O’BRYAN INQUIRY PROJECT 1

QUESTIONS

- Is globalization a vital facet of cultural integration and participation in a general music

classroom?

- In what ways does a general music classroom facilitate language acquisition and application?

- How can pre-service music educators obtain knowledge and cross-cultural competencies before

starting work in the field?

- What methods are most effective in creating globalized music education classrooms?
O’BRYAN INQUIRY PROJECT 2

PROPOSAL

My mother is an immigrant from Italy and during her time in American public schools, she was often

isolated and demeaned by her peers and teachers. At the time, formal music education was not nearly as inclusive

and representative as it is striving to be today (Burton & Reynolds, 2018). I’m interested in the work that is being

done with language and music, and the ways that music education can positively impact communication skills with

students learning English as a second language. ​ Allsup (2016) argues that the traditions and norms we have should

always expand to include, "voices, ways of knowing, or practices that have been hitherto silenced or disregarded”

(107). Students who are learning English as a second language can participate in society through music, and if there

is music from many different anthropological locations present there may be a more inclusive environment created.

This leads to the concept of globalization and the role it plays in the exchanging of musical ideas.

Globalization is the process of integrating cultural phenomena across societies, and in music this is both a

stigmatized and popularized concept. Through globalization, cultures are sharing and interacting with each other

outside of their accepted norms. What if we took the time to allow the explorations of concepts/practices in music

education that aren't usually accepted in Western music? By bridging the gaps of Western Classical Tradition and

students’ personal musical backgrounds, music educators can develop ELL students’ communication skills while

expanding other students’ traditions to include new practices, voices, and ways of expressing themselves. It has

been found that exposure to languages in audio and audio-visual forms positively impacts vocabulary proficiency

(Nimani & Dagarin, 2019). If music educators can continue to evolve and adapt curriculum based on student needs

and communities, students will better transfer knowledge to one another and to the larger population. ​Children have

feelings, ideas, and equal capabilities despite speaking different languages. All students deserve the opportunity to

show who they are in a culturally responsive classroom, and to create unique musical experiences from cultural

exploration.

 
 
 
O’BRYAN INQUIRY PROJECT 3

 
Organizational Structures in Language​ a​ nd Music (Jeannin, 2008)

APA Citation information​:

Jeannin, M. (2008). Organizational structures in language and music. ​The World of Music,​ ​50​(1), 5-16.

Purpose of the Study: ​The purpose of the study is to examine the similarities between human language and systems
of communication to musical form. The relationships between structural aspects of each is compared, specifically
the organization of linguistic and musical units. The study is intended to utilize interdisciplinary methods of research
to uncover key similarities in language and music that can be seen in any culture or language.

Methods and Participants: ​Participants were not directly involved with this particular study. Rather, previous
experiments and research was evaluated and incorporated into the methodology. The methodology of the study was
primarily looking at sources regarding linguistic and musical structures. This included previous studies on phonetics,
rhythms, and diction. The study also utilized the analysis of vocal music scores to identify and decipher the
relationship of musical and linguistic structures in a combined setting of the two subjects.

Key Findings:​ The study resulted in finding similarities with language and musical structures in that both are
co-linear and bi-dimensional. As well as this, the study also found that there is an active construction in vocal music
between acoustic parameters, phonemics, and syntactic elements of any given language that resulted in a pattern of
sound organization throughout all vocalized music in the study.

Discussion Points:
● Music and language are closely related in terms of structures and patterns which can be incorporated as part
of language development programs
● Because there is a correlation found in vocalized music that presents the case for a strong relationship
between linguistics and music, is there a way to manipulate musical objectives to suit students’ needs in
terms of communication

Your Comments/Questions: ​The study was fascinating due to the amount of detail that went into the analysis of
language and musical structures. There was information regarding the psychological, cultural, and biological nature
of humans with both subjects. This directly translated into the journal article’s findings. I am curious to see how this
study’s findings can be incorporated into a live subject experiment.
O’BRYAN INQUIRY PROJECT 4

Development of Receptive Vocabulary Skills through Exposure to Music​ (​ Bygrave, 1995)

APA Citation information​:

Bygrave, P. (1995). Development of receptive vocabulary skills through exposure to music. ​Bulletin of the
Council for Research in Music Education,​ (127), 28-34.

Purpose of the Study: ​The purpose of this study was to evaluate the effects of a short-term music program on
student vocabulary skills/development. Essentially, the study was intended to demonstrate that the acquisition of
listening skills in children develops associated language skills, such as vocabulary and pronunciation. This
acquisition of listening skills was presented in a music context to demonstrate that musical development in turn has
positive effects on child language development.

