Five Minute Dog Feeder

In this article, the author explores music education counterforces, examining whether and how (a) federal and state education policies can better address the in-service needs of special area teachers, particularly music teachers, in the school setting; and (b) policy organizations in the music education profession (i.e., The National Association for Music Education, the National Association of Schools of Music, the College Music Society, the Society for Music Teacher Education, and the Music Education Research Council) might also address the inherent tensions between music education and schooling.     

School-University Partnerships in Music Education: A Status Report

A survey was distributed to the members of the Music Educators National Conference (MENC)'s Society for Music Teacher Education that presented members with seven questions about the types and nature of their school-university partnerships. The majority of respondents (N = 251) reported that they engaged in multiple partnerships that included not only universities and schools, but also music education associations, community and private arts organizations, individuals, and businesses. The benefits of these partnerships to preservice music teachers were (a) improved learning experiences, (b) the opportunity to gain real-world teaching experience and apply theory to practice, and (c) interaction with musicians and ensembles. The primary benefits to the university and school-based teachers were (a) professional development opportunities, and (b) opportunities for collegiality. Challenges to partnerships were (a) the difficulty of scheduling, (b) a lack of time, and (c) communication. Results revealed that respondents perceive partnerships as being between individuals, that one person usually takes the lead to develop the partnership, and that the benefits of the partnerships outweigh the challenges. Suggestions for policymakers are provided to address the challenges of partnership work.     

A Practical Plan for Public Works of Art Heckman Summer School at Woodstock

The 1957 launch of Sputnik and the 1983 publication of A Nation at Risk shifted national education policy. Music educators promoted an “intrinsic value” of music philosophy following Sputnik and music advocacy through politics and public performances following A Nation at Risk. Examining the history of both the intrinsic value philosophy and advocacy reveals that music educators responded to Sputnik and A Nation at Risk by continuing to work within their existing language and practices rather than reacting to and transforming after either event. The political, social, and cultural contexts of these events may explain music educators’ responses.     

Quantification of emotion by nonlinear analysis of the chaotic dynamics of electroencephalograms during perception of 1/f music

The goal of this study is to quantify and determine the way in which the emotional response to music is reflected in the electrical activities of the brain. When the power spectrum of sequences of musical notes is inversely proportional to the frequency on a log-log plot, we call it 1/f music. According to previous research, most listeners agree that 1/f music is much more pleasing than white (1/f ⁰) or brown (1/f ²) music. Based on these studies, we used nonlinear methods to investigate the chaotic dynamics of electroencephalograms (EEGs) elicited by computer-generated 1/f music, white music, and brown music. In this analysis, we used the correlation dimension and the largest Lyapunov exponent as measures of complexity and chaos. We developed a new method that is strikingly faster and more accurate than other algorithms for calculating the nonlinear invariant measures from limited noisy data. At the right temporal lobe, 1/f music elicited lower values of both the correlation dimension and the largest Lyapunov exponent than white or brown music. We observed that brains which feel more pleased show decreased chaotic electrophysiological behavior. By observing that the nonlinear invariant measures for the 1/f distribution of the rhythm with the melody kept constant are lower than those for the 1/f distribution of melody with the rhythm kept constant, we could conclude that the rhythm variations contribute much more to a pleasing response to music than the melody variations do. These results support the assumption that chaos plays an important role in brain function, especially emotion. Received: 30 December 1996 / Accepted in revised form: 18 December 1997     

A View of Current Evaluative Practices in Instrumental Music Teacher Education

The purpose of this study was to examine how instrumental music educator skills are being evaluated in current undergraduate programs. While accrediting organizations mandate certain elements of these programs, they provide limited guidance on what evaluative approaches should be used. Instrumental music teacher educators in the College Music Society (n = 303) supplied data about their respective programs through an online survey. Participants reported using written and verbal feedback, self-evaluation, and rubrics most frequently. Similar evaluation processes used across program courses or experiences, such as rubrics and ePortfolios, were described by 35 percent of the music teacher educators. Most programs culminated in a semester-long student teaching period, during which preservice teachers were observed and evaluated by university supervisors three to four times. Weak correlations were indicated between some evaluative practices and music teacher educators’ expectations for program graduates’ music educator skills. Implications for music teacher education programs and suggestions for establishing evaluation policies are discussed.     

