Stuart Chapman Hill
Biographic Data
| ID | 5872871 |
|---|---|
| NAME | Stuart Chapman Hill |
| GIVEN NAMES | Stuart Chapman |
| FAMILY NAME | Hill |
| SIGNATURE | HILL S C |
| AFFILIATIONS | Michigan State University, East Lansing, MI, USA |
| ORCID | 0000-0002-0655-9329 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Intro to What? Interrogating Introduction to Music Education Courses
In this article, we analyze a course type common to music education degree plans: the “introduction to music education” (IME) course. Known as “intro to music ed” or by a variety of other names related to “foundations” and foundational thinking, this course type is ubiquitous. However, the aims, content, and possibilities are rarely interrogated. We first situate IME courses in broader discourses around teacher preparation and then discuss histor…
Examining Ensemble Requirements for Music Education Majors
To better understand existing ensemble requirements for music education majors at U.S. institutions, we conducted a content analysis of ensemble requirements for 1,021 degree programs at 465 colleges and universities accredited by the National Association of Schools of Music (NASM). The mean number of ensemble credits required for each degree program was 7.25 ( SD = 2.89), and the mean number of semester enrollments required was 7.86 ( SD = 1.95)…
An investigation of musical “boundary crossers”
With the intent of informing the practice of music teachers navigating “multi-musicality” in their classrooms, this qualitative study, employing case study and narrative research tools, investigates the experiences of three musical “boundary crossers”—professional musicians whose work traverses the popular–classical divide. Three questions guided the inquiry: (a) How do professional musicians describe the experience of boundary crossing from one …
Years of the Menc Biennial Conference
The purpose of this study was to investigate the content and intended audiences for educational sessions offered at MENC biennial conferences in order to illuminate trends and topics in professional development. The researchers performed a content analysis of each session ( N = 2,593) using program booklets from conferences between 1988 and 2008, creating a coding scheme with separate codes for audience focus and session content. After establishi…
Years of the Menc Biennial Conference
The purpose of this study was to investigate the content and intended audiences for educational sessions offered at MENC biennial conferences in order to illuminate trends and topics in professional development. The researchers performed a content analysis of each session ( N = 2,593) using program booklets from conferences between 1988 and 2008, creating a coding scheme with separate codes for audience focus and session content. After establishi…
Years of the Menc Biennial Conference
The purpose of this study was to investigate the content and intended audiences for educational sessions offered at MENC biennial conferences in order to illuminate trends and topics in professional development. The researchers performed a content analysis of each session ( N = 2,593) using program booklets from conferences between 1988 and 2008, creating a coding scheme with separate codes for audience focus and session content. After establishi…
An investigation of musical “boundary crossers”
With the intent of informing the practice of music teachers navigating “multi-musicality” in their classrooms, this qualitative study, employing case study and narrative research tools, investigates the experiences of three musical “boundary crossers”—professional musicians whose work traverses the popular–classical divide. Three questions guided the inquiry: (a) How do professional musicians describe the experience of boundary crossing from one …
Examining Ensemble Requirements for Music Education Majors
To better understand existing ensemble requirements for music education majors at U.S. institutions, we conducted a content analysis of ensemble requirements for 1,021 degree programs at 465 colleges and universities accredited by the National Association of Schools of Music (NASM). The mean number of ensemble credits required for each degree program was 7.25 ( SD = 2.89), and the mean number of semester enrollments required was 7.86 ( SD = 1.95)…
Intro to What? Interrogating Introduction to Music Education Courses
In this article, we analyze a course type common to music education degree plans: the “introduction to music education” (IME) course. Known as “intro to music ed” or by a variety of other names related to “foundations” and foundational thinking, this course type is ubiquitous. However, the aims, content, and possibilities are rarely interrogated. We first situate IME courses in broader discourses around teacher preparation and then discuss histor…
Diverse Music Education Insights (4 works) · Pedagogy (4 works) · Psychology (4 works) · Computer Science (3 works) · Music education (3 works) · Neuroscience and Music Perception (3 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Music Education and Analysis (2 works)