Impact-driven Qualitative Research and Evaluation

Students with intellectual disabilities in Hong Kong are placed in special schools in their neighborhoods according to their categories of intellectual disabilities. Music teachers in these special schools implement a school-based music curriculum that includes the learning objective “creativity and imagination.” Reporting a qualitative multiple-case study with purposeful sampling and face-to-face interviews, this study poses the research question “What are the ecological elements for fostering the musical creativity of students with intellectual disabilities?” Respondents identify five elements as essential in fostering their students’ musical creativity: (1) opportunity for play and exploration; (2) providing support guidance and demonstration; (3) opportunity to develop a sense of engagement; (4) opportunity for making choices; and (5) providing positive reinforcement and feedback. A discussion of this data reveals how the dual impact of lacking professional training in music education for students with intellectual disabilities and cultural perspective diminishes respondents’ expectations of their students’ creative capacity.

Section: Methodsmentioning

confidence: 99%

The ecology for fostering the musical creativity of students with intellectual disabilities

Wong

2021

“…Because I instructed the course, I did not recruit participants or access data until after the semester had ended (IRB requirement). Using homogeneous purposive sampling (Patton, 2015), I only invited junior-level vocal music education majors who had completed two semesters of choral conducting, one introduction to music education course, and one course in music teaching techniques to participate. Participants had completed approximately 30 hours of field experience; however, most of their time in the field was spent observing instead of instructing.…”

Section: Methodsmentioning

confidence: 99%

“…The six participants taught weekly, 30-minute voice lessons for eight consecutive weeks. Methodological triangulation was achieved by incorporating these four points of data collection (Patton, 2015).…”

Section: Methodsmentioning

confidence: 99%

Preservice teachers’ experiences as first-time voice instructors

Baughman

2021

Authentic context learning (ACL) experiences have proven beneficial to preservice music teachers in a variety of ways and settings. While research specific to ACL within instrumental and choral music contexts is extensive, there have been no investigations of ACL in an applied voice setting. The purpose of this study was to investigate six preservice music teachers’ experiences as first-time voice instructors. Through an examination of verbal and written reflections, I sought to learn how the experience of teaching voice shaped preservice teachers’ perceptions of their own instruction and how this ACL experience shaped their identity as teachers. Six undergraduate music education majors at a large Midwestern university in the United States instructed weekly, 30-minute voice lessons for 8 consecutive weeks. Data collection methods included: (a) participants’ weekly lesson logs (b) participants’ weekly lesson reflections (c) participants’ final reflections, and (d) one, 60-minute focus group. Preservice teachers perceived modeling and kinesthetic activities to be the most effective teaching strategies, and realized their own deficiencies as vocal instructors. Music teacher educators should consider facilitating opportunities for preservice teachers to teach vocal technique in a variety of settings.

“…Each of these methods of data collection were designed to be open-ended to ensure that the phenomenon was understood through the participants' perspectives (Patton, 2015). As data were collected and transcribed by the researchers, Thematic Analysis (Patton, 2015) was ongoing to inform further data collection. This form of data analysis allowed for common themes and threads to be addressed across interviews and reflection sessions.…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…To achieve triangulation, multiple methods of data collection were employed including audio- and video-recorded reflection sessions, participant journal entries, individual interviews with participants and faculty, and field notes. Each of these methods of data collection were designed to be open-ended to ensure that the phenomenon was understood through the participants’ perspectives (Patton, 2015). As data were collected and transcribed by the researchers, Thematic Analysis (Patton, 2015) was ongoing to inform further data collection.…”

Section: Design and Description Of Reflective Activitiesmentioning

confidence: 99%

The complexities of meaningful experiential learning: Exploring reflective practice in music performance studies

Benjamins

Roland

Bylica

2021

The purpose of this study was to examine the intersections of experiential learning and critical reflection within the unique context of the Accademia Europea dell’Opera (AEDO), a music performance summer program specializing in opera. Researchers explored the development and implementation of a responsive model of reflection and considered the impact this model had on helping music students shift between multiple spaces of musical performance and skill development. Data were analyzed through a communities of practice framework, and findings drawn from the analysis are explored through the following themes: the complexities of building a new community, synergy between intrapersonal and interpersonal engagement, and participants’ processes of reflecting and learning together.