Karen Salvador | Michigan State University (original) (raw)
Papers by Karen Salvador
is an associate professor of music and the music teacher certification program coordinator at the... more is an associate professor of music and the music teacher certification program coordinator at the University of Michigan-Flint; she can be contacted at ksalvado@umflint.edu. Keith Corbett teaches band, choir, and theatre at Chatfield School in Lapeer, Michigan; he can be contacted at kcorbett@chatfieldschool.org.
Although elementary general music specialists teach students with a variety of exceptionalities e... more Although elementary general music specialists teach students with a variety of exceptionalities every day (Chen, 2007; Hahn, 2010; Hoffman, 2011), many music teacher preparation programs do not adequately address exceptionality (Salvador, 2010). Articles regarding " strategies that work " appear perennially in the professional literature (e.g., Hammel, 2004), but these strategies have seldom been the subject of empirical research in peer-reviewed literature, and none of these articles pertain to how music teachers modify instruction to meet the needs of students with moderate to severe cognitive impairments (CI) who attend music with their self-contained categorical classes. This qualitative study details the practices of an elementary general music teacher with regard to music instruction of students with moderate to severe CI, both when these students were included with their fourth-grade peers and also when they attended music with their self-contained class.
This quantitative study examined access to school music instruction with regard to race in two ur... more This quantitative study examined access to school music instruction with regard to race in two urban areas: Detroit, MI and Washington, DC, in 2009-2010. We found significant differences in provision of music instruction between schools with high and low proportions of non-White enrollment in categories including curricular offerings, extracurricular offerings, and resources. In the Detroit area, only 31-60% of schools with high percentages of non-White students offered any music instruction at all.
This paper contrasts our findings to a National Center for Educational Statistics report (Parsad & Spiegelman, 2012) to demonstrate how regional/national averages can obscure information that should guide policy, such as the influence of location and racial demographics of schools on the provision of public school music instruction. The paper concludes with discussion of the implications of using flawed data on policy and suggestions for more comprehensive and accurate data collection and analysis.
As music educators are faced with an increasing number of students with various exceptionalities,... more As music educators are faced with an increasing number of students with various exceptionalities, their ability to differentiate instruction for those with special needs becomes paramount. The purpose of this survey was to investigate how music teacher preparation programs addressed the topic of differentiation for exceptional populations at the undergraduate level. Specifically, the survey asked if NASMaccredited universities that granted doctoral or master's degrees in music education (a) required a course, (b) offered a course, or (c) in some other significant way systematically addressed the topic of teaching music to special populations. A link to a brief online survey was e-mailed to representatives of 212 institutions. Of 109 respondents, 29.6% required a course in teaching music to special populations, 38.9% indicated that this type of course was available, and 59.8% reported purposefully integrating the teaching of exceptional populations throughout their coursework. Respondent comments led to further literature review and discussion of the lack of consistent instruction with regard to this topic in undergraduate music education programs.
Despite long-standing antidiscrimination laws, such as the Americans with Disabilities Act and In... more Despite long-standing antidiscrimination laws, such as the Americans with Disabilities Act and Individuals with Disabilities Education Act, which are meant to guarantee equal access, many school and community choirs appear to be populated primarily by students with typical physical, cognitive, and behavioral abilities. The purpose of this article is to review research and professional literature on integration of individuals with significant cognitive, speech/language, physical and/or behavioral challenges into school and community choirs. Because of the small amount of literature specifically pertaining to choirs, this review also includes pertinent literature from other performance ensembles and from elementary general music classrooms. Based on this review of literature, I will identify and describe common features or approaches of successfully integrated general music, instrumental, and choral programs. Finally, I will summarize these findings specifically with regard to their utility in school and community choral settings, with the aim of illustrating how choral directors might better include singers with special needs in their choirs.
Update: Applications of Research in Music Education, 2010
The purpose of the present study was to identify (a) scholars, (b) journals, (c) authored monogra... more The purpose of the present study was to identify (a) scholars, (b) journals, (c) authored monographs, (d) edited books or proceedings, and (e) dissertations that were the most eminent, as measured by the frequency of citation in the New Handbook of Research on Music Teaching and Learning (New Handbook). Data from 7,426 citations included in the 60 chapters containing reference sections were analyzed and rank ordered. The most frequently cited scholars were Edwin Gordon and Howard Gardner. The most eminent bibliographic sources were the Journal of Research in Music Education, the Bulletin of the Council for Research in Music Education, Music Matters, the Handbook of Research on Music Teaching and Learning, and dissertations by Mitchell Robinson and Kari Veblen. The authors include researchers, curriculum specialists, psychologists, sociologists, and philosophers from both music and general education. Results from this study clearly indicate the wide variety of sources that impact the field of music education research.
Music Educators Journal, Dec 1, 2010
Books by Karen Salvador
In Music Education: Navigating the Future. Randles, C. Ed. This qualitative content analysis exa... more In Music Education: Navigating the Future. Randles, C. Ed.
This qualitative content analysis examines 35 essays written by undergraduate elementary education majors (mostly self-identified “non-musicians”) enrolled in Music for the Classroom Teacher. In the essays, students described their musical identity throughout their lives—an identity that, for most of the students, was expressed using negative statements for at least some portion of their lifespan. Although most students did not enter the course identifying as a “musician,” they each described near-constant engagement with music through listening, attending concerts, and singing or dancing when no one could see or hear. Many students recalled a love of participatory musicking as a small child and gave detailed descriptions of how they nevertheless came to label themselves as “non-musical.” Participation in Music for Classroom Teachers contributed to some of the students (re)claiming an identity as a musician. This paper explores persistence in positive musician identity, the formation of negative musician identity, and what music teachers and music teacher educators may do to help “non-musicians” (re)claim their inner musician.
