Journal of Research in Music Education 

About: Journal of Research in Music Education is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Music education & Singing. It has an ISSN identifier of 0022-4294. Over the lifetime, 1862 publications have been published receiving 54839 citations.

Educational Research: Competencies for Analysis and Application:

Abstract: to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Performing Arts: The Economic Dilemma

Abstract: quoted generously from the authors. The subtitle, \"The Economic Dilemma,\" succinctly points to the key to the problem and states that in the performing arts the financial basis for the existence of the performing arts is in a continuing crisis. The authors explore the reasons for the crisis and offer explanations for the status; their conclusions offer to society the economic requirements for existence and continuance, and by so doing, offer to the public a rational basis for public expenditure for support of the live performing arts. The public has yet to realize that live performing arts are part of the division of the general economy where efficiency and production cannot be increased in proportion to the rest of the economy. Production costs, therefore, mount with the general cost of all things but because there can be no efficiency in the production of live performance of the arts as in manufacturing of goods, the revenues from the performing arts cannot and do not keep pace with the rest of the econ-

The effects of three years of piano instruction on children's cognitive development

Abstract: The relationship between music and cognitive abilities was studied by observing the cognitive development of children provided (n = 63) and not provided (n = 54) with individual piano lessons from fourth to sixth grade. There were no differences in cognitive abilities, musical abilities, motor proficiency, self-esteem, academic achievement, or interest in studying piano between the two groups of children at the beginning of the study. It was found that the treatment affected children's general and spatial cognitive development. The magnitude of such effects (omega squared) was small. Additional analyses showed that although the experimental group obtained higher spatial abilities scores in the Developing Cognitive Abilities Test after 1 and 2 years of instruction than did the control group, the groups did not differ in general or specific cognitive abilities after 3 years of instruction. The treatment did not affect the development of quantitative and verbal cognitive abilities.

Mutual Learning and Democratic Action in Instrumental Music Education

Abstract: This ethnography is an investigation of the notion of democracy as community-in-the-making. The researcher and nine band students came together to create music that was meaningful and self-reflective. The participants elected to split into two distinct ensembles. Group 1 chose not to compose on their primary band instruments, opting for electric guitar, bass, synthesized piano, and drums. Group 2 chose to create music using traditional concert band instruments. Choosing a genre and working with the traditions governing its creative processes seemed to be the largest determinant of a groups culture. The group members and researcher saw classical music as unproductive for group composing or community-making. Composing in a jazz or popular style was conceived of as fun, nonobligatory, self-directed, and personally meaningful. In such settings, there was an emphasis on interpersonal relationships, peer learning and peer critique, as well as an expectation that members will take care of each other.

The Effect of Music Instruction on Phonemic Awareness in Beginning Readers

Abstract: The purpose of this study was to determine whether music instruction was related to significant gains in the development of young children's phonemic awareness, particularly in their phoneme-segmentation fluency. Beginning in January 2004 and continuing through the end of April 2004, each of four intact classrooms of kindergarten children (n= 43) from one elementary school were taught music by one of four advanced music-methods students from a nearby university. Kindergarten children (n= 60) at a second elementary school served as the control group. An analysis of the data revealed that kindergarten children who received 4 months of music instruction showed significantly greater gains in development of their phoneme segmentation fluency when compared to children who did not receive music instruction, t=−3.52, df= 101, p= .001. The results support a near-transfer hypothesis that active music-making and the association of sound with developmentally appropriate symbols may develop cognitive processes similar...