Rather than assuming we know what is effective or doing something because ‘that’s how we’ve always done it,’ music teachers can advance their teaching practice in an evidence-based way by reading current music education research” (Shouldice, 2016, p. 25).

SHOULDICE, H. N. (2016). RESEARCH TO ‘REAL LIFE’: IMPLICATIONS OF RECENT RESEARCH FOR ELEMENTARY GENERAL MUSIC. MICHIGAN MUSIC EDUCATOR, 53(2), 23-26.

That research stuff only matters in the “ivory tower” and has nothing to do with real music teachers, right? Wrong! This blog will share findings of recent research studies that are relevant for music educators and can inform our teaching practice. Instead of focusing on jargon and statistics, we will look at how these research findings can be applied in practical ways to improve the experiences we provide our students.

Recent posts on the “Research to Real Life: Practical Applications of Music Education Research for Teachers” blog:

• RTRL.72: Effects of Clothing on Performance Evaluation (Urbaniak & Mitchell, 2022)
• RTRL.71: Students’ Experiences With Student-Led Rehearsals (Schatt, 2022)
• RTRL.70: Demographic Characteristics and Music Achievement of Eighth-Grade Students (Elpus, 2022)
• RTRL.69: Effects of Tonal Training on Ear-playing and Sight-reading in Beginning Instrumentalists (Bernhard, 2004)
• RTRL.68: Effects of Melodic Familiarity on Children’s Piano Performance Accuracy (Goins Frewen, 2010)
• RTRL.67: Predictors of Music Teacher Well-being (Kang & Yoo, 2019)
• RTRL.66: Burnout: A Review of Literature (Nápoles, 2022)
• RTRL.65: Reported Self-care Practices of Music Educators (Kelley et al., 2021)
• RTRL.64: Required Choral Repertoire in Performance Assessment Events (Kramer & Floyd, 2019)
• RTRL.63: Elementary Music Performance Preparation and Teacher Stress (Potter, 2021)

Click to view Research to Real Life archive.

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