Methods and Participants:​ Participants were four groups of children ages 6-9 who were identified as having
reading difficulties prior to the intervention program. The students participated in one of two groups that was
intended to develop listening skills. One was the music program and the other was the storytelling program. The
programs were then implemented daily by teachers over a thirty day period. The students were tested prior to the
intervention, after the intervention, and 7 weeks after the ending of the program to evaluate vocabulary skills. The
methods for the music program consisted of singing, playing musical instruments, movement, independent
creativity, and listening activities. The methods for the storytelling program consisted of listening to short stories
and engaging in classroom discussion.

Key Findings: ​The development of receptive vocabulary skills occurred in both programs, but there was
significantly less development of receptive vocabulary skills in the storytelling program than the music program.
The hypothesis made in the beginning of the publication had enough data to be considered supported. A longer
period of time is needed to evaluate musical effects on vocabulary skills, since the results developed in the post
posttest results.

Discussion Points:
● Student’s progressive development of knowledge, skills, and understanding can be impacted depending on
their learning context.
● In this case, there was a noticeable shift in terms of vocabulary development when students are placed in a
music program. This reflects that music and language have a unique relationship and can influence each
other.
O’BRYAN INQUIRY PROJECT 5

Your Comments/Questions: ​For students who are learning vocabulary skills in a musical environment, what
activities specifically from the study would have produced the most results? If music activities leads to the
development of receptive vocabulary, is there a way that general educators can incorporate music into their language
arts classes?

“Knowing their World”: Urban Choral Music Educators’ Knowledge of Context (Shaw, 2015)

APA Citation information:

Shaw, J. (2015). "Knowing Their World": Urban choral music educators' knowledge of context. ​Journal of
Research in Music Education,​ ​63(​ 2), 198-223.

Purpose of the Study: ​The purpose of the study was to determine what ​teachers enacted in terms of contextual
knowledge through culturally responsive practice. The context of the study was in urban choir settings, and the study
was intended to gather information on what knowledge and contexts are vital to providing a successful choral music
education in an urban setting.

Methods and Participants: ​The study utilized four ethnically diverse participants that taught in multiple
classrooms each week. This provided the opportunity to explore how the same teacher responded to more than one
demographic setting in the larger urban context. Participants relied upon the knowledge of learners, knowledge of
context, and personal practical knowledge to successfully navigate the urban music environment. Data was collected
over 15 weeks and included field notes, interviews (group and individual), and collection of source material. While
gathering field notes the constant comparative method of analysis was utilized. This resulted in multiple cycles of
observations, interviews, and interpretations. The findings from the collective research were then interpreted in light
of Geneva Gay's ​five essential elements of culturally responsive teaching​ to illustrate how the teachers enacted
contextual knowledge through culturally responsive practice.

Key Findings: ​Participants used a variety of methods but there was one overarching concept. This was contextual
knowledge enacted in practice of CRT. All participants in the study developed a knowledge-base about cultural
diversity, incorporated ethnically and culturally diverse content, created cultural congruities in the classroom, and
facilitating cross-cultural communications. Finally, all participants demonstrated care and respect to students’
individual cultural backgrounds and worked to achieve open dialogue in the classroom environment.

Discussion Points:
● CRT is a child-based approach of teaching that prioritizes students’ strengths and needs over musical
product and processes.
O’BRYAN INQUIRY PROJECT 6

● In terms of creating a culturally responsive classroom, this approach best demonstrated knowledge of
learners and knowledge of contexts.
● Pre-service educators can adapt traits of teaching for their classroom contexts if they are prepared to engage
with individual students’ backgrounds and needs.
Your Comments/Questions: ​When utilizing cultural scaffolding and CRT method is there a specific method
process for implementing the technique or is it a broad concept without specific implementation steps? Throughout
the study the main points of common practice had detailed field examples that provided insight into cultural
scaffolding for an educator. It was interesting to read the universal findings in four different educators’ classrooms
in the urban setting.
   
O’BRYAN INQUIRY PROJECT 7

Effects of Selected Demographic Variables on Music Student Teachers' Self-Reported

Cross-Cultural Competence (McKoy, 2013)

 
APA Citation information​:
McKoy, C. (2013). Effects of selected demographic variables on music student teachers' self-reported cross-cultural
competence. ​Journal of Research in Music Education,​ 60(4), 375-394.

