Wow! This year just seems to fly by! Does anyone else experience that? It feels so large and daunting when you are approaching the start of a school year. And then you seem to blink once...twice...and it's already halfway through November!!!
We've been doing a lot here! I teach Pre-K 3 and 4 through 6th grade. In addition, I teach two choirs, two strings classes before school, an Orff Ensemble after school, and a Recorder/Percussion Ensemble after school.
Anyone else getting their Masters? Sometimes I feel as though I have no free time!
I have some updated photos of my class! However I'll have to update them next time since I left my camera at school. It looks more like MY class now. It's not so blank! It has decorations! It has student work proudly displayed on the walls. I am settling into the class and into the school!
Sunday, November 17, 2013
Friday, October 11, 2013
Surprises and Fictional Bands
A couple weeks ago I was going through some of the things that have been hidden in my office and the storage. And I found that we actually have the extra materials from Randy and Jeff's Game Plan! I was super excited! There stuff is so expensive but so helpful! The handsignals cards are perfect because I just have some giant hand drawn ones that are looking a little used. Plus the solfege ladder with the pitches that turn around. Also the xylophone visual (not pictured) and the body percussion visual! So helpful! I love them!
I love to start the year with my older kids, talking about different genres of music and what makes up different genres. We spend some time discussing what instruments would be appropriate for each genre we talk about. Then I split them into groups and they have to create a "fictional band." They come up with a genre, instruments that fit each genre, who would play the instruments, and a group name and album cover.
The Four Power Pugs. I have no idea why they choose pugs as their theme but they decided to do mariachi music as their genre. Although they wrote, "Mexican Music."
These guys were an all-male rock band. They really got into it! They called themselves, "The Bulldogs" and designed their album cover with bones all over the front. They were very enthusiastic and even wanted to actually perform for the class (even though they don't play the instruments they chose!)
Sunday, September 15, 2013
Hello! Tour of my Music Room!
This is my second year teaching music and I am at a different school than I was last year. I missed my family and found a job closer to them this year! My room went from being really really tiny to being HUGE. I have SO much room and SO many instruments! As I do things in my classroom and lessons with my students, I shall update more! But for now, a tour of my room!
Next to that is the giant keyboard I made last year for my first year teaching. The letters come off and I have set of the sharps and flats as well. I like to have kids race each other to see who can get the most letters correctly.
Also - the sign for the Vocab Wall. It was hanging OVER the Vocab wall (which is that chalkboard with the blue tape on it) but...the tape wouldn't stick to the concrete wall for more than a day. After three days I got tired of climbing on a chair to put it back up. So It's sitting there for now.
Shot of my room from the door you enter from. You can see my office back there, and 3 storage rooms beyond that. Again, this room is HUGE. I'm really blessed to be here!
My Orff Corner. Behind it you can see I do a composer of the week. With my 4-6th graders, I have them enter each week and listen to a song. I ask them questions, we discuss it. It's a great way to get their critical thinking skills refined. I sometimes ask them what story do you think the composer is trying to tell you with the piece. What instruments do you hear? Is it forte or piano? Is it andante or allegro. Questions like that. In addition, I teach history that way. I'll teach them about the composer and that usually corresponds with the composer of the week.
Next to that is the giant keyboard I made last year for my first year teaching. The letters come off and I have set of the sharps and flats as well. I like to have kids race each other to see who can get the most letters correctly.
Another shot of my Orff corner. Last year I had 6 broken, in need of crazy repairs, instruments. This year I have 14 beautiful Orff instruments. Since this picture was taken I made signs to go on each instrument that labels them so it's easy for the children to find.
Another shot of the keyboard.
In my school, all the specials are using a stop sign discipline system this year so that the discipline is consistent throughout the school. We feel that the children will have an easier time understanding expectations if the discipline system is the same.
Also - the sign for the Vocab Wall. It was hanging OVER the Vocab wall (which is that chalkboard with the blue tape on it) but...the tape wouldn't stick to the concrete wall for more than a day. After three days I got tired of climbing on a chair to put it back up. So It's sitting there for now.
Some more instruments in the front of the class. Since this picture was taken, many more have been added to that table. I would LOVE to get some shelves or something to keep in a bit more organized.
23 drums! I had just 1 last year and the kids would fight over it. I'm so blessed to be here!
Lots of boomwhackers! I would LOVE to figure out a great way to store them so they are standing up on their own and out of the way. I saw pictures on another blog where the teacher put them in one of those book holders that classroom teacher keep in the front of their classes...I would just have no idea where to find one of those.
News. Chorus, Orchestra, and General Music. When I start the Orff ensemble, I will get that up there as well.
I made signs for my doors. One door is used for entering and one for exiting the room.
Shot of my room from the door you enter from. You can see my office back there, and 3 storage rooms beyond that. Again, this room is HUGE. I'm really blessed to be here!
Another shot of it. This time of the front.
This is what it looks like when you stand in my office and take a picture.
Door and window to my office.
I can't wait to start talking about my adventures in teaching my 2nd year of general music, chorus, orchestra, and Orff!
Wednesday, August 14, 2013
Week 8 - short week!
This week was a short week. We watched and listened to everyone's research proposals and I learned a lot about some of the topics that were presented. In one instance, the presentation that studied the correlation between athletics and musicians and why athletes were the most likely candidates to quit music, most intrigued me. It is a very good topic and a trend that we all see in our schools! However, I didn't even think to study this! I would be most interested to see the results that this study would yield were it to go through!
I have learned a lot over the course of my time in this class. I thought I knew what a research article was until I took this class. There are so many components and thoughts that go into creating a research study and a research article. From the review of literature at the beginning, reading all of the previous work that has been done in this field, creating a methodology that may include questionnaires, tests, or other figures we would need to create, to learning APA citation. I was trained in MLA citation when I was in 11th and 12th grade English in high school. When I say trained, I mean drilled. MLA was really drilled into the students at my school and we came out as proficient in MLA. So to switch from MLA to APA format for this course was a difficult transition. There were so many minor details! The detail that confused me the most was that a citation within a paper looked like this: (Witaszek. p. 1) instead of just (Witaszek 1). That was hard for me to grasp.
