The Research Study Conducted By Schnare, Macintyre And Doucette

“A freelance professional musician has to be willing to perform a wide variety of musical styles (folk, classical, and pop) in order to please a wide spectrum of audiences. All musical styles are worthy of equal respect since all music is tied to people’s need for emotional, heartfelt expression through memorable melodies. In order to make a living, a musician has to travel to where the jobs are and not be fixated on trying to earn an income from home” (2009).

Imagine a third grader, small and blonde, standing on a stage that practically swallows her. She gazes in awe at the bright lights that seem to tower miles above her head; likewise, she follows with a stare, fixating on the hundreds of darkened faces that remain directly in front of her. Unlike her classmates who fidget with nerves beside her, she feels a rush of adrenaline. What may have seemed to some an ordinary choir concert in a dull auditorium, was, to me, a life changing moment. Ever since this day, for 9 years now, I have had an unwavering passion for music and performing. As I aged, I found myself excitedly learning how to play 7 new instruments, but even considering the vast number of bands, orchestras, choirs, and instrumental lessons that I joined, I noticed myself

* ““95% percent of Americans believe that music is a key-component in a child’s well-rounded education, 80% percent of respondents agreed that music makes the participants smarter; 78% believe that learning a musical instrument helps students perform better in other subject areas; and 88% believe participation in music helps teach children discipline” (Hurley 3),” (par 1).

Stereotype’s fills the halls of secondary schools all across America, from your athletic super stars shooting hoop in the gym to the geniuses swiftly flipping through books in the library. However, there is one room where every stereotype mixes together for one purpose! In the band hall people from all backgrounds come together to create a beautiful melody. Regardless of your ability to slam a home run, grow a multitude of crops, or make a scientific discovery, everyone can join together, unite, and play music without any draw backs from stereotypes. Music is more than a class, it’s a sanctuary to escape the typical chaos of school. Participation in band avails each musician to an infinite journey of creative expression connecting to a language

A musician’s ultimate purpose should be to create a combination of words and sounds that can heal the soul. This is why I spend countless hours after school and on weekends recording, writing, and producing music. When I get to college I will major in music production, yearning to be with other musicians who share my passion. Music gave me a home when I did not have one, now I know where I

Finding and Showing Your True Self Song lyrics and stories tell us how others view the world (for example, views on gender expectations and identity), and both can serve as forms of self-expression. More importantly, “songs serve to unify groups of people and to move them to common action or help them express common emotions,” according to the website, historymatters. In fact, songs have evolved over the years, reflecting everyday trials and experiences. An example of a song that expresses a "common emotion" is “Whatever It Takes” (2017) by Imagine Dragons. This song talks about doing whatever it takes to be yourself and not giving up while trying to accomplish your goals.

Although this musical metamorphosis seems benign and meaningless, It can easily be related it to my life. As music has reached new heights as time has gone by, so have I. Each musical period has unique traits, but they flow into each other effortlessly. As I have grown, I have changed little by little, becoming who I am today.

Number Five: Music is something that always lifts my spirits and makes me happy, and

IV. Preview statement: I will talk about some of the different types of music and the different personality traits linked to them.

Wellness is fundamental to community music participation, especially the demands of expert to virtuoso competencies. This study provided evidence that PMs need and want challenging repertoire to sustain existing music competencies as well as developing higher competencies to challenge higher order brain functions to accomplish the more complicated repertoires. Overall, the phenomenological narratives illustrate the role of music on wellness is chief among all

In the article Differences in Myers-Briggs Personality Types Among High School Band, Orchestra, and Choir Members (2011) written by Christin MacLellan, the purpose of the study was to determine if differences in personality types actually exist. Studying the personality of musicians has been a topic of interest for many researchers. To conduct this study, MacLellan administered the Myers-Briggs Type Indicator Form M to a sample of high school students, who were involved in the band, string orchestra, and choir. The MBTI was used specifically for this study for four main reasons MacLellan mentions: (1) It has been used in various studies of musicians’ personality types (2) The MBTI is a self-report personality measure, which grants students the ability to answer each questions themselves. (3) The MBTI is easy to understand, as it relates and is useful to our everyday lives. (4) It can be a highly reliable and valid standardized measure of personality types (MacLellan, 2011). Personality type can affect the type of instrument you play, as well as music participation. The study found that people who possessed more creative personality traits tended to generally be more introverted, intelligent, and

and (2) What motivates PMs to sing, play an instrument, compose, and conduct music over the course of their lives? Table 3 shows participants’ music education from Kindergarten to college; all participants learned more than one instrument. Moreover, all participants were members in one to six different ensembles at the time of interviews; findings revealed participants’ participation in community music ranged on average from 47 to 57 years. Table 4 shows PMs self-reported music competencies, which evenly distributed in three categories: Advanced, Advanced to Expert, and Expert. The primary instrument for eight participants was singing, whereas 10 participants reported multiple primary instruments. Seventeen of 18 participants enjoyed travel as part of their community music participation; however, four no longer wished to travel and one participant never

Musical styles often encapsulate subculture paradigms that influence the identity of musicians. Understanding the cultural connotations attached to various genres, and through reflecting upon personal values, will consequently assist in defining one’s own performance identity. Thus, initiating a deeper understanding of the contextual parameters that can be utilised as an exemplar for performance. Research conducted into individual personalities reveals an analysis of archetypal traits of these contextual personas. Comparisons will be established between the research and my own methods of constructing musical identity through the scopes of repertoire, stage craft and persona. Further comparisons will be implemented against the proposed performance,

Despite the lack of statistical significance yielded from the main and interaction effects of this study, trends in performance were recognized that implied a degree of practical significance. In particular, students whose self-report measures categorized them as Abstract Random learners showed interesting deviations. Teaching music with technology is lent legitimacy from the results of this study because students who brought varying learning styles and experiences, and who were exposed to

Beliefs and values of oneself in music are essential to determining future musical decisions. A students’ self-efficacy can be highly predictive in determining levels of performance achievement (Lehmann, Sloboda, &Woody, 2007). Secondary music students who want to be quality musicians build a system of dispositions, skills, and abilities that enable them to self-regulate their learning (Hewitt, 2015). These students generally have greater self-efficacy and are more likely to engage themselves in meaningful musical experiences to produce the best results (Hewitt, 2015). Helping students build positive self-efficacy is an important area of interest for music teachers. Oftentimes, music students spend significant time practicing away from direct instruction or influence of their teachers, meaning that self-regulation plays a crucial role in music learning (Miksza, 2012). This paper will address important factors like gender, examinations, and competition, and how these factors affect a student building self-efficacy in secondary music.