Tawnya D Smith
Biographic Data
| ID | 6559503 |
|---|---|
| NAME | Tawnya D Smith |
| GIVEN NAMES | Tawnya D |
| FAMILY NAME | Smith |
| SIGNATURE | SMITH T D |
| AFFILIATIONS | Boston University |
| ORCID | 0000-0002-7592-1870 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The role of social media feedback in performance preparation, self-esteem, and anxiety
Online social networking is a common mode of communication; however, the research literature is divided as to its impact upon well-being. As musicians increasingly engage in online performances, we were interested in exploring responses and feelings stemming from social media (SM) feedback related to shared performance encounters. Six university students enrolled in music classes as novice musicians posted pre-performance clips on SM before an in…
Perceptions of Trauma and Trauma-Informed Pedagogy
Trauma-Informed Pedagogy (TIP) has been found to support emotional regulation and improve behavioral performance; however, in China there is little research on TIP in music education. In this multiple case study, three Chinese public elementary school music teachers were interviewed to assess their understandings of trauma and TIP. Findings revealed that the teachers’ perceptions were derived from personal experiences, life observations, and teac…
Expanding self-referential awareness in music learning
Traditional music education has prioritised external over internal performance aims, leading some learners to prioritise external motivations. I facilitated a workshop series for participants who experienced music performance anxiety when improvising, to examine if free improvisation coupled with expressive art response could cultivate self-knowledge and self-referential awareness to balance internal and external motivations and restore healthful…
The identity reconciliation of five elementary students across their landscapes of musical practice
Elementary-aged students likely participate in an in-school Community of Musical Practice (CoMP) in addition to CoMPs outside of school. Therefore, knowing a student’s entire Landscape of Musical Practice (LoMP) can help music teachers align in-school music practices with those outside of school to support students’ developing musical identities. We studied five students at an elementary school in the mid-Atlantic region of the United States, alo…
Pentecostal Pedagogy and Musical Engagement
This narrative portrait of Michelle, a Bahamian elementary music teacher working in the southeastern United States, illustrates how Emdin's (2016) Pentecostal pedagogy might apply to music education. An element of Emdin's broader reality pedagogy, Pentecostal pedagogy emphasizes ways in which a teacher engages students in educational content by connecting with them emotionally, balancing structure and improvisation, utilizing knowledge about stud…
Microaggressive Stress and Identity Trauma
Music teachers are exposed to work-related stressors sufficient to negatively impact their mental health, and both the COVID-19 pandemic and culture wars have amplified the likelihood of teacher-targeted bullying and harassment. However, LGBTQ+ teachers have been historically more likely to experience workplace discrimination, and they may be even more at risk since the advent of the third wave of anti-LGBTQ+ legislation in the United States. Giv…
Reaching to Transgress
Teaching to transgress, according to bell hooks, entails educators moving beyond an assembly-line approach to embrace integration of the mind, body, and spirit, and engaging in ways that honor the uniqueness of all students. The purpose of this study was to evaluate our music teacher education program in order to critically analyze how our practices may or may not transgress. In keeping with principles of S-STEP (Self-Study of Teacher Education P…
The Trauma of Separation
I grew up immersed in the sounds of nature. However, throughout childhood, the ambient soundscape that once thrilled me was usurped by human-made sounds. I conducted an autoethnographic inquiry to seek the ways that my early and middle childhood music education diverted my attention from local soundscapes to a near-exclusive focus on anthropocentric sound. During early childhood, I shed my nature-centric musical identity to conform to a musical c…
Music Education for Surviving and Thriving
Children who are supported throughout childhood and adolescence to both maintain their sense of wonder in nature, and honor and explore their wild human nature, are well positioned to mature into soulcentric adults capable of living into their purpose in service to both their culture and the whole of life. However, our society’s ecocidal culture and unjust institutions often replicate oppressions and promote egocentric behaviors that preclude thr…
The self-directed learning of adult music students
Adult music learners may expect to be more independent and therefore more inclined to engage in self-directed learning than younger learners; however, adults may not feel encouraged or supported to self-direct. In this qualitative study, the relationships between six adult instrumentalists and their teachers were examined using Grow’s Staged Self-Directed Learning (SSDL) Model to determine if there was congruence or a mismatch between individual …
Competitive comparison in music
This study profiles gender differences in instrumental performance self-efficacy perceptions of high school students (N = 87) over the course of a three-day orchestra festival in which students competed against one another for rank-based seating and then rehearsed and performed as a group. Reported self-beliefs rose significantly for the sample over the course of the festival. Self-efficacy beliefs of females were significantly lower than those o…
Shall I hide an art-based study within a recognized qualitative framework? Negotiating the spaces between research traditions at a research university
Can I really do an art-based study for my dissertation? Will that really count? Will anyone take me seriously as a researcher when I look for a position? How can I make my art-based enquiry fit into a recognizable form that my committee members and colleagues will accept as legitimate research? This article illuminates the challenges faced by graduate students who are inspired by art-based research (ABR), but who are studying at institutions wher…
The Trauma of Separation