I feel as though I have learned a lot about how to conduct a research study and then to format it into a research paper. Including the APA format, studying how to put together a research paper was interesting. We had to start with a title page, page numbers, and a running head. Next came the abstract which was given it's own page. Then came the introduction. That confused me as well for a while. I thought the abstract WAS the introduction but they are two separate things!
After the introduction, we started in on the Review of Literature. The Review of Literature takes a lot of time because it involves reading articles for the study. Some studies are small and have only 10-12 articles to read before the researcher feels prepared for the study. Other researchers might read 20, 30, or 40 articles before being prepared to begin a study!
After the Review of Literature came the Methodology. I wrote my entire original Methodology in past tense before I realized it should be future tense because I haven't actually conducted the study yet. So I went back through and changed the Methodology to future tense before handing it in!
In addition, to come up with all the items for the study including questionnaires and tests also takes a lot of research and time by itself!!
Research is time consuming! I've learned to respect researchers! I always thought research articles were helpful but I didn't realize JUST how much work went into them!
I have learned a lot over the course of my time in this class. I thought I knew what a research article was until I took this class. There are so many components and thoughts that go into creating a research study and a research article. From the review of literature at the beginning, reading all of the previous work that has been done in this field, creating a methodology that may include questionnaires, tests, or other figures we would need to create, to learning APA citation. I was trained in MLA citation when I was in 11th and 12th grade English in high school. When I say trained, I mean drilled. MLA was really drilled into the students at my school and we came out as proficient in MLA. So to switch from MLA to APA format for this course was a difficult transition. There were so many minor details! The detail that confused me the most was that a citation within a paper looked like this: (Witaszek. p. 1) instead of just (Witaszek 1). That was hard for me to grasp.
I feel as though I have learned a lot about how to conduct a research study and then to format it into a research paper. Including the APA format, studying how to put together a research paper was interesting. We had to start with a title page, page numbers, and a running head. Next came the abstract which was given it's own page. Then came the introduction. That confused me as well for a while. I thought the abstract WAS the introduction but they are two separate things!
After the introduction, we started in on the Review of Literature. The Review of Literature takes a lot of time because it involves reading articles for the study. Some studies are small and have only 10-12 articles to read before the researcher feels prepared for the study. Other researchers might read 20, 30, or 40 articles before being prepared to begin a study!
After the Review of Literature came the Methodology. I wrote my entire original Methodology in past tense before I realized it should be future tense because I haven't actually conducted the study yet. So I went back through and changed the Methodology to future tense before handing it in!
In addition, to come up with all the items for the study including questionnaires and tests also takes a lot of research and time by itself!!
Research is time consuming! I've learned to respect researchers! I always thought research articles were helpful but I didn't realize JUST how much work went into them!
Sunday, August 11, 2013
Week 7
This week was spent writing the research etude, analyzing the data
from the questionnaire that I posted previously, finishing my research proposal
paper, and working on the presentation of present.me. This was a busy week for me as I also moved to a new city and began work at a new school as their new elementary music teacher!
When analyzing the data
from the questionnaire that I had previous created, my hypothesis was correct.
I received a completed questionnaire from 39 respondents who I found
online through facebook.com. "Of the 39 participants, 79% were White,
13% were Asian, 5% were Hispanic or Latino, and 3% were Black or African
American. 74% of the
participants were female, 23% were male, and 3% of the participants did not
specify a gender" (Witaszek. p. 3).
I hosted the survey online
at surveymonkey.com which enabled the respondents to complete the questionnaire
online in about 5 minutes. I eliminated the question about age since most
of the respondents would be in their 20's and because surveymonkey would not
allow an 11th question.
I found that many people
experienced some stage fright but not many people let it completely hold them
back from performing or speaking in front of others. "Many people
experience stage fright either when performing on stage (86% of the
participants answered with a yes or sometimes when asked about performing,
singing, or dancing in front of others) or when speaking in front of others
(73% of participants said sometimes or yes when asked about stage fright when
speaking in front of others). However,
despite the high percentage of respondents that stated that they sometimes or
always experience stage fright, only 25% of the respondents said they tend to
seek to avoid performing or speaking in front of people altogether"
(Witaszek. p. 7)
I found that pounding of
heart, shaking, and sweating of hands and palms were the most common symptoms
of stage fright experienced by the respondents. In addition, listening to
music and staring at a point at the far wall were the two most commonly listed
coping methods.
I found that further
research should be done in this area. "Perhaps a study could be
conducted in which participants with stage fright are put into treatment
groups, each using a different method to cope with stage fright. Each participant would have to perform
or speak in front other others at the beginning and at the end of the
trial. The participants
could be instructed to use the method of their treatment group in order to cope
with their stage fright and rank their level of anxiety after using the method
as opposed the beginning of the trial when they did not use any method at
all" (Witaszek. p. 7)
Sunday, August 4, 2013
Week 6 - Methodology
This week, we dived into how to create the methodology sections for our research proposal. When I began this research proposal, I think I went through about 6 different topics before I settled on the topic of sight singing. Last week, we created a review of literature that pertained to our topic. I found that James L. Reifinger Jr. was one of the leading researchers on sight singing in an elementary classroom. He has done multiple studies on what the best method of sight singing is for young students.
I have set out to replicate his study in order to determine what the best method of sight singing is for my own students in my own classroom. I have hypothesized that using solfege is the best method. However I have found research that suggests that singing on a neutral syllable such as "loo" might be better for students because it doesn't cause a cognitive overload.
After I created my review of literature last week, I set out to determine the method in which I would conduct the study were it to be approved by a research committee. I determined that Reifinger had a great method. In his study, he split students into different treatment groups by class. One treatment group learned sight singing using solfege and patterns that were familiar to them (4-note tonal patterns that had been pulled from songs the students had learned previously). Another treatment group learned sight singing by using solfege and patterns that were unfamiliar to them. Another treatment group learned sight singing by using a neutral syllable with patterns that were familiar to them. And the last treatment group learned sight singing by using a neutral syllable with patterns that were unfamiliar to them. In his study, he spent 16 lessons developing the sight singing skills in each group. I proposed, in my study, to spend 21 lessons. Perhaps a longer time period would yield results different than those of Reifinger's study.
