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"Freer, Patrick K"
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International Partnerships in University-Level Music Education: Principles, Pivots, and Possibilities
This article reports an analytical review of research and policy concerning the qualities that create, sustain, and enliven academic partnerships between universities in different countries. This review provides context for a discussion of the development of the institutional partnership between the Universität Mozarteum Salzburg (Austria) and Georgia State University (United States of America). A scoping review of the literature suggests that such partnerships are viewed differently by those responsible for the legal agreement establishing the partnership, the faculty and students who are tasked with implementing the partnership, and outsiders who view the results of the partnership via publications, presentations, and performances. This review situates the analysis of the partnership with the identification of themes consistent with the broader literature, including a reflection on cultural awareness, access and equity, institutional and human capacity building, and ethical dilemmas. Implications include a reflection on the collaboration’s COVID-19 era development, with the suggestion that the shift to virtual communication enhanced the partnership even as it disrupted the planned implementation.
Journal Article
On Large Ensembles: A Cross-Cultural Content Analysis of English- and Chinese-Language Articles (2007–2017)
This article reports a cross-cultural analysis of journal articles pertaining to large ensembles published in English and Chinese languages from 2007–17. Topics addressed in the articles included issues of equity and access, the value of large ensembles in young people’s lives and to the field of music education, the development of large ensemble music education in Asia, and implications for the field of conductor-teacher preparation. Three conceptually distinct but interrelated themes emerged: power, participation, and pedagogy. “Power” refers to the authority, command, and influence commonly associated with conductors. “Participation” refers to issues of access, recruitment, retention, attrition, and other sociological issues related to participation in large ensembles. “Pedagogy” refers to calls for changes in the teaching and delivery of large ensemble programs. The article closes with recommendations for international research and pedagogical development concerning music education’s large ensembles.
Journal Article
SINGING AND ADOLESCENT MALES
[...]in 2011, Patrick K. Freer and Antonis Ververis reported on more than seventy years of research and practice that could inform music teachers and choral conductors who work with adolescent males.l A number of related articles were published in the first ten years of the twenty-first century in Choral Journal and Music Educators Journal.2 This article begins with a summary of that information, followed by a review of related literature published in the decade since 2011. In the United States, music teachers and choral directors used this information to develop techniques for teaching singing and conducting choral ensembles with males experiencing voice change. The articles are highly recommended reading material for new and experienced choral music teachers and conductors. Rollo Dilworth, composer, conductor, and professor at Temple University, presented a series of pedagogical strategies in ten categories: understanding the changing voice, assessing the voice, placement of the male adolescent singer in the choir, explaining voice change, classifying and labeling the adolescent male's voice, guiding general vocal production and development, developing vocalizes and warm-ups for the rehearsal, adjusting pitches and vocal lines in the choral score, incorporating analogy and movement into the rehearsal, and maintaining a healthy and productive rehearsal environment.18 For each category, Dilworth described the existing literature that informed his practical and detailed pedagogical suggestions.
Journal Article
An Ethical Response to the “GENDER TROUBLE” in Choral Music
Some authors argue that teaching for social justice is the preeminent purpose of music education, though many teacher-conductors consider it more appropriate to exemplify these principles within the daily work of choral rehearsing and performing. Social justice can be defined as a process that seeks \"fair (re)distribution of resources, opportunities, and responsibilities; challenges the roots of oppression and injustice; empowers all people to exercise self-determination and realize their full potential; and builds social solidarity and community capacity for collaborative action. [...]multiple authors in the Choral Journal and elsewhere rightly suggest that the longstanding problem of boys' attrition from choral singing reflects legitimate social justice concerns involving the relationships between choral pedagogy, repertoire, and adolescent boys. It is noted that choral music and choral music education have tended to retain rigid conventions of gender and sexuality. Choral teacher-conductors are uniquely qualified to provide musical leadership, and they are ethically required to do so in ways that affirm the musical capabilities of each singer in their care.
Journal Article
The 2018 Symposium on Research in Choral Singing Conference Report
Teaching transgender students in a high school choral program (Julie K. Hagen, University of Hartford's The Hartt School) * Effects of vibrato and pitch-varied vocal models on high school and undergraduate singers' intonation, intensity, and use of vibrato (Sandy P. Hinkley, Sam Houston State University) * The effects of a cappella and piano assisted vocal warm-up procedures on acoustical and perceptual measures of choral sound (Melissa L. Grady, The University of Kansas & Sheri Cook-Cunningham, The University of Central Arkansas) * The nature of expertise: A case study of an acclaimed choral conductor (Katrina Cox & Amy Simmons, The University of Texas at Austin) Resulting Discussions and Future Directions for Research One unique element of the Symposium's structure was that all participants attended all sessions. The discussion leaders for the Symposium included IJRCS editorial board members Janice Killian (Texas Tech University), Jeffrey Manternach (University of Iowa), Jessica Nápoles (University of North Texas), Elizabeth Parker (Temple University), and Bridget Sweet (University of Illinois). Other topics explored by this group included: choral culture as a factor in addressing social justice issues; the positioning of choirs to transform society; the potential that choral music's structural traditions (auditions, choral offerings, repertoire, etc.) might be used to perpetuate discrimination; the need to interrogate dominant perceptions of ideal choral tone and foundational choral repertoire; the lack of qualitative narratives of elementary-aged children about their perceptions of choral singing; and the need to accept choirs of non-traditionally abled singers as valued within ACDA. [...]the group expressed curiosity about how the balance of Choral Journal content might best serve the population of its readers (i.e., the proportion of musicological to pedagogical content).
Journal Article
Perspectives of European boys about their voice change and school choral singing: developing the possible selves of adolescent male singers
This article reports analysis of interviews with 85 boys from England, Greece, Ireland and Spain about the voice change, school singing and choral music instruction. Consistent, former and self-described non-singers were included. Data suggest consistency with much of the existing narrative literature about the experience of voice change. Unique topics included a sense of identity loss during voice change. Issues related to gender and sexuality-based bullying were explored. Boys offered numerous recommendations for teachers, including that teachers focus on vocal technique specific to male changing voices. Boys’ comments suggested a pattern of identity development consistent with the Possible Selves construct. This suggests that teachers can support adolescent male singers by addressing specific issues at specific points in a boy's process of voice change and identity development.
Journal Article
A Cover Story: Music Educators Journal and Historical-Political Narrativity
This article reports results of a comprehensive content analysis of the 644 Music Educators Journal (MEJ) covers published between September 1914 and December 2015. For more than a century, MEJ’s covers conveyed carefully selected visual and textual imagery to all members of the growing association. The results of the content analysis were secondarily analyzed for elements of historical narrativity and political narrativity in music education. Results indicate that imagery related to nationalism and patriotism increased during times of conflict, the representation of people diversified as time progressed, and there is evidence that the first images of Black people on MEJ covers were intentionally placed for maximum impact. The article includes related historical information about MEJ and its evolving editorial processes.
Journal Article