research studies in music eduction

Research Studies in Music Education

Subject Area and Category

SAGE Publications Ltd

Publication type

1321103X, 18345530

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How to publish in this journal

The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.

The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.

Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.

This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.

Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years. Journal Self-citation is defined as the number of citation from a journal citing article to articles published by the same journal.

Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.

International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.

Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.

Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.

Evolution of the percentage of female authors.

Evolution of the number of documents cited by public policy documents according to Overton database.

Evoution of the number of documents related to Sustainable Development Goals defined by United Nations. Available from 2018 onwards.

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About the Journal

Journal of Research in Music Education is a quarterly, peer-reviewed journal comprising reports of original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult. Published quarterly; digital edition included with NAfME membership. Print edition available for $50/year.

• NAfME members, login to access journal issues. You will be returned to this page where a link to search for and view articles will be visible above the journal cover image.
• Guidelines for Contributors
• Code of Ethics (see below)
• JRME Editorial Committee
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Feedback or questions? Contact  Amy Bradley .

NAfME Research Publication/ Presentation Code of Ethics

This version of the Code of Ethics was adopted in May 2006. This material is based on the following sources: Publication Manual of the American Psychological Association, 5th ed. (Washington, DC: APA, 2001); and Ethical Principles of Psychologists and Code of Conduct (APA, 2000), found at www.apa.org/ethics .

• Multiple submissions. An author must not submit the same manuscript for simultaneous consideration by two or more journals. If a manuscript is rejected by one journal, an author may then submit it to another journal.
• Duplicate publication. An author must not submit a manuscript published in whole or in substantial part in another journal or published work. Exceptions may be made for previous publication (a) in a periodical with limited circulation or availability (e.g., a government agency report) or (b) in an abstracted form (e.g., a convention proceedings). Any prior publication should be noted and referenced in the manuscript, and the author must inform the editor of the existence of any similar manuscripts that have already been published or submitted for publication or that may be submitted for concurrent consideration to the journal or elsewhere.
• Piecemeal publication. Investigators who engage in systematic programs of research report their results from time to time as significant portions of their programs are completed. This is both legitimate and inevitable in research programs that are on very large scales or of several years’ duration. In contrast to this kind of publication, articles are received in which a single investigation has been broken up into separate manuscripts submitted seriatim. Authors are obligated to present work parsimoniously and as completely as possible. Data that can be meaningfully combined within a single publication should be presented together. Authors who wish to divide reports of studies into more than one article should inform the editor.
• Authorship. Authorship is reserved to those who make major contributions to the research. Credit is assigned to those who have contributed to a publication in proportion to their professional contributions. Major contributions of a professional character made by several individuals to a common project are recognized by joint authorship, with the individual who made the principal contribution listed first. Minor contributions of a professional character and extensive clerical or similar assistance may be acknowledged in endnotes or in an introductory statement. Acknowledgment through specific citations is made for unpublished as well as published material that has directly influenced the research or writing. Individuals who compile and edit material of others for publication publish the material in the name of the originating group, if appropriate, with their own names appearing as chairperson or editor. All contributors are to be acknowledged and named.
• Copyright. Once an article is accepted, an author transfers literary rights on the published article to the publishing organization (in this case, NAfME) so that the author and the association are protected from misuse of copyright material. An article will not be published until the author’s signed copyright transfer has been received by the national office of the publishing organization. Contributors are responsible for obtaining copyright clearance on illustrations, figures, or lengthy quotes that have been published elsewhere.
• Conference presentation.  Papers submitted for presentation via any format (e.g., posters, paper-reading sessions) should not have been presented at another major conference. If the data have been presented in whole or substantive part in any forum, in print, or at previous research sessions, a statement specifying particulars of the above must be included with the submission.
• Ethical conduct and institutional review compliance. Authors are expected to comply with APA ethical standards ( www.apa.org/ethics/code2002.html ) and institutional and federal regulations on the treatment of human subjects.

Note:  Any violation of the Code of Ethics will result in immediate rejection of the manuscript/paper, without further consideration.