Like Reifinger, I proposed that two outside teachers (his were retired music teachers) grade the recorded pretests, posttests, and retention tests. This would eliminate any bias that would occur if the teacher that taught the students and knew the students graded the exam. In addition, two separate teachers who did not converse with each out, would grade the tests without knowing the answers first. They would determine what notes the students were attempting to sing. Then the grades of the two teachers would be compared for validity. (Reifinger found an 89% validity in his 2009 study using this method). After that, the grades for each treatment group would be compared.
In addition to learned about how to create a methodology section of a research proposal, we analyzed data in excel. I learned how to find the correlation in excel. Remember that just because there is a correlation between two items, it doesn't mean that the correlation is positive. The correlation between two items can be negative as well. In addition, there can be low, moderate, or even high correlation. In addition to the Pearson function in excel, I put the items into a scatter plot graph that helped me determine if the correlation was positive or negative and if the correlation was low, moderate, or high.
I have set out to replicate his study in order to determine what the best method of sight singing is for my own students in my own classroom. I have hypothesized that using solfege is the best method. However I have found research that suggests that singing on a neutral syllable such as "loo" might be better for students because it doesn't cause a cognitive overload.
After I created my review of literature last week, I set out to determine the method in which I would conduct the study were it to be approved by a research committee. I determined that Reifinger had a great method. In his study, he split students into different treatment groups by class. One treatment group learned sight singing using solfege and patterns that were familiar to them (4-note tonal patterns that had been pulled from songs the students had learned previously). Another treatment group learned sight singing by using solfege and patterns that were unfamiliar to them. Another treatment group learned sight singing by using a neutral syllable with patterns that were familiar to them. And the last treatment group learned sight singing by using a neutral syllable with patterns that were unfamiliar to them. In his study, he spent 16 lessons developing the sight singing skills in each group. I proposed, in my study, to spend 21 lessons. Perhaps a longer time period would yield results different than those of Reifinger's study.
Like Reifinger, I proposed that two outside teachers (his were retired music teachers) grade the recorded pretests, posttests, and retention tests. This would eliminate any bias that would occur if the teacher that taught the students and knew the students graded the exam. In addition, two separate teachers who did not converse with each out, would grade the tests without knowing the answers first. They would determine what notes the students were attempting to sing. Then the grades of the two teachers would be compared for validity. (Reifinger found an 89% validity in his 2009 study using this method). After that, the grades for each treatment group would be compared.
In addition to learned about how to create a methodology section of a research proposal, we analyzed data in excel. I learned how to find the correlation in excel. Remember that just because there is a correlation between two items, it doesn't mean that the correlation is positive. The correlation between two items can be negative as well. In addition, there can be low, moderate, or even high correlation. In addition to the Pearson function in excel, I put the items into a scatter plot graph that helped me determine if the correlation was positive or negative and if the correlation was low, moderate, or high.
Sunday, July 28, 2013
Week 5 - Questionnaires and Review of Literature!
This week has included a lot of reading! I was instructed to create a questionnaire about a music education topic. The questionnaire could be given to adults because we don't have access to students in a classroom over the summer. I wracked my brain for a subject and went through many of them before settling on the subjects of stage fright. I have a lot of friends and family who have dealt with stage fright in various forms over the years. After settling on the topic of stage fright and possible cures for stage fright, I read Chapter 7: How to Construct a Questionnaire from the text, "Educational Research: Quantitative, Qualitative, and Mixed Methods Fourth Edition" by Burke Johnson and Larry Christensen.
Johnson and Christensen define a questionnaire as "a self-report data-collection instrument that each research participant fills out as part of a research study" (162). A questionnaire is like a survey in that it allows the participant to answer questions about a certain topic. There are two different types of questions that might appear in a questionnaire: open-ended questions and closed-ended questions. An open-ended question is a question that allows the participant to answer freely, like a short answer question. A closed-ended question provides a set number of answers and the participant must choose one answer.
Johnson and Christensen state 15 principles of Questionnaire Construction:
1) Make sure the questionnaire items match your research objectives.
2) Understand your research participants.
3) Use natural and familiar language.
4) Write items that are clear, precise, and relatively short.
5) Do not use "leading" or "loaded" questions. (A loaded question is "one that contains emotionally charged words" while a leading question is "one that is phrased in such a way that it suggests a certain answer" (166-167)).
6) Avoid double-barreled questions. (A double-barreled questions "combines 2 or more issues or attitude objects in a single item" (168)).
7) Avoid double negatives.
8) Determine whether an open-ended question or a closed-ended question is needed.
9) Use mutually exclusive and exhaustive response categories for closed-ended questions.
10) Consider the different types of response categories available for closed-ended questionnaire items.
11) Use multiple items to measure abstract constructs.
12) Consider using multiple methods when measuring abstract constructs.
13) Use caution if you reverse the wording in some of the items to prevent response sets in multi-item scales.
14) Develop a questionnaire that is properly organized and easy for the participant to use.
15) Always pilot test your questionnaire.
With these 15 principles in mind, I created the following questionnaire about stage fright:
Johnson and Christensen define a questionnaire as "a self-report data-collection instrument that each research participant fills out as part of a research study" (162). A questionnaire is like a survey in that it allows the participant to answer questions about a certain topic. There are two different types of questions that might appear in a questionnaire: open-ended questions and closed-ended questions. An open-ended question is a question that allows the participant to answer freely, like a short answer question. A closed-ended question provides a set number of answers and the participant must choose one answer.
Johnson and Christensen state 15 principles of Questionnaire Construction:
1) Make sure the questionnaire items match your research objectives.
2) Understand your research participants.
3) Use natural and familiar language.
4) Write items that are clear, precise, and relatively short.
5) Do not use "leading" or "loaded" questions. (A loaded question is "one that contains emotionally charged words" while a leading question is "one that is phrased in such a way that it suggests a certain answer" (166-167)).
6) Avoid double-barreled questions. (A double-barreled questions "combines 2 or more issues or attitude objects in a single item" (168)).
7) Avoid double negatives.
8) Determine whether an open-ended question or a closed-ended question is needed.
