in conceptual teaching behaviors. Percentages of time were computed for additional instructional, non-interactive, and feedback behaviors.

Influence of Starting Grade and School Organization on Enrollment and Retention in Beginning Instrumental Music

The purpose of this study was to explore differences in enrollment and retention of instrumental music students between the initial grade level of instruction and Grade 7. Specifically, fifth- and sixth-grade starting levels were examined. Two organizational structures of grade levels were also compared: those that housed Grades 5 and 6 in the same building (unified), and those that housed Grades 5 and 6 in separate buildings (split). Subjects were elementary, middle, and junior high school band directors (N = 45) from Indiana, Ohio, and Virginia. A questionnaire that asked for information pertaining to various stages of enrollment and retention was distributed to directors. Results indicated that initial-year retention was significantly higher in those schools that started training in Grade 5. However, percentages of enrollment and retention were not significantly affected by starting grade or grade-level organization by the time students reached Grade 7.

The Selection of Concert Band Music by High School Band Directors

The Selection of Concert Band Music by High School Band Directors

An Investigation into Leadership Behaviors and Descriptive Characteristics of High School Band Directors in the United States

The purpose of this study was to determine whether there are any differences between a successful group and a randomly selected group of band directors in their leadership behaviors and/or descriptive/environmental characteristics. The theory of leadership behavior was developed by Paul Hersey and Kenneth Blanchard. The results indicated that the two groups of investigated band directors had strikingly similar leadership behaviors. There were significant differences obtained between the two groups in the descriptive/environmental variables: The successful band directors were older, had a higher incidence of master's degrees, worked in school districts described as more affluent, raised more money through fundraising activities, had stronger band booster organizations, worked in schools with larger student bodies, had more students involved in the band program, had larger marching bands, had larger “top” concert bands, had more incoming freshmen enrolled in their programs, had more students involved in solo and/or ensemble activities, and worked in more urbanized areas.