Action Research as a Professional Development Activity

Reflective teachers are always searching for ways to improve their teaching. When this reflection becomes intentional and systematic, they are engaging in teacher research. This type of research, sometimes called action research, can help bridge the gap between theory and practice by addressing topics that are relevant to practicing teachers. This article synthesizes literature within music education and general education to address (a) the conceptual underpinnings of action research, (b) characteristics of action research and teacher research, (c) action research critiques, and (d) implications for teacher research as a form of professional development.     

A Wall Hanging a Batik Worker

This article reviews the political and empirical record within music education surrounding the Goals 2000: Educate America Act and reports a new study evaluating the effects of the law on music and arts education policies in U.S. high schools. School-level data (N = 670 schools) from the National Education Longitudinal Study of 1988 and the Education Longitudinal Study of 2002 were independently pooled to estimate the effects of Goals 2000 on the number of unique music courses high schools offered, the probability that schools would enforce a local arts graduation requirement, and the number of arts courses required for graduation. Results showed no effect on the number of unique music courses offered. However, for schools in states that prior to Goals 2000 had no arts education mandate or had a flexible arts education mandate, Goals 2000 significantly increased the probability of schools requiring the arts, as well as the number of arts credits required for graduation. The article concludes with implications for the arts in the current Common Core Standards movement.     

The Impact of a Funded Research Program on Music Education Policy

Sounds of Learning: The Impact of Music Education is a research program designed to allow researchers to examine the roles of music education in the lives of school-aged children to expand the understanding of music's role in a quality education. The NAMM Foundation, the sponsoring organization, has provided more than $1,000,000 to fund research on the impact of music education on student achievement and success in school; all aspects of a child's growth and development; the uses and functions of music in daily life; and home, school, and community environments. Quality research about the role and impact of music education conducted by experienced researchers who publish in rigorous, peer-reviewed, scientific research journals plays a vital role in moving a public policy agenda forward to achieve expanded access to music education for all children. The goal is that this research will inform policy debates and development to achieve policies that support opportunities for every child to experience the power and benefits of learning music.     

Reflections on music teacher professional development: Teacher-generated policies and practices

Abstract

The purpose of this article is to make policy recommendations based on the authors’ experiences with, and research about, reflective, differentiated, and teacher-generated music teacher professional development (PD). By doing so, we argue for a bottom-up process that capitalizes on our music teacher and music teacher educator expertise along with the research literature in music teacher PD. We explore music teachers’ PD needs considering four career stages to explain how knowledge generated at each level informs our understanding of differentiated PD. From preservice music teachers and music teacher candidates, to in-service and veteran teachers, our discussion explores meaningful and effective ways to engage in deep, reflective thinking about the music teaching and learning process. Accordingly, we provide specific policy recommendations for music teachers at each career stage so that they might take greater ownership of their own learning, growth, and development through local, reflective, self-initiated, and differentiated PD opportunities.     

Effect of music stimulus on gilthead seabream Sparus aurata physiology under different light intensity in a re‐circulating water system

The aim of the present study was to evaluate music effects (Mozart, K525) on gilthead seabream Sparus aurata and investigate whether its response to music was differentiated when combined with different lighting conditions. Therefore, S. aurata (mean ±s .e . 1·51 ± 0·01 g) were reared in re‐circulating water system under 80 and 200 lx and subjected to 2 and 4 h of music transmissions or to no music at all (control, ambient noise only). Underwater ambient noise of the equipment (e.g. pumps and aerators) in all experimental tanks was 121 dB re 1 μPa and music transmitted was set at 140 dB re 1 μPa. During the first 89 days of rearing, music resulted in enhanced growth. Nevertheless, at the end of the experiment (on day 117) no significant differences were found for body mass but music treatment resulted in more homogeneous fish populations than controls. Brain neurotransmitter levels were reduced especially when music transmission was combined with 200 lx. Feed utilization was significantly improved when fish were subjected to 4 h of music and 200 lx, while stomach proteolytic enzymes and intestine total carbohydrases were lower and higher, respectively, compared to controls. Some differences were also observed in liver and plasma fatty acids composition. The present results provide the initial evidence that music transmission under specific rearing conditions could have enhancing effects on S. aurata growth performance, at least at specific fish sizes. Moreover, the observed music effects on several aspects of fish physiology (e.g. digestive enzymes, fatty acid composition and brain neurotransmitters) imply that music could possibly provide even further enhancement in growth, quality, welfare and production.     