9) Use mutually exclusive and exhaustive response categories for closed-ended questions.
10) Consider the different types of response categories available for closed-ended questionnaire items.
11) Use multiple items to measure abstract constructs.
12) Consider using multiple methods when measuring abstract constructs.
13) Use caution if you reverse the wording in some of the items to prevent response sets in multi-item scales.
14) Develop a questionnaire that is properly organized and easy for the participant to use.
15) Always pilot test your questionnaire.
With these 15 principles in mind, I created the following questionnaire about stage fright:
Stage Fright
Hello and thank you for taking the time to
fill out this questionnaire. Everyone
deals with stage fright at some point in their life. Whether it’s the feeling of slight anxiety
before you step onto the stage or the experience of chest pain, most people
have experienced one of the symptoms once in their life. Please take a few minutes to fill out the
following questions to reflect upon your experiences with stage fright. Remember, there is no right answer!
1. Do
you have stage fright when you sing, dance, or perform an instrument in front
of others? (Circle one)
Yes Sometimes Never
2. Do
you have stage fright when you speak in front of other people? (Circle one)
Yes Sometimes Never
3. Do you avoid, if at all possible, the chance
to perform or speak in front of others? (Circle one)
Yes Sometimes Never
4. Do you
feel uncontrollable anxiety when you perform or speak in front of others?
(Circle one)
Yes Sometimes Never
5. Do
you feel like you will lose control when you perform or speak in front of
others? (Circle one)
Yes Sometimes Never
6. On a
scale of 1 to 7; 1 being the least and 7 being the highest, please rate the
level of anxiety you feel when you perform or speak in front of others.
1 2 3 4 5 6 7
7. Do you experience any physical symptoms when
you perform or speak in front of others?
If so, please circle all that apply:
Dizziness
Sweating of
hands/palms
Shaking
Chest pain
Pounding of heart
Numbness
Other (please
explain): ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. Which of the following ways to cope with
stage fright works best for you (circle one)?
Listening to music
before you perform or speak in front of others.
Stretching before you
perform or speak in front of others
Meditating before you
perform or speak in front of others
Exercise before you
perform or speak in front of others
Laugh before you
perform or speak in front of others
Imagine the audience
in their underwear as you perform or speak in front of others
Visualize success
before you perform or speak in front of others
Visualize the words
and/or notes in your head while you perform or speak in front of others
Pick a point on the
far wall to stare at as you perform or speak in front of others
Pick 3 people in the
audience to stare at as you perform or speak in front of others
Other (Please
explain):
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9. Gender (circle
one):
Male Female Prefer
not to Answer
10. Race (circle
one):
American Indian or Alaska Native Asian Black
or African-American
Hispanic or Latino White Native Hawaiian or Other Pacific Islander
Prefer not to Answer
11.
Age:
0-9
10-19
20-29
30-39
40-49
50-59
60-69
70-79
80-89
90-100
Hopefully this survey allows me to gain some insight on the topic of stage fright and the possible cures. This will allow me to work with my students who are afraid of performing in front of others in order to create a safe environment.
In addition to the questionnaire this week, I was charged with creating a review of literature on the topic of my research study proposal: Sight Singing in an Elementary Music Program. I really wanted to research this topic because there are so many methods to teaching sight singing. It would be interesting to see if there was a method that stood out from all the rest.
I spent a great deal of time researching articles for this project. I found that James L. Reifinger Jr. is a pioneer in this field and has done a number of studies on this subject. He worked multiple times with second grade students because he determined that was the grade where most programs began their notation instruction. He worked with the students multiple times. In 2009, he worked with the students in determining whether or not patterns that were taken from songs the students had previously knew could be practiced using solfege and that would allow the students a chance to succeed when sight singing. They took a prettest, posttest, and retention test. In the tests, the items 1-15 were patterns practiced over a 16 week period and items 16-25 were unfamiliar to the students. He found that the students did better on the familiar patterns. This evidence shows that students should practice solfege in the classroom constantly. The more they practice a certain solfege pattern, the better the student is able to sight sing that pattern! In addition, in 2012 he did a similar study in second grade. This time he wondered whether or not solfege was the best tool for students when sight singing or if singing on a neutral syllable such as "loo" would give them a greater chance for success. In addition, he kept the familiar and unfamiliar patterns in order to further research is previous topic. He split the students into 4 groups : solfege/familiar, solfege/unfamiliar, loo/familiar, and loo/unfamiliar. He found that using solfege with familiar patterns once again yielded the best results. But he also found that using solfege for unfamiliar patterns could sometimes be difficult because it was too much to concentrate on at the same time. Because of that, using loo with unfamiliar patterns also had its benenfits!
Sunday, July 21, 2013
Week 4
In music therapy and music education, qualitative research is just one of three of the main types of behavior research. Within the qualitative research genre, there are 4 basic characteristics:
1) noninterventionist - which is the observation in the natural settings,
2) interpretation - which is the interpretation of both EMIC issues (which are those of the participants) and of ETIC issues (those of the writer),
3) highly contextual description - of people and events, and
4) validation of information through triangulation.
The qualitative study utilizes words and narrative in order to tell the story. According to Phillips, "the main outcome is to present a close-up picture of one participant of a small group of participants in relation to some criterion" (Phillips 83).
According to Phillips, the following are characteristics of qualitative research:
1) Natural Setting - the research takes place in a natural setting such as a classroom or a music therapist's office.
2) Multiple Methods of Data Collection - researchers must seek to build reliability and credibility with the individuals. Data can be collected in numerous ways including openended observastions, interviews, and documents.
3) An Emerging Process - The research questions can change throughout the study as well as the data-collection process.
4) Multiple Strategies of Inquiry - researchers must use 1 or more strategies of investigation.
5) Fundamentally Interpretive - the researcher interprets the collected data.
6) Holistic View - a broad view.
7) Reflexivity of the Researcher - the study reflects on who the researcher is.
8) Complex, Cyclic Reasoning Process - utilizes complex reasoning. The thinking is a cyclic process.
According to Phillips, in qualitative research, there are as many as 28 modes of inquiry, but most fall into 1 of 5 categories: narrative, phenomenology, ethnography, case study, and grounded theory. The 28 genres are usually grouped into one of two broader genres titled: interpretive and critical thinking.