Other by Karen Salvador
is an associate professor of music and the music teacher certification program coordinator at the... more is an associate professor of music and the music teacher certification program coordinator at the University of Michigan-Flint; she can be contacted at ksalvado@umflint.edu. Keith Corbett teaches band, choir, and theatre at Chatfield School in Lapeer, Michigan; he can be contacted at kcorbett@chatfieldschool.org.
Although elementary general music specialists teach students with a variety of exceptionalities e... more Although elementary general music specialists teach students with a variety of exceptionalities every day (Chen, 2007; Hahn, 2010; Hoffman, 2011), many music teacher preparation programs do not adequately address exceptionality (Salvador, 2010). Articles regarding " strategies that work " appear perennially in the professional literature (e.g., Hammel, 2004), but these strategies have seldom been the subject of empirical research in peer-reviewed literature, and none of these articles pertain to how music teachers modify instruction to meet the needs of students with moderate to severe cognitive impairments (CI) who attend music with their self-contained categorical classes. This qualitative study details the practices of an elementary general music teacher with regard to music instruction of students with moderate to severe CI, both when these students were included with their fourth-grade peers and also when they attended music with their self-contained class.
This quantitative study examined access to school music instruction with regard to race in two ur... more This quantitative study examined access to school music instruction with regard to race in two urban areas: Detroit, MI and Washington, DC, in 2009-2010. We found significant differences in provision of music instruction between schools with high and low proportions of non-White enrollment in categories including curricular offerings, extracurricular offerings, and resources. In the Detroit area, only 31-60% of schools with high percentages of non-White students offered any music instruction at all.
This paper contrasts our findings to a National Center for Educational Statistics report (Parsad & Spiegelman, 2012) to demonstrate how regional/national averages can obscure information that should guide policy, such as the influence of location and racial demographics of schools on the provision of public school music instruction. The paper concludes with discussion of the implications of using flawed data on policy and suggestions for more comprehensive and accurate data collection and analysis.
As music educators are faced with an increasing number of students with various exceptionalities,... more As music educators are faced with an increasing number of students with various exceptionalities, their ability to differentiate instruction for those with special needs becomes paramount. The purpose of this survey was to investigate how music teacher preparation programs addressed the topic of differentiation for exceptional populations at the undergraduate level. Specifically, the survey asked if NASMaccredited universities that granted doctoral or master's degrees in music education (a) required a course, (b) offered a course, or (c) in some other significant way systematically addressed the topic of teaching music to special populations. A link to a brief online survey was e-mailed to representatives of 212 institutions. Of 109 respondents, 29.6% required a course in teaching music to special populations, 38.9% indicated that this type of course was available, and 59.8% reported purposefully integrating the teaching of exceptional populations throughout their coursework. Respondent comments led to further literature review and discussion of the lack of consistent instruction with regard to this topic in undergraduate music education programs.
Despite long-standing antidiscrimination laws, such as the Americans with Disabilities Act and In... more Despite long-standing antidiscrimination laws, such as the Americans with Disabilities Act and Individuals with Disabilities Education Act, which are meant to guarantee equal access, many school and community choirs appear to be populated primarily by students with typical physical, cognitive, and behavioral abilities. The purpose of this article is to review research and professional literature on integration of individuals with significant cognitive, speech/language, physical and/or behavioral challenges into school and community choirs. Because of the small amount of literature specifically pertaining to choirs, this review also includes pertinent literature from other performance ensembles and from elementary general music classrooms. Based on this review of literature, I will identify and describe common features or approaches of successfully integrated general music, instrumental, and choral programs. Finally, I will summarize these findings specifically with regard to their utility in school and community choral settings, with the aim of illustrating how choral directors might better include singers with special needs in their choirs.
Update: Applications of Research in Music Education, 2010
The purpose of the present study was to identify (a) scholars, (b) journals, (c) authored monogra... more The purpose of the present study was to identify (a) scholars, (b) journals, (c) authored monographs, (d) edited books or proceedings, and (e) dissertations that were the most eminent, as measured by the frequency of citation in the New Handbook of Research on Music Teaching and Learning (New Handbook). Data from 7,426 citations included in the 60 chapters containing reference sections were analyzed and rank ordered. The most frequently cited scholars were Edwin Gordon and Howard Gardner. The most eminent bibliographic sources were the Journal of Research in Music Education, the Bulletin of the Council for Research in Music Education, Music Matters, the Handbook of Research on Music Teaching and Learning, and dissertations by Mitchell Robinson and Kari Veblen. The authors include researchers, curriculum specialists, psychologists, sociologists, and philosophers from both music and general education. Results from this study clearly indicate the wide variety of sources that impact the field of music education research.
Music Educators Journal, Dec 1, 2010
In Music Education: Navigating the Future. Randles, C. Ed. This qualitative content analysis exa... more In Music Education: Navigating the Future. Randles, C. Ed.
This qualitative content analysis examines 35 essays written by undergraduate elementary education majors (mostly self-identified “non-musicians”) enrolled in Music for the Classroom Teacher. In the essays, students described their musical identity throughout their lives—an identity that, for most of the students, was expressed using negative statements for at least some portion of their lifespan. Although most students did not enter the course identifying as a “musician,” they each described near-constant engagement with music through listening, attending concerts, and singing or dancing when no one could see or hear. Many students recalled a love of participatory musicking as a small child and gave detailed descriptions of how they nevertheless came to label themselves as “non-musical.” Participation in Music for Classroom Teachers contributed to some of the students (re)claiming an identity as a musician. This paper explores persistence in positive musician identity, the formation of negative musician identity, and what music teachers and music teacher educators may do to help “non-musicians” (re)claim their inner musician.