Perceived and Physiological Indicators of Relaxation: As Different as Mozart and Alice in Chains

The effects of listening to different types of music on perceived and physiological indicators of relaxation were evaluated. Fifty-six undergraduate students, 24 males and 32 females, mean age of 21, were randomly assigned to listen to classical, hard rock, self-selected relaxing music, or no music. Participants' relaxation level, skin temperature, muscle tension and heart rate were evaluated before and after exposure to a music condition. Analyses of variance using baseline measures as covariates indicated that skin temperature decreased for all conditions (p = 0.001) and the classical, self-selected relaxing music and no music groups reported significant increases in feelings of relaxation (p = 0.004). These results partially support the hypothesis that classical and self-selected relaxing music can increase perceptions of relaxation to a greater degree than listening to hard rock music. However, no differences were found between different types of music on physiological indicators of arousal. Implications for using music to reduce stress were discussed.     

A Novel Technic for High School Magazines

Inspired by ideas that Levi-Strauss (1955) presented in Tristes Tropiques, the author discusses music and early childhood in Brazil from educational, historical, anthropological, and sociological perspectives. She begins with a short history of early childhood education in Brazil, including changes in educational policies, teacher preparation, and recent statistics. Next, a brief history of music teaching and learning is followed by a discussion of Brazilian children's current musical practices. In this section, the author discusses teacher training, curriculum, religion, wealth, local culture, and the role of the media. The author concludes with suggestions for the development of both early childhood music education policy and practice in Brazil.     

Comparing the effects of art education and science education on creative thinking in high school students

What is the link between art and creativity? The purpose of this study was to determine the role of art education in creative thinking. A causal-comparative research design was used. Arts and science high school students (N = 162) participated. Results showed that creative thinking in visual arts students in Grade 10 with high scores differed significantly from that in music and science students; however, this difference was not found among students in Grade 11. A main reason for this result in Grade 10 students might be the non-routine problem-solving process in visual arts education, in which artwork production is an important component in creative thinking development. Considering this result, it was concluded that the effect of different education disciplines—called education department effect—on creative thinking can be significant.     

Estimating the effect of music and arts coursework on college admissions outcomes

The purpose of this study was to examine postsecondary admissions outcomes for music and arts students as compared to their non-arts peers using nationally representative data (N = 14,900) from the Education Longitudinal Study of 2002. Controlling for certain observable differences between students who do and do not elect arts courses, music students were more likely to apply to college and to attend college than their non-arts peers. Arts students were similar to non-arts students in terms of college selectivity and pursued science, technology, mathematics, and engineering majors at similar rates to non-arts students. This analysis suggests taking arts coursework in high school does not hinder successful college admissions outcomes as may be feared by well-intentioned guidance counselors or parents. Implications for college admission and local policies are considered.     

Tensions and perplexities within teacher education and P–12 schools for music teachers with visual impairments

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

The Interdiction of Music in Islam

There is no authorisation in the Qur'an for the interdiction on music. That interdiction, when it is voiced, is the product of a conviction among some Muslims, supported by hadith (just as it is opposed with hadith) that Islam does not countenance music. In a country such as Pakistan, with a strong tradition of devotional music which (taken with the poetry, with which it is always associated) has become entwined with the identity politics of the provinces or sub‐‘nations’ which make up the vaster nation, a comprehensive ban on music would be impossible to enforce, though there are ‘ulamā’ and sectarian parties who desire it. This paper focuses on an instance where music is even harder to extricate from an accompanying text: the recitation of the Qur'ān. In the eyes of Muslims, Qur'anic recitation is not music. This denial raises further questions about the nature of music and, in particular, its involvement with the ‘extramusical’. Adorno's observations on the relation of music to language, and the anthropologist Friedson's complaint that ethnographers focus on text, at the expense of music, are examined in the light of the circumstance that the world over, music is associated with texts of one kind or another. Even when, as in the case of the ‘curing’ ritual described by Friedson, words are unimportant, or missing, music is seldom a phenomenological whole. Music ‘leans’, or is ‘leant on’: it lends its unrivalled ‘eloquence’ to many a cause, from commodity marketing to the structured working out of ritual, or, among lovers, to the remembered quality of experience. All these potentialities of music are relevant to the question of its interdiction and to the Muslim denial that the recitation of the Qur'ān is music.     

The intercultural crafting of real Aboriginal country and manhood in Central Australia

This article explores country music as an important means for Aboriginal men in Central Australia to articulate contemporary forms of manhood and indigeneity. These desert men perceive their own music scene as a last stronghold for real country music. The article demonstrates how such notions of real involve the ongoing intercultural mediation of global and local male aesthetic styles and manhood ideals. In making and performing their country music, desert men continue to draw on enduring ancestral regimes for male demeanour that resonate with global country music imagery and practice, as well as with prominent non‐Indigenous models of manhood in the regional settler history.     

