The purpose of this study was to examine use of class time in elementary general music classes in relation to the nine voluntary National Standards for Music Education. Elementary music specialists (N = 30) were videotaped teaching students in Grades 1 through 6. Use of class time was analyzed separately for teacher and student according to activity and the focus of the activity. Overall, results indicated that elementary music specialists spent class time on all nine standards; however, less time was devoted to those standards that required creative or artistic decision-making skills from the students. Congruent with previous research, teachers in this study spent the majority of class time (46.36%) engaged in talking. Additional results showed that students spent the majority of class time (57.07%) in passive roles.

The 413 sessions of the 2000 MENC National Biennial In-Service Conference were classified according to category, which included educational sessions, concerts and sessions that included performances, and general sessions. They were also grouped according to subject areas, including general music, performance, administration, research, technology, industry and exceptionalities. By far the largest proportionate category of sessions was education (65%), followed distantly by sessions including performances (17%). Promotion of industry products dominated, accounting for 29% of all sessions and 40% of the content of educational sessions. Technology sessions represented 25 % of all subjects and 71 % of industry sessions. Performancefocused sessions comprised just over 20 %. A continuation of trends of high industry representation and increasing technology, along with decreasing performances and performance-oriented sessions, was found. A single session on inclusion resulted in the exceptionalities category forming 0.4% of total conference offerings. The content of national conferences may be regarded as one indicator of interests, focus, direction, and concerns of a professional organization. Researchers in other disciplines (e.g., Berryman, 1982, Fetro & Droplet, 1991) have conducted conference content analyses to gain insights regarding their professions, as have Price and Orman (1999) with MENC-The National Association for Music Education.MENC is the largest nonprofit organization dedicated to the advancement of music education. It claims that its activities and publications have been largely responsible for the establishment of music education as a profession and for the promotion and guidance Harry E. Price is professor and head of music education in the School

This study examined the effect of computer generated virtual reality graded exposure on the physiological and psychological responses of performing musicians. Three upper division undergraduate saxophonists, two female and one male, performed while immersed in four virtual environments each designed to gradually increase the expected anxiety level of the performer. Heart rates and subjective measurements were taken throughout the exposure period. Results of this study indicated that virtual reality graded exposure did elicit physiological and psychological indications of increased anxiety in musical performance environments designed for that purpose. Findings also corroborated previous research that found gender to be a predictor of heart rate during performance.

No abstract

This content analysis sought to determine information related to users uploading, general content, and specific characteristics of music education videos on YouTube. A total of 1,761 videos from a keyword search of "music education" were viewed and categorized. Results for relevant videos indicated users posted videos under 698 different usernames, with postings under a single username ranging from 1 to 51. Users' self-reported country affiliation varied across 58 different countries. The number of countries represented in this sample indicates YouTube users from around the globe are interested in sharing music education content. Results relating to the content of videos categorized as relevant to music education (n = 1,352) revealed the most observed categories were performance (36%), followed by teaching (28%), public relations (27%), and industry (10%). Teaching videos were mostly tutorials (65%). Participants across all video categories were predominantly adults, university age, or fit multiple age categories.