Mapping the possibilities of qualitative research in music education: a primer

Roulston, Kathryn

doi:10.1080/14613800600779592

Cited by 11 publications

(6 citation statements)

References 37 publications

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“…The research design starts with the researcher's interest in the object under study; after the interest, the researcher looks for supporting data. In this study, an instrument in the form of an interview guide was used [9]. The interview technique used was free interviews and guided interviews.…”

Section: Methodsmentioning

confidence: 99%

Witchcraft of Saluang Sirompak: Music of Broken Hearts in the Taeh Baruah Minangkabau Community

Ikhwan

2020

Viperarts

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Section: Methodsmentioning

confidence: 99%

Witchcraft of Saluang Sirompak: Music of Broken Hearts in the Taeh Baruah Minangkabau Community

Ikhwan

2020

Viperarts

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“…From the mid-1980s onwards, scholarly research journals began to give voice to research developments that reflected the lessons learned from the radical initiatives that had been growing since the 1960s (Finney, 2011; Paynter & Salaman, 2008). It was during that time that music education steadily advanced towards acknowledging the need for a sustained and critical dialogue between (a) psychologically informed research traditions, (b) radical teaching initiatives stemming from the creative music in education movement, and (c) everyday multilevel actual teaching concerns (Grashel & LeBlanc, 1998; Roulston, 2006; Swanwick 2008; Welch et al, 2004; Yarbrough, 1984, 1996). 2 These advancements gave rise to the publication of a variety of music education research journals in the 1990s and the 2000s; moreover, numerous music education research methods textbooks began to appear internationally, acknowledging the need both for more diverse methodologies and for studying a greater variety of music education practices (Colwell, 1992; Kemp, 1988, 1992; Phelps, 1980; Phillips, 2008).…”

Section: Methodsmentioning

confidence: 99%

Mapping visions of improvisation pedagogy in music education research

Siljamäki

Kanellopoulos

2019

Research Studies in Music Education

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This systematic literature review aims to identify and critically examine the prevailing general trends of music education research that addresses issues of improvisation from 1985 to 2015. The study examined the main features of studies with impact that focus on musical improvisation and have been published in peer-reviewed music education journals. Data were organised on the basis of the following: 1) General publication features; 2) Topic; 3) Methodological approach; 4) Participant features; 5) Type of improvisation; 6) Definition of improvisation; 7) Findings; 8) Suggestions for practice. The study also takes a close look at the construction of the discourses through which improvisation has been framed in the field of music education, providing insights on how such discourses create particular pedagogical visions of improvisation. To this end, we have created a map of the different visions of improvisation pedagogy that the studied works point towards. These visions have been clustered in the following five categories: (i) from rupture of certainties to creative problematisation; (ii) return to the “natural” beginning—in search of humanness; (iii) improvisation as a learning tool; (iv) conserving and enlivening traditions; (v) improvisation as an impetus for creativity. The map proposed in this study is meant as a possible representation of the general trends that underpin music education research focusing on improvisation. This map can also be seen as a “tool” through which music educators can situate their practice and reflect on their particular ways of working with improvisation, possibly envisioning alternative ways forward.

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“…Historically, published research within the field of music education has been primarily quantitative in nature, and it is only relatively recently that music education researchers have turned to qualitative research methods (Roulston, 2006). Yarbrough’s examination of the methodological content of one of the top-tier journals in the field, the U.S.-based Journal of Research in Music Education ( JRME ), demonstrates that from the origin of the journal in 1953 until 1983, quantitative research methodology was prevalent, although the presence of some historical and philosophical research was also evident (Yarbrough, 1984).…”

Section: Origins: Mixed Methods Research In Music Educationmentioning

confidence: 99%

Points of Convergence in Music Education

Fitzpatrick

2014

Journal of Mixed Methods Research

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Although the mixing of quantitative and qualitative data is an essential component of mixed methods research, the process of integrating both types of data in meaningful ways can be challenging. The purpose of this article is to describe the use of data labels in mixed methods research as a technique for the integration of qualitative and quantitative data within equivalentstatus mixed methods research designs. The music education study described utilized a combination of focus group, survey, and case study data to provide a fuller view of instrumental music teaching within the urban context. Using this study as an exemplar, the author discusses the application of data labels to points of convergence between qualitative and quantitative strands of mixed methods studies in order to achieve integration between both data sets.

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Mapping the possibilities of qualitative research in music education: a primer

Cited by 11 publications

References 37 publications

Witchcraft of Saluang Sirompak: Music of Broken Hearts in the Taeh Baruah Minangkabau Community

Witchcraft of Saluang Sirompak: Music of Broken Hearts in the Taeh Baruah Minangkabau Community

Mapping visions of improvisation pedagogy in music education research

Points of Convergence in Music Education

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