Doctor of Philosophy, Case Western Reserve University, 2017, Music Education

An Exploration of Musical Habits of Alumni from “The Lakewood Project” and How They Musick After High School By ELIZABETH AYLMER HANKINS ABSTRACT The purpose of this multiple case study was to explore the musical habits of alumni from The Lakewood Project (TLP), a high school rock orchestra whose alumni tend to participate in music making experiences after high school at a high rate. Two lenses were used to explore this phenomenon. First, Christopher Small (1999) defined musicking as a person contributing, in any capacity, to a musical performance or in any activity that adds to the human encounter of music. Second, Situated Learning Theory, a theory derived from the apprenticeship model, stating that students are more inclined to learn when actively participating in their learning. Both components have been the bedrock of TLP environment. Thus, the research questions in this study included (1) the ways in which TLP alumni were motivated and enabled to musick after high school, (2) how TLP learning environment emulated their current musicking environment, (3) what aspects of formal music learning and informal music learning have they continued to use, and (4) what skills or knowledge were missing from their TLP experience. This multiple case study was based on ethnographic data collection techniques and included five TLP alumni. Data were collected through observations, interviews, and participant artifacts. Codes and themes were assigned following data analysis. Themes included musical motivation, voluntary risk-taking, the musical zone, camaraderie, and democratic collaboration. Within-case and cross-case analysis produced overarching themes, including a well-trained ear; arranging, composing, and improvising; knowledge of technology; and the ability to develop and implement performances. Unexpected findings included participants' motivation to give back to younger musicians and their comfort with failure. Embracing failure as an opportunity to achieve grea (open full item for complete abstract)

Committee: Nathan Kruse Dr. (Committee Chair); Kathleen Horvath Dr. (Committee Member); Matthew Garrett Dr. (Committee Member); G. Regina Nixon Dr. (Committee Member) Subjects: Education; Music; Music Education

PHD, Kent State University, 2017, College of the Arts / School of Music, Hugh A. Glauser

The purpose of this multiple case study was to explore the experiences of informal music learners at a community college. In this study, the views and understandings of participants provided diverse perspectives into individual lifeworlds, which are informed by social, economic, and cultural conditions. Purposeful sampling was used to provide information rich cases. Specifically, maximum variation and criterion sampling guided the researcher in selecting eight distinct participants with divergent perspectives, attitudes, and positions. This investigation was directed by three research questions. First, how do informal music learners at a community college pursue musical studies and describe their experiences? Second, based on participant experiences, how do these beliefs and ideas influence their musical understanding? Third, what aspects of how music is learned do participants perceive as being beneficial to other musicians? To gather rich and descriptive information, data collection included formal interviews, group interviews, and observations. An interpretive approach to data analysis was utilized to explore, understand, and give meaning to responses. As a constructivist, the author aimed to analyze data with respect to the idiosyncratic understandings and beliefs of each participant. Further, in this multiple case study a cross-case analysis was implemented to emphasize findings and maintain the singularity of each case. Research revealed that members used similar and varied approaches to pursue musical studies, utilize resources, and convey learning processes, which included reliance on listening, observation, repetition, collaboration, seeking guidance, and trial-and-error. Findings uncovered how self-taught musicians illustrated prolonged musical engagement, varied learning approaches, emphasized aural skills, and perseverance in completing musical tasks, which are critical to music education.

Committee: Craig Resta Ph.D. (Advisor); Christopher Venesile Ph.D. (Committee Member); Andrew Shahriari Ph.D. (Committee Member); Alicia Crowe Ph.D. (Committee Member) Subjects: Music Education

Doctor of Philosophy in Urban Education, Cleveland State University, 2015, College of Education and Human Services

The aim of this qualitative study was to examine contextualized experiences of African-American Third Agers (AATA). Current literature conceptualizes Third Agers as individuals who are societally positioned to experience meaningful and purposeful periods of self-discovery and adult development later in life. However, among Third Age theorists, adult educators, educational gerontologists (a sub-field of adult education), psychologists, sociologists, and diversity theorists, there are comparatively few research studies of the experiences of AATA. As a result, we do not know much about AATA; this poses a significant problem. Therefore, this investigation of AATA's experiences simultaneously reduced the related literature gap, added to the academic body of knowledge on older adults, and strengthened the emerging study of the third age. The goals of the study were to understand who these individuals are, what their experiences were as adult learners, and what learning meant to them at this stage in life. The overarching research question that guided this inquiry are the following: what does it mean to be an AATA adult learner? Within this question are two related questions: (1) What is the experience of lifelong learning as narrated by AATA, (2) What meaning do AATA give to this phase of life as it relates to lifelong learning? Narrative research was used to capture the stories of a small group of participants, with the intent of collecting rich, in-depth narratives on the topic. The data was collected through semi-structured interviews. Data analysis was guided by the narrative inquiry approach. This study produced an understanding of how AATA perceive of themselves as learners and investigated their attitudes towards lifelong learning for assisting institutions in the delivery of quality educational experiences for an aging population.

