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MUED 376: Choral Music, Materials & Techniques (M2 & T)
A. 1a. WORKSHEET: Madsen- Research-A Personal Perspective

What are the influences of family or lack of family participation in our music programs? When do children begin to come
to know music, and when do they start to make meaningful connections between music and their separate experiences?
What are the changing social and familial contingencies that make a child want to participate or not participate in our
music programs or to change their participation? When is the best time to start various music activities? When and how
do we get every child involved in music and, much more important, how do we ensure keeping each child with us? How
might we best use technology to capture and hold student interest and to teach students? How do we get them through the
difficult years? Is it appropriate for fast fingering and loud notes to prevail, if but for a short time? What are the
relationships between a child's needs at different times? Why do children accept or reject "our" music as opposed to
theirs? How do we equip them so that as adults they have their own personal relationship with music and a firmly
developed desire for lifelong involvement?
“Developing a research perspective starts from our own experience.” C. Madsen
1. Early Childhood Experiences: What were some of your pivotal early childhood
music experiences and what research questions stem from them?
I mostly sang in choirs, especially church. I performed roles in children’s christmas musicals. I saw
classical performances like large ballet and opera productions. I wonder if musical experiences with
clear plotlines and physical performance helped ease me into music and if they do that for
everybody. I’m also curious how a church music experience creates passion for the meaning of the
music and where and how this kind of passion can be created.
2. Elementary School Experiences: What research questions do you have that stem from early
elementary school experiences in music?
I began piano in elementary school. I had very basic music theory knowledge by the end of fifth
grade. My research questions stem from the fact that I was very mathematical in my learning of
music and I wonder how to understand a young person’s approach. I think from that would give a
lot of clarity to what the best way to teach them is.
3. Middle School Experiences: What were some of your pivotal middle school
music experiences and what research questions stem from them?
I began band in middle school on french horn. I picked to play either brass or percussion and I was
placed on french horn after a playing test. I’m really curious about this process and what factors
should be most important when helping someone choose an instrument.
4. High School Experiences: What research questions do you have that stem from
high school experiences in music?
In high school I continued to sing in choir, play in band and take piano lessons, but I added on
improvisational learning. I started playing in the praise band at church where I learned how to play
from chord charts and I played in the school jazz band to learn some jazz language. These
opportunities to improvise have shaped me maybe more than anything else up to this point as a
musician and my area of research may be how to incorporate improvisation at an even younger age.
5. Undergraduate Experiences: What research questions do you have that stem from
your undergraduate music experiences?
At JMU I have had many opportunities to accompany, sing and play at a higher level than in high
school, but some of my most pivotal moments have been outside of school. Through my personal
band and opportunities to play gigs with other musicians. I feel like these opportunities were great
learning experiences partly because they weren’t part of a class and they were at times reckless and
mistake filled. It seems mean to hope someone fails just to learn something, but in my case it
seemed necessary. I wonder what research would say about the psychology of this predicament.
6. Music Job Experiences: What research questions do you have that stem jobs you
may have already had in music?
My music related jobs have been accompanying and gigs. My research questions would be work
environment related. What role does minimum wage or other work-standards play in unconventional
work settings?
7. Pre-teaching Experiences: What research questions do you have that stem from
pre-teaching experiences (camps, practica, etc.) in music?
The main question that has come out of my practicum and teaching experience is how to balance
individual personality and a “teacher face”. The research that I can draw from this question is
students’ perception of authenticity and its importance to them.

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MUED 376: Choral Music, Materials & Techniques (M2 & T)

A. 1a. WORKSHEET: Madsen- Research-A Personal Perspective

“Developing a research perspective starts from our own experience.” C. Madsen

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