Purpose of the Study: ​The purpose of the study was to investigate the effects of race/ethnicity and school
community settings on early field experience practica and student teaching.This was conducted in the context of
music student teachers' self-reported cross-cultural competence.

Methods and Participants: ​Participants (N = 337) from 36 colleges and universities across the United States
completed a survey designed to examine the extent of cross-cultural competence as specified by three constructs: (a)
factors fostering readiness to teach in culturally diverse educational environments, (b) factors constraining readiness
to teach in culturally diverse educational environments, and (c) educational experiences during teacher preparation
relative to multicultural education and multicultural music education. The "Foster" "Constrain," and "Teacher
Preparation" dimension subscales served as the dependent variables in the study.

Key Findings: ​Results of the study indicated no significant main effect of school community setting on participants'
cross-cultural competence. However, there was a significant main effect of race/ethnicity (p <.05) that was observed
for the “Constrain” subscale of the survey. Respondents in the racial/ethnic minority demonstrated greater negative
attitudes towards survey items which might constrain a culturally responsive music classroom than their
racial/ethnic majority peers. The responses of all participants across racial/ethnic groups were varied regarding
teaching environments, experiences with other cultures, and awareness of personal racial or ethnic biases.

Discussion Points:
● ​School community settings do not significantly alter pre-service educators’ cross-cultural competence in
regards to comfort and readiness to teach in culturally diverse educational environments
● Instead of short-term placements in culturally diverse school settings, student teachers should be engaged
with multicultural coursework and opportunities for discussion. Cultural immersion programs can also
positively influence pre-service educators’ readiness to teach in culturally diverse classrooms.

Your Comments/Questions: ​If music educators are primarily homogenous in terms of racial/ethnic backgrounds in
America, what more can be implemented in teacher education programs to support cross-cultural competence? How
does this potentially impact students who are learning english as a second language in the general music classroom?
O’BRYAN INQUIRY PROJECT 8

Effect of Multicultural Music Experience on Preservice Elementary Teachers' Attitudes

(Teicher, 1997)

APA Citation information​:

Teicher, J. (1997). Effect of multicultural music experience on preservice elementary teachers' attitudes. ​Journal of
Research in Music Education,​ ​45​(3), 415-427.

Purpose of the Study: ​The purpose of this study was to determine the effects of multicultural music lesson planning
and implementation on preservice elementary music teachers' attitudes toward teaching from a multicultural
perspective.

Methods and Participants: ​Participants (N=60) enrolled in one of four sections of a music methods course were
randomly assigned to one of two groups. Group 1 (N=29) required students to develop and implement a lesson plan
in an integrated curricular format with preselected non-Western musical content. Group 2 (N=31) required students
to develop and implement a lesson plan in an integrated curricular format with preselected Western musical content.
The design for evaluation was a ​quasi-experimental pretest-posttest design. This was developed to measure attitude
changes of elementary education majors enrolled in music methods courses towards multicultural lesson planning.

Key Findings: ​T​here was a significant difference between the treatment conditions and attitudes of willingness to
teach multicultural music, indicating that the experience of developing and implementing multicultural music
lessons can positively affect preservice teachers' attitudes toward future multicultural music teaching. No significant
differences were found in regard to the attitudes of preparedness for multicultural music teaching or in attitudes of
willingness to teach in culturally diverse environments.

Discussion Points:
● Music Methods courses can provide opportunities for pre-service educators to become familiar with
multicultural music content, as well as strategies for implementation
● The amount of cross-cultural experiences an educator has can affect their readiness to teach in diverse
student settings

Your Comments/Questions: ​Going back to my inquiry questions, if developing and implementing musically
diverse lessons increases comfort in pre-service educators to teach in culturally diverse environments, is there a
continued methodology that is being created for this field? How can comfort in implementing culturally diverse
music lessons translate into comfort in teaching culturally diverse educational settings? Can this be used to train
educators for working with students learning second languages?
O’BRYAN INQUIRY PROJECT 9

Music Achievement of English Language Learner Eighth-Grade Students (Lorah, Morrison, &
Sanders, 2015)

APA Citation information​:

Morrison, S., & Sanders, E., (2015). Music achievement of english language learner eighth-grade students.
Bulletin of the Council for Research in Music Education,​ (206), 23-39.

Purpose of the Study: ​Previous research has shown that English language learners have scored lower on the
National Assessment of Educational Progress (NAEP) music assessment than native English speakers. This study
utilizes the NAEP Arts Assessment 2008 music portion to further explore this relationship after controlling
associated covariables from the first study.