Interpretive Studies are studies that seek "to understand a situation from the perspective of the participant" (Phillips 85). Narrative, phenomenology, ethnography, case study, grounded theory, and action research all fall within this category. Critical Thinking are studies "concerned with empowering human beings to transcend the constraints placed on them by race, class, and gender" (Phillips 85). This broader genre includes feminist, deconstruction, postmodern, popular culture, and critical ethnography.
According to Phillips, data collection of a qualitative study seeks to identify the purposefully selected site or individuals for the proposed study and indicates the types of data to be collected. There are four types of data: observation, interviews, documents, and audio/visual materials. To analyze the data that was collected there is a three step process: 1) it is ongoing that involves reflection about the data, questions, and writing memos throughout the duration of the study, 2) it involves open-ended data, and 3) researchers must tailor the data analysis beyond the generic approaches.
The data presented must be reliable and validates. In order to validate the data, you can either use triangulation (3 analysis types used in the study), member-checking (participants provide feedback to check the accuracy of the data collected), thick description (writes richly so that readers made experience the study), bias clarification (clears any researcher bias), differing perspective (provides a different perspective that counters the theme), prolonged time (spend in-depth time), peer briefing (another person reviews and asks questions about the collected data), and external auditor (someone new to the researcher reviews the project).
Qualitative Research is flexible. The format of a qualitative study often changes as questions and responses dictate the course of the study. There are 5 pieces of "machinery," as Phillips calls it, that work behind a qualitative study: 1) Time, 2) Subjectivity, 3) What does not fit, 4) Relationships, and 5) Context.
According to Mertler in Chapter 4: Developing a Research Plan, we are now looking at what is the last part of the planning stage in developing a plan. We must ask research questions that will help guide our study. First, the researcher must determine if the study will be qualitative, quantitative, or mixed. If the researcher chooses to perform a qualitative research study, the study will be guided by only research questions that will most likely be stated throughout the study once they begin to collect data. But if the researcher chooses to perform a quantitative research study, it will be guides by either researcher questions or hypotheses. Mertler defines a research question as "the fundamental question inherent in the research topic under investigation."
Mertler confirms what Phillips stated in that the most common qualitative designs used in a study are case studies, ethonographies, and phenomenological studies.
1) noninterventionist - which is the observation in the natural settings,
2) interpretation - which is the interpretation of both EMIC issues (which are those of the participants) and of ETIC issues (those of the writer),
3) highly contextual description - of people and events, and
4) validation of information through triangulation.
The qualitative study utilizes words and narrative in order to tell the story. According to Phillips, "the main outcome is to present a close-up picture of one participant of a small group of participants in relation to some criterion" (Phillips 83).
According to Phillips, the following are characteristics of qualitative research:
1) Natural Setting - the research takes place in a natural setting such as a classroom or a music therapist's office.
2) Multiple Methods of Data Collection - researchers must seek to build reliability and credibility with the individuals. Data can be collected in numerous ways including openended observastions, interviews, and documents.
3) An Emerging Process - The research questions can change throughout the study as well as the data-collection process.
4) Multiple Strategies of Inquiry - researchers must use 1 or more strategies of investigation.
5) Fundamentally Interpretive - the researcher interprets the collected data.
6) Holistic View - a broad view.
7) Reflexivity of the Researcher - the study reflects on who the researcher is.
8) Complex, Cyclic Reasoning Process - utilizes complex reasoning. The thinking is a cyclic process.
According to Phillips, in qualitative research, there are as many as 28 modes of inquiry, but most fall into 1 of 5 categories: narrative, phenomenology, ethnography, case study, and grounded theory. The 28 genres are usually grouped into one of two broader genres titled: interpretive and critical thinking.
Interpretive Studies are studies that seek "to understand a situation from the perspective of the participant" (Phillips 85). Narrative, phenomenology, ethnography, case study, grounded theory, and action research all fall within this category. Critical Thinking are studies "concerned with empowering human beings to transcend the constraints placed on them by race, class, and gender" (Phillips 85). This broader genre includes feminist, deconstruction, postmodern, popular culture, and critical ethnography.
According to Phillips, data collection of a qualitative study seeks to identify the purposefully selected site or individuals for the proposed study and indicates the types of data to be collected. There are four types of data: observation, interviews, documents, and audio/visual materials. To analyze the data that was collected there is a three step process: 1) it is ongoing that involves reflection about the data, questions, and writing memos throughout the duration of the study, 2) it involves open-ended data, and 3) researchers must tailor the data analysis beyond the generic approaches.
The data presented must be reliable and validates. In order to validate the data, you can either use triangulation (3 analysis types used in the study), member-checking (participants provide feedback to check the accuracy of the data collected), thick description (writes richly so that readers made experience the study), bias clarification (clears any researcher bias), differing perspective (provides a different perspective that counters the theme), prolonged time (spend in-depth time), peer briefing (another person reviews and asks questions about the collected data), and external auditor (someone new to the researcher reviews the project).
Qualitative Research is flexible. The format of a qualitative study often changes as questions and responses dictate the course of the study. There are 5 pieces of "machinery," as Phillips calls it, that work behind a qualitative study: 1) Time, 2) Subjectivity, 3) What does not fit, 4) Relationships, and 5) Context.
According to Mertler in Chapter 4: Developing a Research Plan, we are now looking at what is the last part of the planning stage in developing a plan. We must ask research questions that will help guide our study. First, the researcher must determine if the study will be qualitative, quantitative, or mixed. If the researcher chooses to perform a qualitative research study, the study will be guided by only research questions that will most likely be stated throughout the study once they begin to collect data. But if the researcher chooses to perform a quantitative research study, it will be guides by either researcher questions or hypotheses. Mertler defines a research question as "the fundamental question inherent in the research topic under investigation."
Mertler confirms what Phillips stated in that the most common qualitative designs used in a study are case studies, ethonographies, and phenomenological studies.
Sunday, July 14, 2013
Week 3 - Beginning an Action Research Project
This week I learned that there are three Action Research genres, according to Kenneth H. Phillips, the author of "Exploring Research in Music Education and Music Therapy." The three genres are listed as: 1) technical, 2) practical, and 3) emancipatory.
