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?

I don’t remember any specific music experiences that were pivotal to my early childhood, but I
do know that music was constantly surrounding me. My parents really enjoy music and would
always play music around the house. Additionally, I would always listen to the same CD to help
me sleep at night. One of the songs on the CD that I distinctly remember was “Pure Imagination”
sung by Gene Wilder.

What musical elements contribute to the music that our parents choose as a kind of lullaby? Does
the music you listen to in early childhood influence your musical taste later in life?

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

In elementary school, some pivotal music experiences and opportunities were provided for me by
my music teacher. She invited me to sing in her church’s children’s choir and participate in the
musicals they put on. She also made her classroom a safe environment where I felt comfortable to
be silly. She is the reason I would like to be an elementary music teacher. She gave me the tools
in elementary school that deepened my love for music!

What is the most important musical idea to teach students at the elementary level? Why do some
teachers influence us more than others?

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

In middle school, my choir teacher along with my theater teacher provided pivotal music
experiences for me. She gave us fun activities and projects to do in class and made the class very
engaging. Middle school was when I first became a soprano section leader in my choir.
Additionally, I did my first real musical when I was in middle school and played my first lead
role. My theatre teacher directed Aladdin Junior my 7 th grade year. Within this production, I
started gaining more confidence and becoming more comfortable in my skin. Middle school was
an awkward time for me, so it was refreshing to be able to be comfortable.

What elements of music/performance allow us to gain confidence? Can music help with
confidence, or is it all about our mindset?

4. High School Experiences: What research questions do you have that stem from
high school experiences in music?
My high school choir teacher is the main reason that I went to school for music education. He
was encouraging and his teaching was very effective. He allowed us to step out of our comfort
zone and feel comfortable making mistakes and learning from them. One of the most pivotal
music experiences I had in high school was when I did a masterclass during JMU’s ChoralFest
with a JMU voice professor. Little did I know that after that moment, I knew JMU was my home.
The musical experiences I had in high school truly inspired me to pursue this career.

How does our musical perspective change as we get older? What makes an effective teacher?

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

A pivotal music experience I’ve had in undergrad is learning to use my instrument the correct
way. The experiences that I have endured in college have truly helped me so much. I now have so
many tools in my musical and teacher toolbox, and I hope to continue adding more!

In what way can music educators effectively prepare their high school students for college?

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

In high school, I sang in a church choir that my high school choir teacher recommended me for.
Within this job, I improved on my sight reading and confidence in my part.

What elements makes a music job effective?

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

Over the summer, I music directed two summer camps. One was Matilda Junior with middle
school ages, and the other was Winnie the Pooh Kids with elementary ages. Within this job, I was
able to learn more about myself and the most effective teaching style for me. Additionally, I grew
a lot as an educator and person and learned from my experiences as well as the kids that I taught.
My favorite part of the Winnie the Pooh camp was the new way I decided to teach the music. To
help with memorization, I wrote all the songs on big sheets of paper so the students could
immediately get the scripts out of their hands. For this camp, I was music director and
choreographer (which I really enjoyed), so I would teach a song using a call and response
technique and rote learning then teach the dance right after.

What is the most effective way to help students with memorization in different developmental
stages?