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Performing Music Research: Methods in Music Education, Psychology, and Performance Science

Professor of Performance Science

Associate Director of Research

Reader in Performance Science

Research Associate in Performance Science

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Performing Music Research is a comprehensive guide to research in music performance. It reviews the knowledge and skills needed to critique existing studies in music education, psychology, and performance science, and to design and carry out new investigations. Methodological approaches are highlighted across the book in ways that help aspiring researchers bring precision to their research questions, select methods that are appropriate for addressing their questions, and apply those methods systematically and rigorously. Each chapter contains a study guide, comprising a chapter summary, a list of keywords, and suggestions for further discussion. The book concludes with a resources section, including a glossary and supplementary material to support advanced statistical analysis. The book’s companion website provides information designed to facilitate access to original research and to test knowledge and understanding.

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Research Studies in Music Education

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• Description
• Aims and Scope
• Editorial Board
• Abstracting / Indexing
• Submission Guidelines

This internationally peer-reviewed journal promotes the dissemination and discussion of high-quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice

The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.

Since 2008 Psychology of Music (POM) and Research Studies in Music Education ( RSME)  have been sold together as a joint institutional subscription. Both journals are owned by the Society for Education, Music and Psychology Research (SEMPRE). Both are relevant to music psychologists and music educators alike. Music and psychology departments can benefit from having the additional content provided by both journals.

View the institutional subscription rates : The subscription to the journals is available in the usual 3 SAGE subscription models: print and online combined, print only, and e-access only. The SAGE institutional e-access only subscriptions are discounted further. Individual subscribers can purchase the journals separately in print only. If you are interested in becoming a member of SEMPRE and receiving a subscription to Psychology of Music as part of your membership dues please contact the SEMPRE membership secretary at: [email protected] This journal accepts supplementary materials, e.g. audio/video files, datasets, additional images etc. For more information please see our guidelines

This journal is a member of the Committee on Publication Ethics (COPE)

Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice.

This journal accepts supplementary materials, e.g. audio/video files, datasets, additional images etc. For more information please see our guidelines .

• Australian Education Index
• Clarivate Analytics: Emerging Sources Citation Index (ESCI)
• ERIC - Educational Management
• Educational Research Abstracts Online - e-Psyche
• IBZ: International Bibliography of Periodical Literature
• IBZ: International Bibliography of Periodical Literature in the Humanities and Social Sciences
• International Bibliography of Book Reviews of Scholarly Literature in the Humanities and Social Sciences
• International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences
• Music Index
• The Music Index: A Subject-Author Guide to Music Periodical Literature

Manuscript Submission Guidelines: Research Studies in Music Education

This Journal is a member of the Committee on Publication Ethics

Please read the guidelines below then visit the Journal’s submission site http://mc.manuscriptcentral.com/rsme to upload your manuscript. Please note that manuscripts not conforming to these guidelines may be returned.

Only manuscripts of sufficient quality that meet the aims and scope of Research Studies in Music Education will be reviewed.

There are no fees payable to submit or publish in this Journal. Open Access options are available - see section 3.3 below.

As part of the submission process you will be required to warrant that you are submitting your original work, that you have the rights in the work, and that you have obtained and can supply all necessary permissions for the reproduction of any copyright works not owned by you, that you are submitting the work for first publication in the Journal and that it is not being considered for publication elsewhere and has not already been published elsewhere. Please see our guidelines on prior publication and note that  Research Studies in Music Education may accept submissions of papers that have been posted on pre-print servers; please alert the Editorial Office when submitting (contact details are at the end of these guidelines) and include the DOI for the preprint in the designated field in the manuscript submission system. Authors should not post an updated version of their paper on the preprint server while it is being peer reviewed for possible publication in the journal. If the article is accepted for publication, the author may re-use their work according to the journal's author archiving policy. If your paper is accepted, you must include a link on your preprint to the final version of your paper.

