By Patrice Madura Ward-Steinman
This festschrift honors the profession of Charles P. Schmidt at the social gathering of his retirement from the Indiana collage Jacobs institution of song. His major examine concentration has been the social-psychology of track schooling, together with the subtopics of motivation in song studying, utilized song instructing behaviors, and character and cognitive kinds in tune educating and studying. every one bankruptcy during this quantity acknowledges the effect of Schmidt as a researcher, a examine reviewer, and a learn mentor, and contributes to the development of the social-psychological version and to analyze criteria in track schooling. those issues are constructed by means of a gorgeous forged of track schooling students, together with Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia flora, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa may perhaps, Peter Miksza, Rudolf Rudocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are provided in 3 sections: Social-Psychological Advances in tune schooling, Social Environments for track schooling, and Advancing powerful study in song schooling. This assortment, edited via Patrice Madura Ward-Steinman, will end up precious for college kids and college looking for vital learn questions and versions of analysis excellence.
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Additional resources for Advances in Social-Psychology and Music Education Research
One measure of Dr Schmidt’s legacy is the fact that his convictions regarding the importance of social-psychological constructs to music education have been joined by so many of his students, a number of whom are now eminent researchers in their own right. A content analysis of the dissertations and theses for which Dr Schmidt served as chair reveals a number of investigations examining the role of such constructs in music teaching and learning. The following essay will examine the social-psychological research domains of motivation, cognitive style, and personality with respect to Dr Schmidt’s research in each topic area, the directions that research in these areas has taken in the hands of his students, and the importance of each topic to graduate study in music education.
A Social-Psychological Model of Musical Ability 7 male pianists. Again, the need to control for gender is highlighted, as LOC was a nonsignificant predictor of sight-reading scores for female pianists. Self-concept is a promising motivational variable in musical ability. Walker (1978) observed a significant relation between general self-concept and undergraduates’ achievement in the music curriculum, and Laycock (1993) found musical self-concept to be linked to the quality of high school students’ compositions.
In his summary of Starker’s approach, Cloer notes that there are several parallels between the results reported by Duke and Simmons (2006) and his observations of Starker’s teaching. This finding reinforces the notion that the elements described by Duke and Simmons may characterize a broad sample of master applied studio teachers. Designing Effective Music Studio Instruction 25 Developing Effective Studio Instructors Rivera and Gruenbaum (1979) believe that good applied music teachers are born with an ability to relate to and communicate with students.
Advances in Social-Psychology and Music Education Research by Patrice Madura Ward-Steinman