In the technical genre of action research, "the researcher tests a particular invention used by a practitioner in the field" (Phillips 318). There is usually an expertise in this genre that the participants reply on. The technical genre is effective and efficient. One of the goals of the technical genre is to "produce change in social practice" (Phillips 318).
In the practical genre of action research, "the researcher and practitioner come together to identify potential problems, underlying causes, and possible solutions" (Phillips 318). The practitioner is encouraged to participate instead of watching as a bystander. The practitioner then becomes self-reflective in the process.
In the emancipatory genre of action research, "no hierarchy exists between the researcher and the practitioner" (Phillips 318). The expert participates in the study as a process moderator. Because there is no hierarchy, there develops a "closeness between the problem and the theory used to explain and resolve it" (Phillips 318).
According to Phillips, there are many common characteristics between all three genres of action research. All three genres do not generalize the results to a population, are mostly written in the qualitative format, and collectively are viewed as a weak, if not the weakest, form of research. However, even though action research is considered the weakest form of research, it does not diminish the impact that the research can make in the classroom setting.
There is a 4 part process to action research: 1) plan, 2) action, 3) observation, and 4) reflection. When beginning an action research study, we must plan the study. We must identify the problem. Then we must take action and determine what activity should be used in the study. Afterwards, we must observe during the study and then end with reflection. We must reflect not only on the results of the study, but on ourselves as well!
According to Craig A. Mertler, the author of "Action Research: Improving Schools and Empowering Educators," to begin an action research study, the first step is to identify the topic that should be investigated. The topics can range from "classroom environment" to" grading and evaluation." As a teacher and researcher, you must be invested in the topic that you chose. You should chose a topic that interests you as well as pertains to your situation in the classroom. The topic you chose should not be too vague or too narrow. The topic needs to be focused and flexible.
The next step should be to research existing articles and information on the topic of your study. While researching existing information, talk to your other teachers at your school as well as in the surrounding schools in your area. They might have conducted a similar study in the past and can offer input and advice. Or they might also be interested in the topic and help perform the study! Also consult with administrators and counselors as well.
While gathering information, we must examine our own beliefs about the topic we wish to study. According to Mertler, this is called reconnaissance. Reconnaissance has three forms: 1) self-reflection, 2) description, and 3) explanation.
After gathering preliminary information, start by reviewing related literature. According to Johnson, a literature review is "an examination of journal articles, ERIC documents, books, and other sources related to your action research project" (Johnson 75). Reviewing Literature will help you chose your topic and narrow the focus. In addition, you may find previous studies conducted on your topic that will provide a format to follow when conducting your own study!
In the technical genre of action research, "the researcher tests a particular invention used by a practitioner in the field" (Phillips 318). There is usually an expertise in this genre that the participants reply on. The technical genre is effective and efficient. One of the goals of the technical genre is to "produce change in social practice" (Phillips 318).
In the practical genre of action research, "the researcher and practitioner come together to identify potential problems, underlying causes, and possible solutions" (Phillips 318). The practitioner is encouraged to participate instead of watching as a bystander. The practitioner then becomes self-reflective in the process.
In the emancipatory genre of action research, "no hierarchy exists between the researcher and the practitioner" (Phillips 318). The expert participates in the study as a process moderator. Because there is no hierarchy, there develops a "closeness between the problem and the theory used to explain and resolve it" (Phillips 318).
According to Phillips, there are many common characteristics between all three genres of action research. All three genres do not generalize the results to a population, are mostly written in the qualitative format, and collectively are viewed as a weak, if not the weakest, form of research. However, even though action research is considered the weakest form of research, it does not diminish the impact that the research can make in the classroom setting.
There is a 4 part process to action research: 1) plan, 2) action, 3) observation, and 4) reflection. When beginning an action research study, we must plan the study. We must identify the problem. Then we must take action and determine what activity should be used in the study. Afterwards, we must observe during the study and then end with reflection. We must reflect not only on the results of the study, but on ourselves as well!
According to Craig A. Mertler, the author of "Action Research: Improving Schools and Empowering Educators," to begin an action research study, the first step is to identify the topic that should be investigated. The topics can range from "classroom environment" to" grading and evaluation." As a teacher and researcher, you must be invested in the topic that you chose. You should chose a topic that interests you as well as pertains to your situation in the classroom. The topic you chose should not be too vague or too narrow. The topic needs to be focused and flexible.
The next step should be to research existing articles and information on the topic of your study. While researching existing information, talk to your other teachers at your school as well as in the surrounding schools in your area. They might have conducted a similar study in the past and can offer input and advice. Or they might also be interested in the topic and help perform the study! Also consult with administrators and counselors as well.
While gathering information, we must examine our own beliefs about the topic we wish to study. According to Mertler, this is called reconnaissance. Reconnaissance has three forms: 1) self-reflection, 2) description, and 3) explanation.
After gathering preliminary information, start by reviewing related literature. According to Johnson, a literature review is "an examination of journal articles, ERIC documents, books, and other sources related to your action research project" (Johnson 75). Reviewing Literature will help you chose your topic and narrow the focus. In addition, you may find previous studies conducted on your topic that will provide a format to follow when conducting your own study!
Sunday, July 7, 2013
Week 2
This week we discussed more specific steps of Action Research. Merkler stated that there are 4 broad steps: 1) The Planning Stage, 2) The Acting Stage, 3) The Developing Stage, and 4) The Reflecting Stage. Within these 4 broad steps are 9 specific steps.
Within The Planning Stage we have a) identifying and limiting the topic, b) gathering information, c) reviewing the related literature, and d) developing a research plan. These steps help us plan the study that we wish to begin. Within The Acting Stage are steps e) implementing the plan and collecting the data, and f) analyzing the data. These are done while we are researching. The Developing Stage has only one subsection: g) developing an action plan. After the research is analyzed, we must then decide how to put the research to use. The Reflecting Stage has 2 subsections: h) sharing and communicating the results, and i) reflecting on the process. We must share our results. It can be shared with fellow teachers at a faculty meeting or in a journal. In addition, as educators and researchers, we must reflect on what we have learned and how it can be changed. In that sense, Action Research is cyclical. We are always reviewing and changing and gathering more data.