• What do we publish? 1.1 Aims & Scope 1.2 Article types 1.3 Writing your paper
• Editorial policies 2.1 Peer review policy 2.2 Authorship 2.3 Acknowledgements 2.4 Funding 2.5 Declaration of conflicting interests 2.6 Research ethics and participant consent 2.7 Redundant publication 2.8 Research Data
• Publishing policies 3.1 Publication ethics 3.2 Contributor's publishing agreement 3.3 Open access and author archiving
• Preparing your manuscript 4.1 Formatting 4.2 Artwork, figures and other graphics 4.3 Supplemental material 4.4 Reference style 4.5 English language editing services
• Submitting your manuscript 5.1 ORCID 5.2 Information required for completing your submission 5.3 Permissions
• On acceptance and publication 6.1 Sage Production 6.2 Online First publication 6.3 Access to your published article 6.4 Promoting your article
• Further information
• Feedback, Complaints & Appeals

1. What do we publish?

1.1 Aims & Scope

Before submitting your manuscript to Research Studies in Music Education , please ensure you have read the  Aims & Scope .

1.2 Article Types

Manuscripts should be up to 6000 words in length, excluding Abstract and reference list.

RSME  publishes  two types of articles:  original research articles , and perspectives articles. All articles are double blind peer refereed, and expected to contribute something significant and novel to the field.

Research papers published by RSME follow the format of a standard journal article, and must be based on empirical research (all research methodologies are welcome).

The Perspectives Series is a scholarly forum for authors to present ideas and perspectives in music education. Perspectives may seek to engender debate from a personal values position or stake a claim on a new methodological, philosophical or pragmatic ‘space’.

1.3 Writing your paper

The Sage Author Gateway has some general advice and on  how to get published , plus links to further resources. Sage Author Services also offers authors a variety of ways to improve and enhance their article including English language editing, plagiarism detection, and video abstract and infographic preparation.

1.3.1 Make your article discoverable

When writing up your paper, think about how you can make it discoverable. The title, keywords and abstract are key to ensuring readers find your article through search engines such as Google. For information and guidance on how best to title your article, write your abstract and select your keywords, have a look at this page on the Gateway: How to Help Readers Find Your Article Online .

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2. Editorial policies

2.1 Peer review policy

RSME  operates a strictly anonymous peer review process in which the reviewer’s name is withheld from the author and, the author’s name from the reviewer. The reviewer may at their own discretion opt to reveal their name to the author in their review but our standard policy practice is for both identities to remain concealed. Each manuscript is reviewed by at least two referees. 

Each manuscript is reviewed by at least two referees, who will recommend to the Editor whether a manuscript should be accepted, revised (major or minor revisions), or rejected. The Editor will make a decision on the manuscript based on the recommendations from the expert referees. Please note that the Editor’s decision on a manuscript will be final.    Authors of manuscripts given a minor or major revision decision are invited to submit their revised manuscript via the journal’s submission site. The responsibility for submitting the revised manuscript lies with the corresponding author.” 

2.2 Authorship

All parties who have made a substantive contribution to the article should be listed as authors. Principal authorship, authorship order, and other publication credits should be based on the relative scientific or professional contributions of the individuals involved, regardless of their status. A student is usually listed as principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis.

Please note that AI chatbots, for example ChatGPT, should not be listed as authors. For more information see the policy on Use of ChatGPT and generative AI tools . 

Research Studies in Music Education is trialing the publication of CRediT author contribution statements. At submission stage, there will be the ability to list the roles that each author was responsible for. Please refer to the CRediT Gateway page for more information. You should not include an author contribution statement in your manuscript as this will be added at Production stage. This does not replace the Acknowledgements section.

2.3 Acknowledgements

All contributors who do not meet the criteria for authorship should be listed in an Acknowledgements section. Examples of those who might be acknowledged include a person who provided purely technical help, or a department chair who provided only general support.

Please supply any personal acknowledgements separately to the main text to facilitate anonymous peer review.

2.3.1 Third party submissions

Where an individual who is not listed as an author submits a manuscript on behalf of the author(s), a statement must be included in the Acknowledgements section of the manuscript and in the accompanying cover letter. The statements must:

• Disclose this type of editorial assistance – including the individual’s name, company and level of input
• Identify any entities that paid for this assistance
• Confirm that the listed authors have authorized the submission of their manuscript via third party and approved any statements or declarations, e.g. conflicting interests, funding, etc.