I grew up immersed in the sounds of nature. However, throughout childhood, the ambient soundscape that once thrilled me was usurped by human-made sounds. I conducted an autoethnographic inquiry to seek the ways that my early and middle childhood music education diverted my attention from local soundscapes to a near-exclusive focus on anthropocentric sound. During early childhood, I shed my nature-centric musical identity to conform to a musical c…
Shall I hide an art-based study within a recognized qualitative framework? Negotiating the spaces between research traditions at a research university
Can I really do an art-based study for my dissertation? Will that really count? Will anyone take me seriously as a researcher when I look for a position? How can I make my art-based enquiry fit into a recognizable form that my committee members and colleagues will accept as legitimate research? This article illuminates the challenges faced by graduate students who are inspired by art-based research (ABR), but who are studying at institutions wher…
Competitive comparison in music
This study profiles gender differences in instrumental performance self-efficacy perceptions of high school students (N = 87) over the course of a three-day orchestra festival in which students competed against one another for rank-based seating and then rehearsed and performed as a group. Reported self-beliefs rose significantly for the sample over the course of the festival. Self-efficacy beliefs of females were significantly lower than those o…
Music Education for Surviving and Thriving
Children who are supported throughout childhood and adolescence to both maintain their sense of wonder in nature, and honor and explore their wild human nature, are well positioned to mature into soulcentric adults capable of living into their purpose in service to both their culture and the whole of life. However, our society’s ecocidal culture and unjust institutions often replicate oppressions and promote egocentric behaviors that preclude thr…
The self-directed learning of adult music students
Adult music learners may expect to be more independent and therefore more inclined to engage in self-directed learning than younger learners; however, adults may not feel encouraged or supported to self-direct. In this qualitative study, the relationships between six adult instrumentalists and their teachers were examined using Grow’s Staged Self-Directed Learning (SSDL) Model to determine if there was congruence or a mismatch between individual …
Reaching to Transgress
Teaching to transgress, according to bell hooks, entails educators moving beyond an assembly-line approach to embrace integration of the mind, body, and spirit, and engaging in ways that honor the uniqueness of all students. The purpose of this study was to evaluate our music teacher education program in order to critically analyze how our practices may or may not transgress. In keeping with principles of S-STEP (Self-Study of Teacher Education P…
The Trauma of Separation
I grew up immersed in the sounds of nature. However, throughout childhood, the ambient soundscape that once thrilled me was usurped by human-made sounds. I conducted an autoethnographic inquiry to seek the ways that my early and middle childhood music education diverted my attention from local soundscapes to a near-exclusive focus on anthropocentric sound. During early childhood, I shed my nature-centric musical identity to conform to a musical c…
The identity reconciliation of five elementary students across their landscapes of musical practice
Elementary-aged students likely participate in an in-school Community of Musical Practice (CoMP) in addition to CoMPs outside of school. Therefore, knowing a student’s entire Landscape of Musical Practice (LoMP) can help music teachers align in-school music practices with those outside of school to support students’ developing musical identities. We studied five students at an elementary school in the mid-Atlantic region of the United States, alo…
Pentecostal Pedagogy and Musical Engagement
This narrative portrait of Michelle, a Bahamian elementary music teacher working in the southeastern United States, illustrates how Emdin's (2016) Pentecostal pedagogy might apply to music education. An element of Emdin's broader reality pedagogy, Pentecostal pedagogy emphasizes ways in which a teacher engages students in educational content by connecting with them emotionally, balancing structure and improvisation, utilizing knowledge about stud…
Microaggressive Stress and Identity Trauma
Music teachers are exposed to work-related stressors sufficient to negatively impact their mental health, and both the COVID-19 pandemic and culture wars have amplified the likelihood of teacher-targeted bullying and harassment. However, LGBTQ+ teachers have been historically more likely to experience workplace discrimination, and they may be even more at risk since the advent of the third wave of anti-LGBTQ+ legislation in the United States. Giv…
Expanding self-referential awareness in music learning
Traditional music education has prioritised external over internal performance aims, leading some learners to prioritise external motivations. I facilitated a workshop series for participants who experienced music performance anxiety when improvising, to examine if free improvisation coupled with expressive art response could cultivate self-knowledge and self-referential awareness to balance internal and external motivations and restore healthful…
The role of social media feedback in performance preparation, self-esteem, and anxiety
Online social networking is a common mode of communication; however, the research literature is divided as to its impact upon well-being. As musicians increasingly engage in online performances, we were interested in exploring responses and feelings stemming from social media (SM) feedback related to shared performance encounters. Six university students enrolled in music classes as novice musicians posted pre-performance clips on SM before an in…
Perceptions of Trauma and Trauma-Informed Pedagogy
Trauma-Informed Pedagogy (TIP) has been found to support emotional regulation and improve behavioral performance; however, in China there is little research on TIP in music education. In this multiple case study, three Chinese public elementary school music teachers were interviewed to assess their understandings of trauma and TIP. Findings revealed that the teachers’ perceptions were derived from personal experiences, life observations, and teac…
Diverse Music Education Insights (9 works) · Psychology (9 works) · Art (7 works) · Pedagogy (6 works) · Sociology (6 works) · Aesthetics (5 works) · Music education (5 works) · Visual arts (5 works) · Music Therapy and Health (4 works) · Neuroscience and Music Perception (4 works)