You are cordially invited to present at the 2016 Research Poster Session!
Each year, KMEA sponsors a research poster session at the February In-Service
Workshop. This year posters will be put up all day on Thursday and Friday in the
Second Floor Foyer Area of Century II (the promenade directly above the registration
area), and the authors of the studies will be available for questions and discussion on
Friday, February 26 from 3:00 - 3:55 PM. The session includes poster presentations of
music education research by public school educators, university faculty, and university
students. Each presenter has an exhibition area where they display materials
pertaining to their research. If you are interested in presenting original research at this
session, please contact me, Chris Johnson, KMEA Research Chair, by February 15.
You may email me at the address shown above.
The poster session is an excellent opportunity for workshop attendees to discover
many things, as it allows you to learn what the current burning questions in music
education are, and what we know about these topics. Opportunities to speak with the
researchers can tell you not only about the project in hand, but also about what music
educators know about many diverse topics. This session is one in which people can
drop in and stay for a few minutes to talk with one person who may well have
interesting information, or stay for the entire hour and glean informed views from many
participants regarding all manner of topics. We usually see about 200 people come
through this event. This year, we hope even more people will come by to take
advantage of this dynamic learning opportunity as we look at this greatly increased
presentation venue.
2016 General Research Session
The general research session will include three presentations of recent research in
music education and the psychology of music. As in all years, the research arm of
KMEA seeks to identify and include research from the very best the state has to offer.
This year's presenters feature three engaging presentations that I am sure will inform
and excite. The first presentation features Debra Brown discussing The Instrumentalist
as Children's Chorus Director in the Public School Setting. The purpose of this study
was to examine the unique experience of instrumentalist musicians directing a
children's chorus as part of his/her general music position in suburban public schools.
In this qualitative study, four teacher's experiences were explore detailing their training,
self-reflection on chorus directing as well as differences in their experience as a
director. The four participants represented four different elementary schools in two large
suburban districts in the same Midwestern metropolitan area. Each engaged in two
interviews of thirty to forty-five minutes in length. Two had less than four years of
experience, the other two had more than eight years of experience. Between the
interviews, all were observed twice directing their children's chorus rehearsals. Themes
emerged that showed strengths in areas of teaching breath control, phrasing, artistic
expression and note reading. Choral teaching weaknesses or insecurities identified by
newer teachers included choral style, vocal production, literature choice, and diction.
From the data, it appeared that the more experience the teacher acquired, the greater
the confidence in working with the child voice in a chorus.
The second presentation in this session will feature Jenna McGovern who will discuss
a study wherein she examined the differences between spoken and musical transitions
in an inclusive early childhood classroom. The participants (n=17) attended an
inclusive preschool program with students with visual impairments. Five different
transitional times were identified during the weekly 25-minute music class to examine
whether spoken or sung directives were more effective during classroom transition
periods. To determine the effectiveness of the transitions, the researcher investigated
the duration of transitions and the number of students off-task during each transition.
Data indicated that musical transitions decreased the amount of time spent in
transition particularly when entering the music classroom.
The final in this session will feature Rebecca Tast who will discuss a project entitled: A
Comparison of Three Pedagogical Methods for Setting Cello Endpin Length. The
purpose of this two-part study was to compare the endpin lengths and the resulting
cello setups produced by the Scroll to Nose Method, the Hand Span Method, and the
Drop Method, and to determine if factors such as height or sex play a role in
determining endpin length. The purpose of part one of this study was to compare the
endpin lengths produced by three different pedagogical methods. Participants for part
one of this study (N=62) consisted of adult, volunteer students and faculty. Results
from part one suggested that the endpin lengths produced by the Scroll to Nose
Method and the Hand Span Method and the Drop Method and the Hand Span Method
differ significantly. Results from part one also demonstrated a statistically significant
interaction between pedagogical method and height, but not between pedagogical
method and sex. The purpose of part two of this study was to compare the cello
setups that resulted from the use of the three pedagogical methods. Participants
(N=93) were given a survey and instructed to select the pair of pictures that showed the
best cello setup. Participant's survey responses indicated an even split in the overall
choice of the Scroll to Nose Method and the Drop Method.
The general research session this year will be on Friday, February 26 from 12:55-1:45
PM in Room 205 of Century II.
As always, we will have abstracts for the general research session available at the
door to the session. We hope you will come by, look at the talks to be presented, and
come on in to see how the newest knowledge in our profession can make your
classroom a more effective experience for your students.