Where appropriate, Sage reserves the right to deny consideration to manuscripts submitted by a third party rather than by the authors themselves .

2.3.2 Writing assistance

Individuals who provided writing assistance, e.g. from a specialist communications company, do not qualify as authors and so should be included in the Acknowledgements section. Authors must disclose any writing assistance – including the individual’s name, company and level of input – and identify the entity that paid for this assistance”).

It is not necessary to disclose use of language polishing services.

2.4 Funding

Research Studies in Music Education requires all authors to acknowledge their funding in a consistent fashion under a separate heading.  Please visit the Funding Acknowledgements page on the Sage Journal Author Gateway to confirm the format of the acknowledgment text in the event of funding, or state that: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. 

2.5 Declaration of conflicting interests

Research Studies in Music Education encourages authors to include a declaration of any conflicting interests and recommends you review the good practice guidelines on the Sage Journal Author Gateway .

2.6 'Research ethics and participant consent'

Ethical approval statement

Upon submission, authors will be asked to state the relevant ethics committee or institutional review board provided (or waived) approval. Please ensure that you have provided the full name and institution of the review committee, in addition to the approval number. Where exemption from ethics approval has been granted by an appropriate body, this should be specified and the reason for exemption should be provided. Manuscripts should include statements that provide a clear explanation as to why ethics approval and/or informed consent was not sought for a given study in a specific country or region.

Informed consent

Authors are required to state in the methods section whether participants provided informed consent (for inclusion, collection/use of data or samples, and/or publication, as applicable) and whether the consent was written or verbal.

2.7 Redundant publication

The Editors of Research Studies in Music Education ask authors to declare if any data reported in their submission have been published previously wholly or in part. For example: the reanalysis of a previously published dataset by a different set of authors would need to be declared. The publication of multiple articles using the same dataset with somewhat related outcomes could be considered inappropriate. Within the cover letter and methods section, authors should declare if datasets or participants reported in their submission overlap with any prior published work to help a thorough Editorial assessment of the study.

2.8 Research Data

The journal is committed to facilitating openness, transparency and reproducibility of research, and has the following research data sharing policy. For more information, including FAQs please visit the Sage Research Data policy pages .

Subject to appropriate ethical and legal considerations, authors are encouraged to:

• share your research data in a relevant public data repository
• include a data availability statement linking to your data. If it is not possible to share your data, we encourage you to consider using the statement to explain why it cannot be shared.
• cite this data in your research

3. Publishing Policies

3.1 Publication ethics

Sage is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors and view the Publication Ethics page on the Sage Author Gateway .

3.1.1 Plagiarism

Research Studies in Music Education and Sage take issues of copyright infringement, plagiarism or other breaches of best practice in publication very seriously. We seek to protect the rights of our authors and we always investigate claims of plagiarism or misuse of published articles. Equally, we seek to protect the reputation of the journal against malpractice. Submitted articles may be checked with duplication-checking software. Where an article, for example, is found to have plagiarised other work or included third-party copyright material without permission or with insufficient acknowledgement, or where the authorship of the article is contested, we reserve the right to take action including, but not limited to: publishing an erratum or corrigendum (correction); retracting the article; taking up the matter with the head of department or dean of the author's institution and/or relevant academic bodies or societies; or taking appropriate legal action.

3.1.2 Prior publication

If material has been previously published it is not generally acceptable for publication in a Sage journal. However, there are certain circumstances where previously published material can be considered for publication. Please refer to the guidance on the Sage Author Gateway or if in doubt, contact the Editor at the address given below.

3.2 Contributor's publishing agreement

Before publication, Sage requires the author as the rights holder to sign a Journal Contributor’s Publishing Agreement. Sage’s Journal Contributor’s Publishing Agreement is an exclusive licence agreement which means that the author retains copyright in the work but grants Sage the sole and exclusive right and licence to publish for the full legal term of copyright. Exceptions may exist where an assignment of copyright is required or preferred by a proprietor other than Sage. In this case copyright in the work will be assigned from the author to the society. For more information please visit the Sage Author Gateway .