In Phillips' book, "Exploring Research in Music Education and Music Therapy," we discussed The Research Study. Phillips states that there are three main groups of people who do research in music education and therapy: 1) College and University Professors, 2) Teachers and Therapists, and 3) Clinical Researchers.
Phillips then proceeds to break down the research article. The Article always has a title and author(s). The title is important and should give us some idea of what the study involves. It should summarize the main ideas of the study and be 10-12 words at the most. After the title is stated, the names of the author(s) and their place of affiliation should be listed.
Following the title and author(s) is the abstract which provides us a brief summary of what we should expect the study to be about. Then comes the introduction which should answer the following questions: 1) What is the study about? 2) What is the theoretical basic underlying the study? 3) Does the study relate to previous work or literature? 4) Is the need fore the research presented clearly? and 5) Are the research questions clear? (Phillips 21).
The method follows the introduction and describes how the study was conducted. We must have a clear idea of subjects or participants that were included in the study. How many, how they were chosen, gender, grade level, socioeconomic status, ethnicity, and grouping factors are all things that should be stated within the article.
Materials should be clearly stated. The Procedures of the study should be listed in detail. That includes how the data was collected and analyzed. Results should follow in both quantitative and qualitative studies. The Discussion should wrap up the article. It should state what was found and how it was interpreted and why. The references end the article in the form of APA.
Phillips goes on to state that there is a factor of trust in an article. We should trust refereed articles more than those who are not peer-reviewed. In addition, he gives us some warning signs that we should be aware of: 1)Technical problems within the article, 2) sampling of the participants, 3) lack of replication (is it a one time study?), 4) conflicts of interest, 5) carelessness (is the article sloppy?), and 6) errors and poor scholarship within the article (Phillips 27-28).
This week, we had to review an article titled, "Career Influences of Music Education Audition Candidates" by David A. Rickels, Wesley D. Brewer, Kimberly H. Councill, William E. Fredrickson, Michelle Hairston, David L. Perry, Ann M. Porter, and Margaret Schmidt. The article was incredibly interesting and really pertained to what we do as teachers. The authors discovered that the most influential person on whether a student becomes a music education major or not, is the student's high school music ensemble teacher. The students usually audition to become a high school teacher in whatever their primary background is: either chorus, orchestra, or band. This is consistent with many other studies that were performed on undergraduate students who stated the same reasons for becoming music education majors. In addition, the authors state that some communication about careers in music is done by high school teachers and that was an influence on students as well. However, not a lot of communication on careers in music is done in the earlier grades and that should be changed in order to inspire students to become general music teachers.
Within The Planning Stage we have a) identifying and limiting the topic, b) gathering information, c) reviewing the related literature, and d) developing a research plan. These steps help us plan the study that we wish to begin. Within The Acting Stage are steps e) implementing the plan and collecting the data, and f) analyzing the data. These are done while we are researching. The Developing Stage has only one subsection: g) developing an action plan. After the research is analyzed, we must then decide how to put the research to use. The Reflecting Stage has 2 subsections: h) sharing and communicating the results, and i) reflecting on the process. We must share our results. It can be shared with fellow teachers at a faculty meeting or in a journal. In addition, as educators and researchers, we must reflect on what we have learned and how it can be changed. In that sense, Action Research is cyclical. We are always reviewing and changing and gathering more data.
In Phillips' book, "Exploring Research in Music Education and Music Therapy," we discussed The Research Study. Phillips states that there are three main groups of people who do research in music education and therapy: 1) College and University Professors, 2) Teachers and Therapists, and 3) Clinical Researchers.
Phillips then proceeds to break down the research article. The Article always has a title and author(s). The title is important and should give us some idea of what the study involves. It should summarize the main ideas of the study and be 10-12 words at the most. After the title is stated, the names of the author(s) and their place of affiliation should be listed.
Following the title and author(s) is the abstract which provides us a brief summary of what we should expect the study to be about. Then comes the introduction which should answer the following questions: 1) What is the study about? 2) What is the theoretical basic underlying the study? 3) Does the study relate to previous work or literature? 4) Is the need fore the research presented clearly? and 5) Are the research questions clear? (Phillips 21).
The method follows the introduction and describes how the study was conducted. We must have a clear idea of subjects or participants that were included in the study. How many, how they were chosen, gender, grade level, socioeconomic status, ethnicity, and grouping factors are all things that should be stated within the article.
Materials should be clearly stated. The Procedures of the study should be listed in detail. That includes how the data was collected and analyzed. Results should follow in both quantitative and qualitative studies. The Discussion should wrap up the article. It should state what was found and how it was interpreted and why. The references end the article in the form of APA.
Phillips goes on to state that there is a factor of trust in an article. We should trust refereed articles more than those who are not peer-reviewed. In addition, he gives us some warning signs that we should be aware of: 1)Technical problems within the article, 2) sampling of the participants, 3) lack of replication (is it a one time study?), 4) conflicts of interest, 5) carelessness (is the article sloppy?), and 6) errors and poor scholarship within the article (Phillips 27-28).
This week, we had to review an article titled, "Career Influences of Music Education Audition Candidates" by David A. Rickels, Wesley D. Brewer, Kimberly H. Councill, William E. Fredrickson, Michelle Hairston, David L. Perry, Ann M. Porter, and Margaret Schmidt. The article was incredibly interesting and really pertained to what we do as teachers. The authors discovered that the most influential person on whether a student becomes a music education major or not, is the student's high school music ensemble teacher. The students usually audition to become a high school teacher in whatever their primary background is: either chorus, orchestra, or band. This is consistent with many other studies that were performed on undergraduate students who stated the same reasons for becoming music education majors. In addition, the authors state that some communication about careers in music is done by high school teachers and that was an influence on students as well. However, not a lot of communication on careers in music is done in the earlier grades and that should be changed in order to inspire students to become general music teachers.
