By Patrice Madura Ward-Steinman
This festschrift honors the profession of Charles P. Schmidt at the social gathering of his retirement from the Indiana college Jacobs tuition of tune. His major learn concentration has been the social-psychology of tune schooling, together with the subtopics of motivation in tune studying, utilized track educating behaviors, and character and cognitive kinds in song educating and studying. each one bankruptcy during this quantity acknowledges the impact of Schmidt as a researcher, a examine reviewer, and a learn mentor, and contributes to the development of the social-psychological version and to analyze criteria in tune schooling. those issues are constructed through a beautiful forged of song schooling students, together with Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia vegetation, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa might, Peter Miksza, Rudolf Rudocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are provided in 3 sections: Social-Psychological Advances in song schooling, Social Environments for song schooling, and Advancing powerful learn in track schooling. This assortment, edited by means of Patrice Madura Ward-Steinman, will end up necessary for college kids and school looking for vital study questions and versions of analysis excellence.
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Additional resources for Advances in Social-Psychology and Music Education Research
Motivation Charles Schmidt’s research in motivation spans a broad range of topics. Earlier in his career, Dr Schmidt focused on investigations that examined single motivational constructs and phenomenon such as how students respond to feedback (Schmidt, 12 SOCIAL-PSYCHOLOGY AND MUSIC EDUCATION RESEARCH 1995) and evaluate their instructors (Schmidt & Stephans, 1991). More recently his work has begun to synthesize (Schmidt, 2005; Schmidt, Zdzinski, & Ballard, 2006) and expand (Schmidt, 2007) theoretical conceptions of intrinsic and extrinsic motivation.
Once again, having future applied studio teachers become sensitive to their use of verbal reinforcements in the applied studio may help them become more effective applied instructors. Given these illustrations, is it possible to imagine a course or a sequence of courses comprised of both readings and field experiences that would help better prepare new studio instructors? The readings could be comprised of the increasing number of research-based studies of studio teaching and the field-experiences could include teaching applied lessons with the opportunity to self-reflect.
Further, FI has been related with superior sight-reading skills in secondary school instrumentalists (Ciepluch, 1988; King, 1983) and professional-level pianists (Kornicke, 1995). Kornicke found that FI was significant for males but nonsignificant for females. Hence, field dependence-independence may interact with gender in predicting musical task performance. This hypothesis is supported further by data indicating that this variable correlated moderately highly with elementary- and secondarylevel male subjects’ scores on musical creativity but that the correlation for females was markedly lower (Hassler & Feil, 1986).