3.3 Open access and author archiving

Research Studies in Music Education offers optional open access publishing via the Sage Choice programme and Open Access agreements, where authors can publish open access either discounted or free of charge depending on the agreement with Sage. Find out if your institution is participating by visiting Open Access Agreements at Sage . For more information on Open Access publishing options at Sage please visit Sage Open Access . For information on funding body compliance, and depositing your article in repositories, please visit Sage’s Author Archiving and Re-Use Guidelines and Publishing Policies .

4. Preparing your manuscript for submission

4.1 Formatting

The preferred format for your manuscript is Word. LaTeX files are also accepted. Word and (La)Tex templates are available on the Manuscript Submission Guidelines page of our Author Gateway.

4.2 Artwork, figures and other graphics

For guidance on the preparation of illustrations, pictures and graphs in electronic format, please visit Sage’s Manuscript Submission Guidelines .

Figures supplied in colour will appear in colour online regardless of whether or not these illustrations are reproduced in colour in the printed version. For specifically requested colour reproduction in print, you will receive information regarding the costs from Sage after receipt of your accepted article.

4.3 Supplemental material

This journal is able to host additional materials online (e.g. datasets, podcasts, videos, images etc) alongside the full-text of the article. For more information please refer to our guidelines on submitting supplemental files

4.4 Reference style

Research Studies in Music Education adheres to the APA reference style. View the APA guidelines to ensure your manuscript conforms to this reference style.

4.5 English language editing services

Authors seeking assistance with English language editing, translation, or figure and manuscript formatting to fit the journal’s specifications should consider using Sage Language Services. Visit Sage Language Services on our Journal Author Gateway for further information.

5. Submitting your manuscript

Research Studies in Music Education is hosted on Sage Track, a web based online submission and peer review system powered by ScholarOne™ Manuscripts. Visit http://mc.manuscriptcentral.com/rsme to login and submit your article online.

IMPORTANT: Please check whether you already have an account in the system before trying to create a new one. If you have reviewed or authored for the journal in the past year it is likely that you will have had an account created.  For further guidance on submitting your manuscript online please visit ScholarOne Online Help.

As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID . ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized. 

The collection of ORCID IDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID ID you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID ID will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID ID is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.

If you do not already have an ORCID ID please follow this link to create one or visit our ORCID homepage to learn more.     

5.2 Information required for completing your submission

You will be asked to provide contact details and academic affiliations for all co-authors via the submission system and identify who is to be the corresponding author. These details must match what appears on your manuscript. The affiliation listed in the manuscript should be the institution where the research was conducted. If an author has moved to a new institution since completing the research, the new affiliation can be included in a manuscript note at the end of the paper. At this stage please ensure you have included all the required statements and declarations and uploaded any additional supplementary files (including reporting guidelines where relevant).

5.3 Permissions

Please also ensure that you have obtained any necessary permission from copyright holders for reproducing any illustrations, tables, figures or lengthy quotations previously published elsewhere. For further information including guidance on fair dealing for criticism and review, please see the Copyright and Permissions page on the Sage Author Gateway .

6. On acceptance and publication

6.1 Sage Production

Your Sage Production Editor will keep you informed as to your article’s progress throughout the production process. Proofs will be sent by PDF to the corresponding author via our editing portal Sage Edit or by email, and corrections should be made directly or notified to us promptly.  Authors are reminded to check their proofs carefully to confirm that all author information, including names, affiliations, sequence and contact details are correct, and that Funding and Conflict of Interest statements, if any, are accurate.

6.2 Online First publication

Online First allows final articles (completed and approved articles awaiting assignment to a future issue) to be published online prior to their inclusion in a journal issue, which significantly reduces the lead time between submission and publication. Visit the Sage Journals help page for more details, including how to cite Online First articles.

6.3 Access to your published article

Sage provides authors with online access to their final article.

6.4 Promoting your article

Publication is not the end of the process! You can help disseminate your paper and ensure it is as widely read and cited as possible. The Sage Author Gateway has numerous resources to help you promote your work. Visit the Promote Your Article page on the Gateway for tips and advice.

