Ashley Starkston

MUED 380
Research Proposal

Question: In what ways can music education at a young age develop students confidence and effect
their academic achievement? What effect does the language and attitude of the teacher have on the
student?

Rationale: I had the idea for this research question while I was reading an article on improvisation for
our MUED 206 class. The article talked a lot about how what the teacher says and does can either help a
student succeed or be detrimental to a student. Im very interested in the psychology behind music
education, and I think that this topic sort of bridges the gap between the psychological and the
theoretical. It is an important topic for teachers to understand in order to be successful in helping
students grow and learn. Early education is an important time in a childs cognitive development and I
believe that music can have a profound effect on that. After reading the speech by Sandra Stauffer from
the SMTE 2017 conference, I began thinking more about how things that dont seem to be a huge deal
at face value are in fact extremely important and greatly effect our teaching. Things like the way we
phrase a question and the language we use to talk about our students have a huge impact on our
philosophies of teaching. I want to be able to dive deeper into this topic and discover more about the
effects of student-teacher relationships and language in the classroom on students experiences and
attitudes. We have even talked in class about framing our feedback to be more centered on the person
we are talking to and how that can change the effectiveness of our feedback. There are so many
subtleties in the language, actions, and activities we use as teachers that have greater impacts than we
may think. I believe this topic is important to not only myself, but to other music educators because its
something we dont talk about enough. Before this year, I would never have thought about these kinds
of things in my teaching. We tend to think about appropriate language and activities so that we arent
offensive, but we dont think about our everyday language and activities and the effects they have on
the development and attitudes of the students.

References:

Improvisation. (n.d.). Retrieved October 01, 2017, from http://stringtechnique.com/improvisation.html

Stauffer, S. L. (2017, September). Whose imaginings? Whose future?", Keynote presented at the biennial
meeting of the Society for Music Teacher Education Symposium, Minneapolis, MN.

Sources:

Hietolahit-Ansten, M., & Kalliopuska, M. (1990, December 01). Self-Esteem and Empathy among
Children Actively Involved in Music. Retrieved October 01, 2017, from
http://journals.sagepub.com/doi/abs/10.2466/pms.1990.71.3f.1364)

Abstract: In an art project we studied empathy and self-esteem of 25 young musicians who
played piano or violin 6 yr. and 30 children from regular school. Mean age of both groups was 12
yr. Methods used are the modified Mehrabian and Epstein Empathy Scale and the Battle Self-
esteem Scale, Form B. An active interest in music seems to improve self-esteem (especially total
self-esteem, general self-esteem, and social self-esteem scores). The music group had high self-
esteem (total score) and the 30 controls moderate self-esteem. An active interest in music
 seems to promote empathy, too. Self-expression via music encourages students to take more
responsibility, to concentrate, and as such to improve an inner self-control although playing an
instrument works in the service of the ego.

Austin, J. R. (1990). The Relationship of Music Self-Esteem to Degree of Participation in School and Out-
of-School Music Activities Among Upper-Elementary Students. Contributions to Music
Education, (17), 20-31. Retrieved October 01, 2017, from
http://www.jstor.org/stable/24127467?seq=1#page_scan_tab_contents

Abstract: The purpose of this study was to determine the relationship of music self-esteem to
music activity participation among upper-elementary students. The subjects, 252 fifth- and
sixth-grade students, attended one of three schools located in a moderate-size school district or
a nearby rural school. The Self-Esteem of Music Ability scale (SEMA) and an experimenter-
devised background questionnaire (grade, gender, degree of participation in school and out-of-
school music activities) were administered. Results indicated significant (p<.01) music self-
esteem differences for the factor of gender (mean female score higher). Level of music self-
esteem was a significant predictor of participation in both school and out-of-school music
activities. Degree of participation in school music activities was not significantly related to out-
of-school participation. One-third of the subjects were not involved in any type of elective music
activity. Band and piano lessons, respectively, were the most popular forms of school and out-
of-school activity.

Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011, December 01). The Influence of Affective
TeacherStudent Relationships on Students School Engagement and Achievement. Retrieved
October 01, 2017, from http://journals.sagepub.com/doi/abs/10.3102/0034654311421793

Abstract: A meta-analytic approach was used to investigate the associations between affective
qualities of teacherstudent relationships (TSRs) and students school engagement and
achievement. Results were based on 99 studies, including students from preschool to high
school. Separate analyses were conducted for positive relationships and engagement (k = 61
studies, N = 88,417 students), negative relationships and engagement (k = 18, N = 5,847),
positive relationships and achievement (k = 61, N = 52,718), and negative relationships and
achievement (k = 28, N = 18,944). Overall, associations of both positive and negative
relationships with engagement were medium to large, whereas associations with achievement
were small to medium. Some of these associations were weaker, but still statistically significant,
after correction for methodological biases. Overall, stronger effects were found in the higher
grades. Nevertheless, the effects of negative relationships were stronger in primary than in
secondary school.

Hallam, S. (2010, August 23). The power of music: Its impact on the intellectual, social and personal
development of children and young people. Retrieved October 01, 2017, from
http://journals.sagepub.com/doi/abs/10.1177/0255761410370658

Abstract: This paper reviews the empirical evidence relating to the effects of active engagement
with music on the intellectual, social and personal development of children and young people. It
draws on research using the most advanced technologies to study the brain, in addition to
quantitative and qualitative psychological and educational studies. It explains how musical skills
may transfer to other activities if the processes involved are similar. It explores the evidence
relating to the impact of musical skills on language development, literacy, numeracy, measures
of intelligence, general attainment, creativity, fine motor co-ordination, concentration, self-
confidence, emotional sensitivity, social skills, team work, self-discipline, and relaxation. It
suggests that the positive effects of engagement with music on personal and social
development only occur if it is an enjoyable and rewarding experience. This has implications for
the quality of the teaching.