Effects of auditory stimuli on the lifespan of Drosophila melanogaster

It is well known that music can have calming effects on humans, other mammals and birds. Reducing environmental stress or enhancing the resistance to certain stressors has been shown to extend lifespan in several organisms. Evidence also suggests that mild temporary stress may also enhance stress resistance and ultimately slow the aging process. This study explored the possibility that music may influence the lifespan of the fruit fly Drosophila melanogaster, possibly by affecting responses to stress. Flies received either background sounds (control), or background sounds supplemented with music (experimental). The experimental group had classical music playing constantly at an average of 20 dB above background sound. The median lifespan of females receiving music was 42 days compared to the median of 45 days without music, but the difference was not significant. For males median lifespans were 42 days with music exposure, and 47 days without music and the difference was significant. These results suggest that exposure to classical music decreased the lifespan of male Drosophila. Both experimental and control populations showed age-dependent increases in mortality, indicating that music affects the normal aging process rather than showing overt toxicity. These results suggest that certain auditory stimuli may be stressful and can be used as insect management.     

Proselytization and popular music: A policy framework for religious musical expression in public schools

What legal and ethical issues arise when students choose to perform popular music with explicitly religious content? The purpose of this article is to construct a policy framework for discussing the use of popular religious music within the classroom, with a specific focus on the concept of proselytization as legal criteria for setting appropriate curricular boundaries. Three recent American federal court cases are examined: O.T. et al v. Frenchtown Elementary School District (465 F.Supp.2d 329, 2006); Golden v. Rossford Unified School District (445 F.Supp.2d 820, 2006); and DeNooyer v. Livonia Public Schools (799 F.Supp. 744, 1994). Conclusions suggest that when music teachers encourage student expression via the composition and performance of popular music, schools must balance students' rights to free expression with maintaining a viewpoint-neutral school environment. Criteria of particular importance in determining whether particular musical expressions are appropriate include the age of the students and the possible presence of a captive audience.     

Immediate physiological responses of healthy volunteers to different types of music: cardiovascular, hormonal and mental changes

A group of 20 healthy volunteers [10 women, 10 men; median age 25 (20–33) years] were examined by means of pulsed wave Doppler echocardiography, blood sample analysis and psychological testing before and after listening to three different examples of music: a waltz by J. Strauss, a modern classic by H. W. Henze, and meditative music by R. Shankar. To assess small haemodynamic changes, mitral flow, which reflects left ventricular diastolic behaviour, was measured by Doppler ultrasound. Heart rate, arterial blood pressure and plasma concentrations of adrenocorticotropic hormone, cortisol, prolactin, adrenaline, noradrenaline, atrial natriuretic peptide (ANP) and tissue plasminogen activator (t-PA) were determined simultaneously. Transmitral flow profile is characterized by early E-wave and late atrial induced A-wave. Velocity-time integrals were measured and the atrial filling fraction was calculated. The mental state was measured by using a psychological score (Zerssen) with low values (minimum 0) for enthusiastic and high values (maximum 56) for depressive patterns. Music by J. Strauss resulted in an increase of atrial filling fraction (AFF; 29% vs 26%;P<0.05) and ANP (63 pg·ml^–1 vs 60 pg·ml^–1;P<0.05). The mental state was improved (Zerssen: 6.5 vs 11 points;P<0.05). After the music of H. W. Henze prolactin values were lowered (7.7 ng·ml^–1 vs 9.1 ng·ml^–1;P<0.01). The music of R. Shankar led to a decrease of cortisol concentrations (57 ng·ml^–1 vs 65 ng·ml^–1;P<0.001), noradrenaline concentrations (209 g·l^–1 vs 256 g·l^–1;P<0.01) andt-PAantigen concentrations (1.1 ng·ml^–1 vs 1.4 ng·ml^–1;P<0.05). Heart rate and blood pressure remained unchanged during the whole experiment. We concluded that different types of music induced changes of left ventricular diastolic function and plasma hormone concentrations. After rhythmic music (Strauss) AFF and ANP increased significantly, the mental state being improved. Meditative music (Shankar) lowered plasma cortisol, noradrenaline and t-PA concentrations; the observed increase of early left ventricular filling was not statistically significant. Prolactin concentrations decreased after modern music (Henze). Thus, it would seem to be possible to detect cardiovascular changes following different types of music by Doppler ultrasound and hormone analysis, meditative music having promising therapeutic implications in the treatment of conditions of stress.This paper contains data from J. Vollert's work for his doctoral degree.