7. Further information

Any correspondence, queries or additional requests for information on the manuscript submission process should be sent to the Research Studies in Music Education editorial office as follows:

Julie Ballantyne, Editor Email:  [email protected]  

Dr Nicole Canham, Assistant Editor Email:  [email protected]  

8.  Research Studies in Music Education Complaints and Appeals

For information on the journal's appeals procedure please click here .

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The Outcomes and Experiences of Students in Course-based Undergraduate Research Experience (CURE)

• Virginia Driscoll Department of Music Education and Therapy, East Carolina University https://orcid.org/0000-0002-0971-6254
• Zachary Palma School of Music, East Carolina University
• Katja Beebe School of Music, East Carolina University

Research is a pivotal element of music therapy education. Finding, interpreting, and integrating research into clinical practice are required in the professional competencies (American Music Therapy Association, 2013, 2021). Course-based undergraduate research experiences (CURE) have been identified by the National Science Foundation to increase access to underrepresented student populations in STEM programs. Fewer studies have been seen in humanities. To develop competency in a cohort of music therapy students, a CURE was developed with student research collaborating on all parts of the study. Elements of the CURE were guided by Dvorak and Hernandez-Ruiz (2019); one of the first publications in music therapy using this approach with students. However, in the present CURE each student developed their own research question within a larger project, modeled after a lab-based approach. Students who wished to present their research as a poster for the regional or national conference were prepared to do so. Significant improvements in were found ( p <.0001) three categories on the Research Skill Development Questionnaire (RSDQ: Dvorak et al., 2021) including knowledge of research-related content, research skills, and research dispositions. Student reflections share a growth in comfort with and accessibility of conducting research as something “not just for scientists and doctors” but that was “a lot less stressful, and really fun!” Others reported a motivation to identify questions and conduct research in the future. The outcome was a fully immersive educational experience and functional a resource for members within the School of Music to educate on hearing loss prevention.

Author Biographies

Virginia driscoll, department of music education and therapy, east carolina university.

Assistant Professor  in Music Therapy at East Carolina University. 

Zachary Palma, School of Music, East Carolina University

Zach Palma, MT-BC is a music therapist with Voices Together as well as a performer.

Katja Beebe, School of Music, East Carolina University

Katja Beebe is a music therapy intern with Cincinnati Children’s Hospital Medical Center. 

American Music Therapy Association. (2010). Strategic priority on research. https://www.musictherapy.org/research/strategic_priority_on_research/

American Music Therapy Association. (2013). Professional Competencies. https://www.musictherapy.org/about/competencies/

American Music Therapy Association. (2015). Music therapy research 2025: Proceedings. American Music Therapy Association. https://www.musictherapy.org/assets/1/7/MTR2025proceedings.pdf

American Music Therapy Association. (2021). Standards for Education and Clinical Training. American Music Therapy Association. https://www.musictherapy.org/members/edctstan/

American Music Therapy Association. (2022). E. Thayer Gaston Research Competition. https://www.musictherapy.org/careers/scholars/#E._Thayer_Gaston_Writing_Competition

Auchincloss, L. C., Laursen, S. L., Branchaw, J., Eagan, K., Graham, M. J., Hanauer, D. I., Lawrie, G. A., McLinn, C. M., Pelaez, N., Rowland, S., Towns, M. H., Trautmann, N. M., Varma-Nelson, P., Weston, T. J., & Dolan, E. L. (2014). Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report. CBE- Life Sciences Education, 13(1), 29–40. https://doi.org/10.1187/cbe.14-01-0004

Bangera, G., & Brownell, S. E. (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE- Life Sciences Education, 13(4), 602–606. https://doi.org/10.1187/cbe.14-06-0099

Brownell, S. E., & Kloser, M. J. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. Studies in Higher Education, 40(3), 525–544. https://doi.org/10.1080/03075079.2015.1004234

Dolan, E. L. (2016). Course-based undergraduate research experiences: Current knowledge and future directions (pp. 1–34). National Research Council Washington, DC.