Committee: Elice Rogers Ed.D. (Committee Chair); Anne Galletta Ph.D. (Committee Co-Chair); Catherine Hansman Ed.D. (Committee Member); Jonathan Messemer Ed.D. (Committee Member); Regennia Williams Ph.D. (Committee Member); Ovella Roulette-McIntyre Ph.D. (Committee Member) Subjects: Adult Education; African Americans; Aging; Community College Education; Continuing Education; Curriculum Development; Educational Leadership; Educational Sociology; Gerontology; Minority and Ethnic Groups; Spirituality

Doctor of Philosophy, The Ohio State University, 2013, Music

Learning communities were essential to the teaching practices of exemplary mid-career elementary general music teachers. Meaningful stories contributed insight into the teachers' communities, career development, attitudes, and resilience. Accounts at a specific time in the teachers' careers initiated documentation of elementary general music teachers' career life cycle. Twenty-four exemplary mid-career elementary general music teachers were selected with combination criterion and snowball method. Teachers participated in a pre-interview descriptive survey and an interview. Most teachers allowed a classroom observation without students and submitted documents reflecting the incorporation of their learning community into their teaching. Research questions resulted in a description of their learning communities, meaningful experiences from their learning community, and how theses events influenced their teaching and their students' learning. Data emerged in two forms: individual teacher profiles and four broad themes across all interviews: (a) Multiple Learning Communities, (b) Membership Rationale, (c) Professional Development, and (d) Job Satisfaction. The exemplary mid-career elementary general music teachers (a) were dedicated, (b) loved music and loved teaching music, (c) practiced systematic reflection, (d) responded to change, (e) revealed an intrinsic drive towards being a life-long learner, (f) sought their own professional development, (g) reflected upon their professional development needs, and (h) valued sharing with other teachers. The teachers' learning communities were (a) diverse, (b) rich, (c) multiple, and (d) involved greatly with the teachers' practices. Inspiration and adaptation to change were themes associated with lifelong learning. Developing teacher biography would lead to further knowledge about resilience and lifelong learning. Further research into the use of learning communities for sustainable professional development is requi (open full item for complete abstract)

Committee: Patricia Flowers (Advisor); Edwards Jan (Committee Member); Williams Kenneth (Committee Member); Danielle Marx-Scouras (Committee Member) Subjects: Music Education; Teacher Education

Bachelor of Fine Arts (BFA), Ohio University, 2019, Theater

Inspired by continuing developments in artificial intelligence, this creative thesis comprises an overview of conversational artificial intelligence and an exploration of how education and entertainment overlap in the broad genre of science plays. I argue that the combination of education and entertainment can be mutually beneficial, and that this relationship should be exploited to increase public accessibility to information. Moreover, this thesis documents the process of writing, producing, directing, and designing a new work entitled Time to Think: A Short Play about Ignorance & Bliss. The original script, including marginal director's notes, is appended.

Committee: William Condee Ph.D. (Advisor); C. David Russell (Advisor); Cornish Matthew Ph.D. (Other) Subjects: Adult Education; Artificial Intelligence; Theater

Master of Arts in Gerontology, Youngstown State University, 2018, Department of Sociology, Anthropology and Gerontology

Learning is a lifelong process and is viewed as having positive influences on multiple facets of a person. It is important to understand how a person perceives the benefits of learning on aspects of successful aging. Another important aspect of learning is the future of learning: technology, specifically mobile learning. Purpose: To further explore the relationship between successful aging and older adults that participate in lifelong learning, and to explore perceptions of older adults toward mobile learning. Hypotheses: Participants will have positive attitudes about participation in a lifelong learning program and its influence on successful aging. Also, participants may be open to the idea of lifelong learning, but they will still prefer the “old fashion way” of learning through a live classroom. Participants: The participants typically over the age of 50, were attendees of the Mahoning Valley Lifelong Learning Institute (MVLLI). Procedures: The researcher conducted focus groups with participants who attended lectures and events offered through the MVLLI. The groups were asked questions based on learning and successful aging, learning preferences, and mobile learning. The analyses consisted of drawing out themes that emerged from the focus groups regarding lifelong learning, the MVLLI, successful aging, and mobile learning.

