Band Together: How College Marching Band Students Perceived Community During the COVID-19 Pandemic

Cumberledge, Jason P.

doi:10.1177/87551233211003839

Cited by 3 publications

(2 citation statements)

References 14 publications

(23 reference statements)

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“…Furthermore, their group cohesion as related to show execution is significantly related to strong collective efficacy over the course of the season (Matthews, 2017). Even during times of great difficulty, such as the COVID-19 pandemic, where collegiate marching students reported decreased social connection, community was the third highest aspect of marching band looked forward to by the student (Cumberledge, 2021). Allport (1954) described four conditions of optimal intergroup contact experiences: support of governing bodies, equal group status, intergroup cooperation, and common goals.…”

Section: Positive and Negative Intergroup Contact Experiencesmentioning

confidence: 99%

Racial-ethnic minority participants in the marching arts: Intergroup experiences, perceptions of inclusion, and well-being.

Young¹,

Goldstein²

2024

Psychology of Aesthetics, Creativity, and the Arts

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The marching arts (MA) are an understudied art form involving both music and dance, which has been cited as an inclusive space for all, despite little to no work directly investigating racial-ethnic marching minority members' intergroup experiences. As such, the purpose of this study was to empirically assess racial minority members' intergroup experiences in the MA and if such experiences were related to their well-being. We conducted an online survey of 174 self-identified members of ethnic-racial minority groups in the United States who had participated in the MA. The sample was predominantly Black/African Americans (42%) and young adults (M age = 27.54) with large numbers of Native American, Asian, and Hispanic members. Participants described their experiences of intergroup contact in the MA, feelings of belongingness, marching self-efficacy, and minority stress. When controlling for demographics and experience, we found positive intergroup contact is a more persistent predictor of stress, belongingness, and self-efficacy than negative contact. Despite positive contact being more persistent, negative contact is a significant moderator against the positive effects of positive contact, suggesting it can be particularly detrimental to the relationship between positive contact and well-being. These findings suggest MA activities may be viable avenues to explore arts engagement for people of color, and how intergroup contact symmetries and interactions of contact work in real-world contexts.

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Section: Positive and Negative Intergroup Contact Experiencesmentioning

confidence: 99%

Racial-ethnic minority participants in the marching arts: Intergroup experiences, perceptions of inclusion, and well-being.

Young¹,

Goldstein²

2024

Psychology of Aesthetics, Creativity, and the Arts

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“…In some cases, researchers noticed that introverted or anxious students become more engaged or outgoing in virtual environments (Joseph & Lennox, 2021; Salvador et al, 2021). Negative findings relate to a lack of community (Cumberledge, 2021), difficulty providing material to students such as instruments that would be available in a traditional classroom (Joseph & Lennox, 2021), the inability to provide physical corrections for students (Daugvilaite, 2021; Salvador et al, 2021), and stakeholders’ preferences for in-person lessons (Daugvilaite, 2021; Murdaugh et al, in press; Salvador et al, 2021). As is the case in pre-COVID literature, technology failures such as poor connections and latency (Salvador et al, 2021) or technology limitations, especially sound quality (Murdaugh et al, in press), were discussed.…”

Section: Research Contextmentioning

confidence: 99%

Virtual Teaching in the Applied String Studio During the COVID-19 Pandemic

Aaberg

2022

String Research Journal

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The purpose of this survey study was to describe technologies and lesson formats used in virtual applied studio string lessons precipitated by shelter-in-place measures taken in response to the COVID-19 pandemic and to explore teachers’ adaptations, perceptions of effectiveness, and feelings toward virtual lessons. Research questions that guided this study included the following: (a) What technologies and lesson formats did teachers use in virtual applied string lessons? (b) How did teachers adapt their teaching approaches to virtual lessons? (c) Did teachers feel these lessons were effective? and (d) What affective responses did teachers have to these lessons? Data were gathered from members of the American String Teachers Association (ASTA; N = 301) who self-identified as “private studio teachers” in their online profiles. Findings illustrate what equipment and technology participants employed in virtual lessons. They also indicated a relatively high rating of participants’ self-perceived effectiveness when teaching virtual lessons and that studio teachers had mixed affective responses to the experience. Participants indicated difficulties when teaching tone in the virtual format, which was consistent with their open-ended responses that frequently cited poor sound quality online.

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Secondary Music Educators’ Use of Pedagogical Creativity in Large Ensembles During COVID-19 School Shutdowns: A Literature Review

Maxwell

2024

Update: Applications of Research in Music Education

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The purpose of this literature review was to synthesize research related to music educators’ use of pedagogical creativity in response to the COVID-19 school shutdowns and provide implications for future research and praxis. This literature review begins with a presentation of pedagogical creativity, including an overview of how it is contextualized. I follow with a brief overview of COVID-19 school shutdowns and the implications for school music education, the application of the major principles of pedagogical creativity, and a discussion of the implications for music educators. Pedagogical creativity offers a framework of teacher characteristics, behaviors, and attitudes focusing on high situational awareness and flexibility. During the COVID-19 pandemic, music educators overwhelmingly responded with adaptive and effective solutions despite increased stress and many unknowns.

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Band Together: How College Marching Band Students Perceived Community During the COVID-19 Pandemic

Cited by 3 publications

References 14 publications

Racial-ethnic minority participants in the marching arts: Intergroup experiences, perceptions of inclusion, and well-being.

Racial-ethnic minority participants in the marching arts: Intergroup experiences, perceptions of inclusion, and well-being.

Virtual Teaching in the Applied String Studio During the COVID-19 Pandemic

Secondary Music Educators’ Use of Pedagogical Creativity in Large Ensembles During COVID-19 School Shutdowns: A Literature Review

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