Dvorak, A., Hernandez-Ruiz, E., & Weingarten, K. M. (2021). Course-Based Undergraduate Research Experience: Music Education and Music Therapy Student Outcomes. Journal of Music Teacher Education, 30(3), 26–39. https://doi.org/10.1177/10570837211002167

Dvorak, A. L., & Hernandez-Ruiz, E. (2019). Outcomes of a course-based undergraduate research experience (CURE) for music therapy and music education students. Journal of Music Therapy, 56(1), 30–60.

Dvorak, A. L., Hernandez-Ruiz, E., Nick, H., Qi, R., Alderete, C., Frieze, Z., Georgeson, K., Gilliam, T. M., Hatcliff, A., & Kirsch, A. (2020). Student music stimuli composition in a scaffolded course-based undergraduate research experience. Dialogues in Music Therapy Education, 1(1), 1–32.

Hernandez-Ruiz, E., & Dvorak, A. L. (2020). Replication of a course-based undergraduate research experience for music students. Nordic Journal of Music Therapy, 29(4), 317–333.

Hunter, A.-B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 36–74. https://doi.org/10.1002/sce.20173

Russell, J., D’Costa, A., Runck, C., Barnes, D. W., Barrera, A. L., Hurst-Kennedy, J., Sudduth, E. B., Quinlan, E. L., Schlueter, M. A., Iskhakova, L. A., & Haining, R. L. (2015). Bridging the Undergraduate Curriculum Using an Integrated Course-Embedded Undergraduate Research Experience (ICURE). CBE- Life Sciences Education, 14(1). https://doi.org/10.1187/cbe.14-09-0151

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Shortlidge, E. E., Bangera, G., & Brownell, S. E. (2017). Each to their own CURE: faculty who teach course-based undergraduate research experiences report why you too should teach a CURE. Journal of Microbiology & Biology Education, 18(2), 18.2. 10.

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• Driscoll, Palma, and Beebe (2024).PDF

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Copyright (c) 2024 Virginia Driscoll, Zachary Palma, Katja Beebe

This work is licensed under a Creative Commons Attribution 4.0 International License .

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Home > ETD > Doctoral > 5560

Doctoral Dissertations and Projects

Challenges to musical and organizational growth in small rural community high school instrumental music programs in georgia.

William Kenneth Garrett , Liberty University Follow

School of Music

Doctor of Music Education (DME)

Thomas Goddard

Music Education, Rural, Instrumental Music

Disciplines

Education | Music

Recommended Citation

Garrett, William Kenneth, "Challenges To Musical and Organizational Growth in Small Rural Community High School Instrumental Music Programs in Georgia" (2024). Doctoral Dissertations and Projects . 5560. https://digitalcommons.liberty.edu/doctoral/5560

Rural school instrumental programs are commonly categorized as small and struggling. Teaching in these programs is often considered a stepping-stone for music educators. Despite common challenges such as limited or less educated staff, underdeveloped musicians, and a lack of resources, some rural programs have found inventive solutions to combat the obstacles of rural schools and grow successful band programs. There is a need to address the obstacles of being a high school band director whose program is growing or needs to improve regarding student participation and musicianship in this setting. This qualitative research study seeks to uncover similar challenges current high school band directors face when increasing or attempting to develop their programs musically and organizationally in small rural communities in Georgia. Existing literature combined with a research survey will emphasize high school directors’ specific challenges in these settings. The solutions they report will also be published. The results of the research survey suggest that although there are many trials in teaching in these situations, music and organizational growth can still be found. The study has implications for current or future band directors, as it will fill a gap in the literature about the challenges facing high school band directors in Georgia regarding organizational and musical growth. By reading about how current directors overcome difficulties, other directors may be encouraged to grow similarly. Furthermore, the writing of this study could embolden additional research into the hardships of other teaching aspects in small-rural school settings by this or other authors.

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• Novel global study using investigators as participants finds shared acoustic relationships among the world’s languages and music

Novel global study using investigators as participants finds shared acoustic relationships among the world’s languages and music

By Bert Gambini

Release Date: May 15, 2024

BUFFALO, N.Y. – A University at Buffalo psychologist is part of a global research team that has identified specific acoustic relationships that distinguish speech, song and instrumental music across cultures.

