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The document discusses the author's personal experiences with music from childhood through their undergraduate studies and outlines research questions stemming from each experience. In childhood, the author's early experiences singing in the car with their family led to a research question about whether singing in unison can strengthen bonds to music. In elementary school, exploring melody and harmony through general music classes resulted in a question about their impact on younger students. Middle school choir experiences performing in English and Latin inspired a question about how educators reassure students after mistakes. High school show choir involvement related to exploring identity led to questions about how music can shape identity and whether favoritism affects students. Undergraduate experiences raised questions about how educators provide diversity, social equality, and empathy through music

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83 views2 pages

1 Sa

The document discusses the author's personal experiences with music from childhood through their undergraduate studies and outlines research questions stemming from each experience. In childhood, the author's early experiences singing in the car with their family led to a research question about whether singing in unison can strengthen bonds to music. In elementary school, exploring melody and harmony through general music classes resulted in a question about their impact on younger students. Middle school choir experiences performing in English and Latin inspired a question about how educators reassure students after mistakes. High school show choir involvement related to exploring identity led to questions about how music can shape identity and whether favoritism affects students. Undergraduate experiences raised questions about how educators provide diversity, social equality, and empathy through music

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MUED 376: Choral Music, Materials & Techniques (M2 & T)

A. 1a. WORKSHEET: Madsen- Research-A Personal Perspective


What are the influences of family or lack of family participation in our music programs? When do children begin to come to know music,
and when do they start to make meaningful connections between music and their separate experiences? What are the changing social
and familial contingencies that make a child want to participate or not participate in our music programs or to change their
participation? When is the best time to start various music activities? When and how do we get every child involved in music and, much
more important, how do we ensure keeping each child with us? How might we best use technology to capture and hold student interest
and to teach students? How do we get them through the difficult years? Is it appropriate for fast fingering and loud notes to prevail, if
but for a short time? What are the relationships between a child's needs at different times? Why do children accept or reject "our" music
as opposed to theirs? How do we equip them so that as adults they have their own personal relationship with music and a firmly
developed desire for lifelong involvement?

“Developing a research perspective starts from our own experience.” C. Madsen

1. Early Childhood Experiences: What were some of your pivotal early childhood
music experiences and what research questions stem from them?

Some of my early childhood experiences included a lot of singing during car trips.
My parents would absolutely blast the car with their favorite songs (especially Kelly
Clarkson, Celine Dion, and songs from Moulin Rouge at the time) and we would all
sing along. This was where the start of loving music began for both me and my older
sister. A research question that I stumbled across was this; Can singing in unison
preform stronger and tighter bonds to music making?

2. Elementary School Experiences: What research questions do you have that stem from
early elementary school experiences in music?

Elementary school music making was more around exploration and audiation
techniques for me on how to perceive music based off of the experiences I received
from my Elementary general music teachers. A research question I stumbled across
from remembering my time in Elementary school was this; How impactful can
melody be for younger students when exploring music? What about harmony?
Unison?

3. Middle School Experiences: What were some of your pivotal middle school
music experiences and what research questions stem from them?

My middle school experience was doing Men’s chorus, and we would sing mostly
repertoire that was in English, with a hint of Latin here and there in TTBB
arrangements. Middle school showed me the true beauty of singing with others and
how my voice can impact others. While thinking about this as in terms of a research
question; When we make mistakes, how have educators reassured triumphantly to
students about the success we can create from said mistakes? What about
performance anxiety? Depression even from a past performance?

4. High School Experiences: What research questions do you have that stem from
high school experiences in music?

High school for me was involvement within an advanced show choir and an
advanced mixed chorus. This was the time for me to explore my true identity (both
personally and sexually) and for me, the only way of doing that was through music
because I’ve had created so many personal connections with music. From that
experience and putting it together in the form of a research question; Can
favoritism and individualistic ideas without considering opinion from the student
body from educators affect students in the long run? How can music shape and
value those seeking their identity?
5. Undergraduate Experiences: What research questions do you have that stem from
your undergraduate music experiences?

In my undergraduate experience, I’ve been a part of The Madison Singers, JMU


Chorale, The University Men’s Chorus, the Chorus for Pirates of Penzance, Faust,
and Iolanthe, ReScored Acappella, Phi Mu Alpha Sinfonia, and of course the JMU
Chapter of the American Choral Director’s Association. So much information and
knowledge has led me to become the person I am today, and I couldn’t be even
prouder of myself than I already am. When you take everything that I’ve learned
and experienced from JMU into the form of research questions; What ways and
impacts have educators given students about diversity through music? Social
equality? How about empathy?

6. Music Job Experiences: What research questions do you have that stem jobs you
may have already had in music?

I haven’t had any music career/jobs yet, but I’ve been Music Director for ReScored
Acappella for five semesters and have been treasurer of JMU’s chapter of the
ACDA for about 4 semesters now. From those experiences; How much of an impact
has it been for students when their communities and school administrations support
music programs? What about the financial support to provide the necessities for
music programs?

7. Pre-teaching Experiences: What research questions do you have that stem from pre-
teaching experiences (camps, practica, etc.) in music?

Pre-teaching experiences for me so far was only doing practicum for MUED 380
(Elementary Methods) at Keister Elementary School with both 4th and 5th graders,
and from that experience I learned a lot from it! From all my observations at
Keister with teaching and everything; How impactful can students be about music
when the teacher provides a balance for not only the academia but the social
interaction? What about if there was more academia than social? Vice versa?

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