Sunday, June 30, 2013
Week 1
This is the end of my first week in Research in Music Education. I have to say that I have learned a lot so far. Going into this class, I was convinced that I wouldn't enjoy it because it would be a lot of reading and a lot of research words that I don't understand. But as soon as I opened my textbooks, I was hooked. I have already read through Chapter 10 in one of the books. (Exploring Research in Music Education and Music Therapy by Kenneth H. Phillips). I really enjoy how it explains the different parts of a research article and then gives you a really good example of a research article that emulates what you have just learned.
There are many places to find a research article that deals with music education. There are generally four places you can find them: 1) research handbooks, 2) research journals in hard copy, 3) online journals, and 4) Dissertations and Masters Theses. There are two very important handbooks that music educators should utilize when performing research. The Handbook of Research on Music Teaching and Learning (1992) and The New Handbook of Research on Music Teaching and Learning (2002). In these handbooks are chapters that present summaries of research, not the actually research so that it is easier to find the journals for which you are looking. In addition, the following research journals are considered the best in music education: Journal of Research in Music Education, Journal of Music Therapy, and Psychology of Music. These are peer reviewed which are considered to be far greater than those that aren't peer reviewed.
I have learned a lot about the different types of articles. There are Historical Research Journals, Philosophical Research Journals, and Behavioral/Empirical Research Journals. Historical Research "investigates the elusive truth about the past" (Phillips 8). We can never truly, 100 percent prove something is correct and that we have the entire truth on the matter so we label the term as "elusive." Historical Research Journals study the past. To study the past means that we hope to learn more about the present as well as the future.
Philosophical Research is "important in helping to define why we do what we do" (Phillips 9). This genre of research article is the least developed. But it is starting to be used more and more.
Behavioral/Empirical Research "studies how people think about music, how they perform under certain conditions, how they react at various ages, and so forth" (Phillips 10). This research investigates the behaviors of humans. This research in music education investigates the behaviors of humans in a music setting.
The Quantitative versus. Qualitative Articles are really interesting. To me, the quantitative articles are the articles I associate with science and math. There are a lot of statistics in the articles and that is not my strong suit. However, I really had no idea Qualitative Articles existed! I find those fascinating because I can still learn and I don't get drowned by numbers and terms that are unfamiliar to me.
In addition, Mixed Method Articles are such a great way to go! Mixed Method utilizes both the Quantitative and the Qualitative modes! To me, I really enjoy reading the Mixed Method Articles because they are written in the style of Qualitative Articles but utilize the statistics and research designs of the Quantitative Articles.
In addition to reading the book by Phillips, we have also begun to read "Action Research: Improving Schools and Empowering Educators" by Craig. A. Mertler. This book is not geared to just music education but to education in general. Mertler explains that Action Research is research done by teachers. Mertler explains that teachers are constantly analyzing and understanding what they do in their classrooms in order to improve as an educator. Putting those findings into paper is Action Research. Most experiments in Action Research are done again and again and again so that teachers can constantly understand and improve.
This class is off to an amazing start! I feel as though I've learned so much in the past week and I can't wait to use what I have found in my own classroom!
There are many places to find a research article that deals with music education. There are generally four places you can find them: 1) research handbooks, 2) research journals in hard copy, 3) online journals, and 4) Dissertations and Masters Theses. There are two very important handbooks that music educators should utilize when performing research. The Handbook of Research on Music Teaching and Learning (1992) and The New Handbook of Research on Music Teaching and Learning (2002). In these handbooks are chapters that present summaries of research, not the actually research so that it is easier to find the journals for which you are looking. In addition, the following research journals are considered the best in music education: Journal of Research in Music Education, Journal of Music Therapy, and Psychology of Music. These are peer reviewed which are considered to be far greater than those that aren't peer reviewed.
I have learned a lot about the different types of articles. There are Historical Research Journals, Philosophical Research Journals, and Behavioral/Empirical Research Journals. Historical Research "investigates the elusive truth about the past" (Phillips 8). We can never truly, 100 percent prove something is correct and that we have the entire truth on the matter so we label the term as "elusive." Historical Research Journals study the past. To study the past means that we hope to learn more about the present as well as the future.
Philosophical Research is "important in helping to define why we do what we do" (Phillips 9). This genre of research article is the least developed. But it is starting to be used more and more.
Behavioral/Empirical Research "studies how people think about music, how they perform under certain conditions, how they react at various ages, and so forth" (Phillips 10). This research investigates the behaviors of humans. This research in music education investigates the behaviors of humans in a music setting.
The Quantitative versus. Qualitative Articles are really interesting. To me, the quantitative articles are the articles I associate with science and math. There are a lot of statistics in the articles and that is not my strong suit. However, I really had no idea Qualitative Articles existed! I find those fascinating because I can still learn and I don't get drowned by numbers and terms that are unfamiliar to me.
In addition, Mixed Method Articles are such a great way to go! Mixed Method utilizes both the Quantitative and the Qualitative modes! To me, I really enjoy reading the Mixed Method Articles because they are written in the style of Qualitative Articles but utilize the statistics and research designs of the Quantitative Articles.
In addition to reading the book by Phillips, we have also begun to read "Action Research: Improving Schools and Empowering Educators" by Craig. A. Mertler. This book is not geared to just music education but to education in general. Mertler explains that Action Research is research done by teachers. Mertler explains that teachers are constantly analyzing and understanding what they do in their classrooms in order to improve as an educator. Putting those findings into paper is Action Research. Most experiments in Action Research are done again and again and again so that teachers can constantly understand and improve.
This class is off to an amazing start! I feel as though I've learned so much in the past week and I can't wait to use what I have found in my own classroom!
Sunday, June 23, 2013
Wonderments
My name is Mary Witaszek. I just completed my first year teaching. This past year I taught grades Pre-K through 8th grade in general music, chorus, and musical theatre. However, I am switching to a new school and district in the fall and I will now be in charge of Pre-K through 6th grade general music, chorus, orff ensemble, and helping with the orchestra. I will be, in the fall, in Melbourne, Florida. This past year I was in Orlando.
My wonderments:
I wonder if I am effectively teaching the skills of sight-reading to my students.
I wonder if I will be able to implement an effective portfolio system as I venture to my new school.
I wonder if I can effectively connect students to the music in the classroom but connecting it to music they might listen to outside of the classroom.
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