MUED 376: Choral Music, Materials & Techniques (M2 & T)

A. 1a. WORKSHEET: Madsen- Research-A Personal Perspective

What are the influences of family or lack of family participation in our music programs? When do children begin to come to know
music, and when do they start to make meaningful connections between music and their separate experiences? What are the changing
social and familial contingencies that make a child want to participate or not participate in our music programs or to change their
participation? When is the best time to start various music activities? When and how do we get every child involved in music and,
much more important, how do we ensure keeping each child with us? How might we best use technology to capture and hold student
interest and to teach students? How do we get them through the difficult years? Is it appropriate for fast fingering and loud notes to
prevail, if but for a short time? What are the relationships between a child's needs at different times? Why do children accept or reject
"our" music as opposed to theirs? How do we equip them so that as adults they have their own personal relationship with music and a
firmly developed desire for lifelong involvement?

“Developing a research perspective starts from our own experience.” C. Madsen

1. Early Childhood Experiences: What were some of your pivotal early childhood
music experiences and what research questions stem from them?

One of the most notable musical memories from my childhood was when I got a CD
player and headphones. I was absolutely fascinated by how music came across through these
headphones, and I loved being able to play songs on repeat as I learned the lyrics.

How did my newfound interaction with music influence my interactions with the world?
How did my discovery of music affect my progression into a higher music education?

2. Elementary School Experiences: What research questions do you have that stem from
early elementary school experiences in music?

In elementary school, I was very interested in Guitar Hero; so much so that my mother
had enrolled me in guitar lessons. These guitar lessons were lifechanging, and they kickstarted
my journey into music as a lifestyle choice.

How did music act as a mental and emotional outlet for me as a child? What factors of
learning music kept my interest long enough to pursue music at a deeper level?

3. Middle School Experiences: What were some of your pivotal middle school
music experiences and what research questions stem from them?

Middle school was when I had joined choir. My first year in choir was a little more
careless regarding singing and music, primarily due to the stigma placed around young boys and
singing by other school-age children. As I moved into the next two years (while still taking guitar
lessons), I began to draw connections between guitar music and choral music, and I realized that I
loved being a part of musical experiences regardless of their origin.

How did my previous musical experiences affect my interests in choir? What did my
choir teacher do to maintain a positive and inclusive environment? What other factors had
changed my mindset from disinterested to interested in choir?

4. High School Experiences: What research questions do you have that stem from
high school experiences in music?

Like many, high school was when my musical interests really flourished. I participated in
multiple choirs in my school, and I became far more inclined with guitar. Especially in my senior
year of high school as choir president and as an overall musical leader, I recognized music as
something I wanted to bring to others in the form of music education.

What developmental factors in the classroom influenced my decision to pursue music

education? What ideologies were put in place in the classroom to foster a growth mindset
amongst the students? What was the relationship between my choir classroom and my own
emotional development?

5. Undergraduate Experiences: What research questions do you have that stem from
your undergraduate music experiences?

My undergraduate musical career has been very complex, as I’m sure it has for everyone
else! I have grown SO much as a musician, and I have learned a multitude of concepts and ideas
that have shaped who I am as a musician and an educator.

How do we as students manage our recreational music with our school-required music?
What “requirements” need to be fulfilled in order to succeed in a classically-oriented SOM? How
do different musical ensembles (especially choir vs band vs a cappella, etc.) influence my
understanding and my feelings toward music? How have my undergraduate experiences equipped
me to develop musical desire and interest in future students?

6. Music Job Experiences: What research questions do you have that stem jobs you
may have already had in music?

In high school, I worked at a music store for two years. At this job, I frequently interacted
with customers regarding instruments (especially guitars due to my background knowledge),
beginning music lessons, renting lessons for school, and buying musical equipment to further
their musical experiences. I learned so, so much information from this job that I would not have
gotten anywhere else, and it gave me a newfound appreciation for band, for parents of musical
children, and for the arts as a whole.

How did my experiences in a less traditional musical role influence my own

understanding of music? How did my exposure to different people from different areas affect my
views on the inclusivity of music? How did participating in a retail music job develop my musical
abilities, understanding of music, or my interest in specific areas of music?

7. Pre-teaching Experiences: What research questions do you have that stem from pre-
teaching experiences (camps, practica, etc.) in music?

What steps can I take to make music as inclusive as possible for as many people as possible? What
are my responsibilities as a music educator in fostering musical interest in my students? Are there certain
things that I am not capable of when creating musical influences for my students? What can I do with
music to help students with their everyday lives? What type of musical interactions are deemed appropriate
in different musical settings? Is the participation in music alone more important than the technicalities with
doing music “correctly”?