The study published in the journal Science Advances , which involved experts in ethnomusicology, music psychology, linguistics and evolutionary biology, compared instrumental melodies along with songs, lyrics and speech in 55 languages. The findings provide an international perspective supporting ideas about how the world’s music and languages evolved into their current states.

“There are many ways to look at the acoustic features of singing versus speaking, but we found the same three significant features across all the cultures we examined that distinguish song from speech,” said Peter Pfordresher, PhD , a professor of psychology in the UB College of Arts and Sciences, and one of the 75 contributors to a unique project that involved the researchers assuming the dual roles of investigator and participant.

The three features are:

• Singing tends to be slower than speaking across all the cultures studied.
• People tend to produce more stable pitches when singing as opposed to speaking.
• Overall, singing pitch is higher than spoken pitch.

The exact evolutionary pressures responsible for shaping human behaviors are difficult to identify, but the new paper provides insights regarding the shared, cross-cultural similarities and differences in language and music − both of which are found in highly diverse forms across every human culture.

Pfordresher says the leading theory, advanced by the paper’s senior author, Patrick Savage, PhD, senior research fellow at the University of Auckland, New Zealand, is that music evolved to promote social bonding .

“When people make music, and this is the case around the world, they tend to do so collectively. They synchronize and harmonize with each other,” says Pfordresher. “The features we found that distinguish music from speech fit well with that theory.”

Think about tempo as a mechanism to encourage music’s social aspects. Being in sync becomes more difficult as tempo increases. When the tempo slows, the rhythm becomes predictable and easier to follow. Music becomes a more social enterprise.

It’s the same with pitch stability, according to Pfordresher.

“It’s much easier to match a stable pitch with someone else, to be in sync with the collective, than is the case when a pitch is wavering,” he says.

Similarly, it’s possible that the higher pitches found in singing happen as a byproduct of songs being produced at a slower rate.

“Slower production rates require a greater volume of air in the lungs,” explains Pfordresher. “Greater air pressure in the vocal system increases pitch.”

Conversational speech, in contrast, is not synchronized. Conversations generally alternate between people.

“I would speculate that conversational speech is faster than song because people want to hold on to the stage. They don’t want to provide false cues that they’ve finished, in essence handing the conversation off to another speaker,” says Pfordresher. “Pausing in a conversation or speaking slowly often indicates that it’s another person’s turn to speak.”

The study’s novel structure, with its investigators as participants, is part of the increasingly global nature of music cognition research. Savage and Yuto Ozaki, PhD, the lead author from Keio University in Japan, recruited researchers from Asia, Africa, the Americas, Europe and the Pacific, who spoke languages that included Yoruba, Mandarin, Hindi, Hebrew, Arabic, Ukrainian, Russian, Balinese, Cherokee, Kannada, Spanish, Aynu, English and dozens more .

“First, we used this structure to counteract the unfortunate tradition of extractive research in cross-cultural musical studies in which researchers from the developed world collect, or extract, data from a culture in the developing world, and use the data to promote their own success,” says Pfordresher.

The second reason has more to do with the validity of the data.

“Our analyses require annotation of syllable and note onsets in songs and speech from around the world,” says Pfordresher. “No single investigator knows all of these languages. By having each investigator participate and thus check their own annotations, we add additional validity to our study.”

Each investigator-participant chose a song of national significance from their culture. Pfordresher selected “America the Beautiful.” Savage chose “Scarborough Fair.” Ozaki sang the Japanese folk song “Ōmori Jinku.”

Participants sang the song first; performed an instrumental version next on an instrument of their choice; and then recited the lyrics. They also provided an explanation for their choice as a free-form speech condition of the study. All four conditions were recorded and then segmented.

To avoid the possibility of bias creeping into the data, Pfordresher explained that not all investigators were involved in generating the study’s initial set of hypotheses. All of the authors looked at the data, but did so to make sure there were no differences between the initial group and those others.

“We do hope to follow up this study with other research that has authors from around the world sample data from within their cultures,” says Pfordresher.

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Bert Gambini News Content Manager Humanities, Economics, Social Sciences, Social Work, Libraries Tel: 716-645-5334 [email protected]

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