Committee: Tiffany Hughes PhD (Advisor); Daniel Van Dussen PhD (Committee Member); Sharon Stringer PhD (Committee Member) Subjects: Gerontology

Doctor of Philosophy, Case Western Reserve University, 2016, Music Education

The purpose of this qualitative descriptive research was to determine the self-reported attitudes and practices of music instructors in Kuwait regarding adult music learners. Of central importance to this investigation was how instructors approach adult music education in terms of preparation, goal-making, materials, and evaluation. Participants included 14 university faculty members from one music department in a high-population urban setting in the state of Kuwait. The research questions that guided the study included: (a) How do music instructors in Kuwait prepare for becoming teachers of adult music learners? (b) What are instructors' goals in teaching adult music learners in Kuwait? (c) What are instructors' chosen materials for adult music students in Kuwait? and (d) How do instructors in Kuwait approach evaluating their students as well as themselves? Data were gathered through a self-reported open-ended questionnaire that was developed by the researcher. Findings indicated that participants supported formal education opportunities for teachers, such as seminars and workshops. Teachers claimed that they wanted to see their students develop an appreciation for music, remain motivated, and become professional musicians. The participants used numerous resource materials for instruction, including materials designed specifically for adult music learners as well as teacher-modified materials. The educators also employed a variety of formal and informal evaluations such as tests and live feedback. Implications include implementing lifelong music making teaching practices in Kuwaiti music education, enhancing teaching practices and evaluation methods, improving the student-teacher relationship, and understanding adult music learners' characteristics and their previous experience.

Committee: Nathan Kruse Dr (Committee Chair); Kathleen Horvath Dr (Committee Member); Matthew Garrett Dr (Committee Member); Denise Davis Dr (Committee Member) Subjects: Adult Education; Music; Music Education

Master of Arts, University of Akron, 2015, Educational Foundations-Social/Philosophical Foundations of Education

As a trend in education, lifelong learning is playing an increasingly important role in China's education system. The integration between lifelong learning and College English education is a necessity. It is a response to the demand for high-quality College English education, and also has great significance for the actual realization of lifelong learning in China's school education. This study conducted a critical examination of the integration from a policy level. The study result indicates that the current guideline document for College English education (the 2007 College English Curriculum Requirements) reflects the key ideas of lifelong learning. Although there is room for further improvement, we can still trust that the 2007 College English Curriculum Requirements would provide great policy support for the realization of lifelong learning ideas in College English classrooms. Due to limited resources, this study has its limitation. But I hope it could be a modest spur to induce more valuable contributions to this issue.

Committee: Suzanne MacDonald Dr. (Advisor); Huey Li Li Dr. (Committee Member); Sandra Spickard Prettyman Dr. (Committee Member) Subjects: Education

Master of Music (MM), Bowling Green State University, 2015, Music Education/Comprehensive Music Education

Secondary music ensembles and community ensembles share many similarities, but participation in secondary music ensembles does not necessarily encourage amateur musicians to join community ensembles after graduation. The purpose of this qualitative study was to examine: (1) adult amateur musicians' reasons and motivations for participating in an ensemble in adult life, and (2) adult amateur musicians' perceptions about the relationship between his/her participation in secondary instrumental ensembles and participation in an instrumental ensemble in adult life. Participants (n=9), ages 24-64, were current members of three separate community wind bands from the Midwestern United States and were previously enrolled in a secondary instrumental music ensemble. Each participant completed a semi-structured interview that was audio recorded by the researcher. Interviews were transcribed and coded for themes and categories. The themes that emerged included: (1) break in music making; (2) word of mouth; (3) early musical development; (4) enjoy music making; (5) skills gained from secondary ensembles; (6) different ages and backgrounds; (7) similarities and differences between secondary and community ensembles; (8) social environment; and (9) changes to secondary music education. These themes were used to inform the research questions. Implications for secondary music education and community ensembles are included.

Committee: Lisa Gruenhagen Ph.D. (Advisor); Bruce Moss Ph.D. (Committee Member) Subjects: Music Education

PHD, Kent State University, 2012, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to explore the influences of school music experiences on senior citizens' musical sensibilities, tastes, or abilities by examining their recollected stories about music experiences from their school years. The author employed a multiple-case study design to enable contextual insights into personal interactions with music. With the convenience sampling method, six research participants were recruited, all of whom were age 55 or older, lived in northeastern Ohio, attended U.S. schools for their K–12 education, and had never had any professional experience in the field of music. Data were collected through participant interviews with open-ended questions, journal writings, and researcher field notes, all of which provided evidence for coherence, reliability, and validity. The collected raw data were analyzed in two ways: summarized documentation and code analysis with the cross-case method. The research findings revealed the importance of school music experiences in the development of musical sensibilities, tastes, or abilities. In particular, human interaction between students, teachers, and family members is clearly a significant factor in defining personal music experiences and that school music education does not meet musical needs. School music educators are, therefore, recommended to create learning opportunities for students by developing a feasible curriculum to meet a variety of students' musical interests, provide a professional development program for music teachers and preservice teachers, and establish a collaborative music program with family and local communities.

Committee: James Henderson Ed.D. (Advisor); Craig Resta Ph.D. (Advisor); Kenneth Cushner Ed.D. (Committee Member); Kwang-Sae Lee Ph.D. (Committee Member) Subjects: Curriculum Development; Music Education