A search for music research in inclusive music school settings (1975-2013) resulted in 22 descriptive and experimental studies that can be classified and coded according to settings, participants, research variables, measures of generalization, and effectiveness of the interventions. Half of the studies reported data from both students with…

We investigated the state of music education in government primary schools in the Cape Peninsula (Western Cape Province, South Africa) as perceived by the general class teacher. Since the first democratic elections in South Africa (1994), the entire primary and secondary school education system has changed drastically in terms of content, and…

Presents a study that investigates the effect of different melodic configurations on an Orff xylophone on how children compose and on the musical characteristics of their compositions. Focuses on fourth grade students (n=48) who lacked education in musical composition and who composed a song on the xylophone. (CMK)

Examines the reliability of consensual assessment, where experts rate creative products. Focuses on musical compositions by fourth and fifth grade students. Addresses the reliability of certain types of judges using this method (composers, music teachers, theorists, seventh-grade children, and second-grade children). (CMK)

Presents results from a study that examined student assessments of their own musical abilities as related to compositional creativity. Focuses on nonmusic majors in a music fundamentals course for elementary education majors. Explains that the students were placed into high-,middle-, and low-creativity groups. (CMK)

Determines the language children use to express their feelings of satisfaction with private music lessons. Offers a list of statements from children about private music lessons to be used to assess those feelings. Discusses the effects of age, gender, and musical instruments on satisfaction for music educators. Includes references. (DAJ)

States that in two experiments, instrumental students with 1 to 7 or more years of performance experience matched selected target pitches within a melodic context. Determined whether melodic pitch accuracy was affected by location or duration of target pitch. Subjects erred most often in the sharp direction. Includes references. (CMK)

Explores the influence of tempo on musical preference for students in grades 2-6, focusing on the effects of various styles using a MIDI keyboard. Explains that the students listened to 10 musical selections identifying their preferences and perceptions of tempo. Reveals that the preferred styles were Hip-Hop, Heavy Rock Shuffle, Samba, and Funk2.…

Examines the effect of classroom ethnic majority/minority status on third-, fifth-, and seventh-grade children's responses (N=118)while listening to and discussing the music of a Latin salsa artist, African-American rhythm and blues artist, and a European-American folk artist. Investigates the students' artist and music preferences. (CMK)

Focuses on fifth- and sixth-grade students writing about music using three types of description: metaphor and emotion, analytic elements of music, and temporal change and sequence. (CMK)

Investigates the preferences of elementary students for 10 songs selected from the Music Educators National Conference published list of songs, "Get America Singing...Again!," and how song familiarity may be related to song preference. Finds a consistent relationship between song familiarity and preference; grade level, gender, and language spoken…

Compares a singing approach to a nonsinging approach in an elementary directed listening program to determine whether there was a significant difference in aural thematic recognition and thematic preferences between groups. Indicates that subjects who sang thematic material had a higher aural recall rate and finds no difference with regard to…

Examines first-, third-, and fifth-grade children's ability to hear two simultaneous melodies. Finds that older children identify two melodies faster and more accurately than do younger children, and that register and timbre combinations affect which melody is identified first. Notes implications for elementary music education. (DSK)

Employs a survey of institutions accredited through the National Association of Schools of Music to determine the purpose, format, and content of courses available to undergraduate elementary education majors. Finds greater agreement among instructors of fundamentals courses than among instructors of methods or combined courses. (DSK)

Seeks to determine effects of expressive variation in dynamics on the musical preferences of elementary school students. Indicates that a significant proportion of students in two test groups preferred the expressive versions of six songs over less expressive ones. Makes recommendations concerning the importance of expressive performance in…