The purpose of this study was to determine what effect body movement would have on listeners' (N = 90) perceptions of a professional chamber ensemble performance. Specifically, an audio/video recording of a trombone quartet performance was used for the music stimulus. Listeners were asked to rate each performance on the basis of perceived appropriateness of style and perceived ensemble expressivity. While the video portion of the stimulus changed to reflect each of three movement conditions: (1) deadpan -no extraneous movement, (2) head/face movement only, (3) full body movement, the audio portion of the stimulus remained the same. Results indicated that body movement condition did significantly affect listeners' ratings of perceived style and expressivity. Increased movement in performance corresponded to higher ratings. Differences were also found on the basis of major (although the effect size was small) and presentation order. Implications and suggestions for future research are discussed.

The purpose of this study was to measure music teachers' attitudes toward transgender individuals and toward school practices that support transgender students. Participants (N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire was distributed to participants representing 28 states in the United States. The questionnaire consisted of demographic information and several attitudinal statements designed to measure music teachers' attitudes toward transgender individuals (MT-ATTI) and music teachers' attitudes toward supportive school practices (MT-ATSSP). The results indicated that participants had fairly positive attitudes overall. Multiple regression analyses also revealed that gender and political persuasion on social issues significantly predicted participants' scores on the MT-ATTI and the MT-ATSSP; female participants had more positive attitudes than did male participants, and individuals identifying as more socially liberal had more positive attitudes than did those identifying as more socially conservative. The variables of school location and age did not significantly predict scores on the MT-ATTI or the MT-ATSSP. Implications for teacher preparation programs and professional development are discussed, and future directions for research are recommended

The purpose of this study was to present a narrative account of one gender-variant music student and his experiences as a music education major at a small private college. The question guiding this study was as follows: In what ways can one transgender music education student’s lived experiences and identity development inform discourse in the music education community? A semistructured interview protocol was used, with approximately 14 weekly one-on-one meetings with the student. The student was allowed to share his perspectives as a transgender student throughout public school and leading to his decision to major in music education via the interview protocol. Data were coded based on recurring patterns that emerged from the interviews and participant-generated artifacts. Member checks and a peer examiner were used to ensure faithful interpretation of the data. The participant’s family interaction influenced his transgender identity development, his internalized transphobia gave way to self-acceptance, and he eventually took an active role in advocating for fellow transgender individuals. Implications for music teacher preparation programs and professional development are discussed, and future directions for research are recommended.

The purpose of this study was to investigate hazing in collegiate marching bands. Specifically, the researchers were interested in marching band students' experiences with hazing behaviors, to whom they were reported, attitudes toward hazing, and level of awareness of institutional hazing policies. Using a multistage cluster sampling approach, we distributed an online questionnaire to college marching band members attending National Collegiate Athletic Association Division I schools. Participants (N = 1,215) were representative of 30 different states and included college freshmen, sophomores, juniors, seniors, and graduate students. Nearly 30% of respondents indicated they observed some form of hazing in their marching band. The most common acts of hazing involved public verbal humiliation or degradation, which generally went unreported. Reticence to report hazing was largely due to fear of social retaliation or perceptions that the hazing behaviors were innocuous. The vast majority of participants had negative attitudes regarding hazing and most learned about their institution's hazing policy through a marching band orientation. Implications for the college marching band, contextualization of results, and future directions are discussed.The collaboration of sports and live music performances has been a long-standing tradition in colleges and universities throughout the United States. With the recent death of Robert Champion, drum major of the Florida A&M University Marching 100,

The purpose of this study was to investigate the occurrence of flow experiences among high school music students attending a two-week summer instrumental music camp. Specifically, the study sought to determine if: (1) students do indeed experience flow in summer camp settings; (2) what activities are conducive to flow; (3) what is the relationship between academic and social contexts in inducing high-level flow experiences; and (4) what is the relationship between attention and enjoyment among these experiences. A researcher-designed questionnaire was used to solicit information regarding the aforementioned factors. Results suggested that students experienced flow during a large range of activities, but that musical/academic activities were more conducive to flow than social activities. Additionally, moderate to strong levels of association were found between the variables of attention and enjoyment among the highest-ranked flow-inducing activities. Suggestions for further research as well as implications for music educators are discussed.