- The Oxford Handbook of Qualitative Research in American Music Education
- Acknowledgments
- List of Contributors
- Introduction
- Qualitative Research in Music Education: Concepts, Goals and Characteristics
- History of Qualitative Research in American Music Education
- Epistemology and Qualitative Research in Music Education
- Paradigms and Theories: Framing Qualitative Research in Music Education
- Changing the Conversation: Considering Quality in Music Education Qualitative Research
- Case Study in Music Education
- Doing Ethnography in Music Education
- Phenomenological Research in Music Education
- Narrative Inquiry and the Uses of Narrative in Music Education Research
- Practitioner Inquiry
- Mixed Methods Research in Music Education
- Collecting and Analyzing Observation of Music Teaching and Learning Data
- Conducting and Analyzing Individual Interviews
- Collecting and Analyzing Focus Group Data
- Collecting, Generating, and Analyzing Multimodal and Multimedia Data
- Music-Making As Data: Collection and Analysis
- Software to Interrogate Qualitative Data in Music Education
- Qualitative Research in Early Childhood Music Education
- Qualitative Research in General Music Education
- Instrumental Music (Winds, Brass, Percussion)
- Instrumental Music (Strings)
- Qualitative Choral Music Research
- A Critical Analysis of Qualitative Research on Learning to Teach Music in Preservice Music Teacher Education
- Inservice Music Teacher Professional Development
- Community Music Education
- Qualitative Research Examining Students with Exceptionalities in Music Education
- Intersectionalities: Exploring Qualitative Research, Music Education, and Diversity
- World Musics and Cultural Diversity in the Music Classroom and the Community
- Ethics and Qualitative Research in Music Education
- The Politics of PublicationVoices, Venues, and Ethics
- Teaching Qualitative Research Experientially and Aesthetically
- Future Possibilities for Qualitative Research in Music Education
- Index
Abstract and Keywords
This chapter provides a comprehensive review of qualitative choral music education research conducted in the United States. Research revealed that safe spaces are valuable to choral teachers and students, choir members, and directors. In addition, the choral environment and qualities of the teacher have the power to positively and/or negatively sway choral participation, regardless of a chorister’s stage of life. From this review it is clear that participation in choral music can be a multi-faceted experience, as can benefits received from participation. It was found that no qualitative research has been specifically focused on female adolescent choir students and that little qualitative research has been conducted with former choral students or non-singers.
Keywords: qualitative, choral music, choir class, safe space, participation in choir, high school choir, middle school choir, choir teacher participation
Bridget Sweet, Assistant Professor of Music Education, University of Illinois
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
Please subscribe or login to access full text content.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.
For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.
- The Oxford Handbook of Qualitative Research in American Music Education
- Acknowledgments
- List of Contributors
- Introduction
- Qualitative Research in Music Education: Concepts, Goals and Characteristics
- History of Qualitative Research in American Music Education
- Epistemology and Qualitative Research in Music Education
- Paradigms and Theories: Framing Qualitative Research in Music Education
- Changing the Conversation: Considering Quality in Music Education Qualitative Research
- Case Study in Music Education
- Doing Ethnography in Music Education
- Phenomenological Research in Music Education
- Narrative Inquiry and the Uses of Narrative in Music Education Research
- Practitioner Inquiry
- Mixed Methods Research in Music Education
- Collecting and Analyzing Observation of Music Teaching and Learning Data
- Conducting and Analyzing Individual Interviews
- Collecting and Analyzing Focus Group Data
- Collecting, Generating, and Analyzing Multimodal and Multimedia Data
- Music-Making As Data: Collection and Analysis
- Software to Interrogate Qualitative Data in Music Education
- Qualitative Research in Early Childhood Music Education
- Qualitative Research in General Music Education
- Instrumental Music (Winds, Brass, Percussion)
- Instrumental Music (Strings)
- Qualitative Choral Music Research
- A Critical Analysis of Qualitative Research on Learning to Teach Music in Preservice Music Teacher Education
- Inservice Music Teacher Professional Development
- Community Music Education
- Qualitative Research Examining Students with Exceptionalities in Music Education
- Intersectionalities: Exploring Qualitative Research, Music Education, and Diversity
- World Musics and Cultural Diversity in the Music Classroom and the Community
- Ethics and Qualitative Research in Music Education
- The Politics of PublicationVoices, Venues, and Ethics
- Teaching Qualitative Research Experientially and Aesthetically
- Future Possibilities for Qualitative Research in Music Education
- Index