Methods and Participants: ​This study utilized restricted-use data from the ​NAEP ​Arts Assessment 2008’s music
section, prepared by the National Center for Education Statistics. This is a nationally representative sample of U.S.
eighth-grade students (age 13) and was used since it is the only nationally representative assessment of musical
achievement. The dataset includes 3,950 students within 260 different public schools. Within the sample, 50% of the
students are male, 54% are White, 18% are Black, 23% are Hispanic, 5% are Asian, 1% are American Indian/
Alaska Native, and 1% are another race/ethnicity. The outcome variable was musical achievement and the results
were calculated through standard deviation charts and zero-order correlations.

Key Findings: ​Findings from this study indicate that ELL students still scored substantially lower than native
English speakers on average, even after controlling variables such as musical background, music self-concept,
economic status, and school membership. In addition, music ensemble participation, positive music self-concept,
private music lessons, and higher economic status were all shown to uniquely, positively correlate to musical
achievement.

Discussion Points:
● When students participate in extracurricular musical activities their performance is significantly increased,
with the most being in band and orchestra.
● Students learning English as a second language are expected to score lower on musical achievement for
every single category of the assessment
O’BRYAN INQUIRY PROJECT 10

Your Comments/Questions: ​This particular study I feel is flawed to its core. It is biased to structure assessment of
international students on Western musical principles. It is also flawed to define musical achievement in performance
terms, as opposed to assessing student performance through engagement and growth in the music classroom.
 

Themes in the Literature​:

● Theme 1: Music and Language are Related

● In both Jeannin and Bygraves’ works, the study was primarily to survey the relationship of language and

music and if music can impact language learning. Both studies found significant data that indicated there

was a relationship presents, and more specifically that music impacted language learning.

○ (Jeannin, 2008)

○ (Bygrave, 1995)

● Theme 2: Language Learning Impacts Musical Experience

● In Morrison & Sanders’ study it was concluded that language learners struggled in musical achievement in

the traditional classroom, which continues to indicate that language learning can impact the musical

experience of a student. Similarly, in the reading classroom setting of Bygrave’s work, it is indicated that

language learners were influenced by musical experience and vice versa.

○ (Bygrave, 1995)

○ (Morrison & Sanders, 2015)

● Theme 3: Multicultural content in the music classroom develops stronger participation

● In Shaw’s work, the purpose was to explore what ​teachers enacted in terms of contextual knowledge

through culturally responsive practices. The findings were that with strong multicultural approaches

students were more participatory and engaged with content material.

○ (Shaw, 2015)

○ (Bygrave, 1995)

● Theme 4: Multiculturalism increases teacher effectiveness

O’BRYAN INQUIRY PROJECT 11

● In all three studies, the concept of multiculturalism and how to implement it successfully in the classroom

was studied. In all three it was found that in some regards there was an increase in teacher effectiveness,

confidence, and affected even pre-service educators effectiveness in the music classroom.

○ (Teicher, 1997)

○ (Shaw, 2015)

○ (Mckoy, 2013)

● Theme 5: There should be more multicultural teaching in the music class setting

● In all four studies, in different ways it is indicated that there is a strong relationship between teacher

effectiveness, student responsiveness, and content retention in the classroom where there is

multiculturalism present. As well as this, language barriers can be positively impacted through cultural

engagement in music settings.

○ (Teicher, 1997)

○ (Shaw, 2015)

○ McKoy, 2013)

○ (Morrison & Sanders, 2015)

Bygrave, P. (1995). Development of receptive vocabulary skills through exposure to music. ​Bulletin of the
Council for Research in Music Education,​ (127), 28-34.

Jeannin, M. (2008). Organizational structures in language and music. ​The World of Music,​ ​50​(1), 5-16.

McKoy, C. (2013). Effects of selected demographic variables on music student teachers' self-reported cross-cultural
competence. ​Journal of Research in Music Education,​ 60(4), 375-394.

Morrison, S., & Sanders, E., (2015). Music achievement of english language learner eighth-grade students.
Bulletin of the Council for Research in Music Education,​ (206), 23-39.

Shaw, J. (2015). "Knowing Their World": Urban choral music educators' knowledge of context. ​Journal of
Research in Music Education,​ ​63(​ 2), 198-223.
O’BRYAN INQUIRY PROJECT 12

Teicher, J. (1997). Effect of multicultural music experience on preservice elementary teachers' attitudes. ​Journal of
Research in Music Education,​ ​45​(3), 415-427.