The Master of Arts final project and the research leading up to it are the logical outcomes of a student’s graduate study and professional experience. Because of the diverse background and experience of the University of St. Thomas Graduate Programs in Music Education (GPME) faculty, students are able to undertake research using qualitative, quantitative, descriptive, historical, philosophical, or theoretical methodologies. Consequently, whereas all students demonstrate the ability to integrate ideas and communicate their findings, some will develop, test, and evaluate a music education problem, while others will gather and interpret historical, descriptive, or philosophical data. Completing the final project is an opportunity to make a significant contribution to the field of music education, with additional goals of providing information that will be a meaningful and relevant resource to colleagues in the program and to the author.
|Integrating Popular Music and Informal Learning in the Instrumental Music Classroom ·
This paper examines the differences between formal learning methods used in school instrumental music classroom and informal methods used by popular musicians outside of a school setting, and proposes integrating informal learning of popular music into the classroom.
|Lesson Plans for Teaching About the Voice Change ·
The adolescent changing voice is a topic of great interest and concern among music educators.
|Mallory Jayne Kroon Martin|
|Technology in the Elementary Music Classroom ·
The purpose of this project was to encourage music teachers to utilize technology in the classroom to increase student retention, engagement, and creativity.
|Jennifer Robin Jungwirth|
|Teaching Instrumental Music in a Residential School Setting ·
The purpose of this paper was to explore the challenges and rewards of teaching instrumental music in a boarding school setting.
|Grace E. Watkins|
|Song Analysis and Presentation Plans for Selected Church Choral Compositions ·
The selection of quality literature is foundational to any choral experience.
|Tammie L. Junkans|
|Robert Shaw and Weston Noble, and How Community and Followership Was Created Within Their Choirs Through Their Own Humanity ·
The purpose of this study was to investigate how Robert Shaw and Weston Noble, two renowned American choral conductors, created a sense of community and followership within their choirs and performing groups.
|Jennifer Dana Krinke|
|Using Musicals as a Medium to Integrate Reading, Writing and Character in the Second-Grade Music Classroom ·
In today's society, trends in education promote standards and test scores.
|Creating Flow in the Junior High Choral Classroom ·
This paper will seek to define psychologist Mihaly Csikszentmihalyi's concept of "flow" and apply it to teaching junior high choral music.
|The Integration of Music and Language Arts in Second Grade: Lesson Plans Addressing Music and Language Arts Standards ·
The purpose of this project was to integrate Minnesota Language Arts Standards and Minnesota Music Standards into lesson plans suitable for a second grade general music classroom.
|An Explorative Study of Games in Private and Group Piano Lessons ·
Integrating games into our music teaching is not an unfamiliar method, but it has been neglected and should be revived in our music teaching experiences.
|Minghui Phebe Yeo|
|The Nature of Contest Organization Procedures for Minnesota Class AA Band Contests ·
The purpose of this project was to document and examine the organizational details of the eight AA Regions of the Minnesota State High School League (MSHSL) band contests.
|Keith J. Koehlmoos|
|The Creation of a Kodály-Inspired Choral Collection for Treble Voices ·
The selection of quality repertoire is a core principle for teaching in a Kodály-inspired music classroom.
|Heidi Kathryn McIlroy|