Final Projects

The Master of Arts final project and the research leading up to it are the logical outcomes of a student’s graduate study and professional experience. Because of the diverse background and experience of the University of St. Thomas Graduate Programs in Music Education (GPME) faculty, students are able to undertake research using qualitative, quantitative, descriptive, historical, philosophical, or theoretical methodologies. Consequently, whereas all students demonstrate the ability to integrate ideas and communicate their findings, some will develop, test, and evaluate a music education problem, while others will gather and interpret historical, descriptive, or philosophical data. Completing the final project is an opportunity to make a significant contribution to the field of music education, with additional goals of providing information that will be a meaningful and relevant resource to colleagues in the program and to the author.

Matthew Knutson
Choral music educators are challenged to lead effective and efficient rehearsals that consistently engage students.
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Lydia Petersen
Inspired by creating engaging instruction that is accessible for all students, culturally responsive music teachers are motivated to provide materials which cater to their communities and students.
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Laura A. Tempel
This project suggests that a comprehensive vocal music curriculum is not complete without inclusion of a vocal jazz ensemble and related opportunities for students.
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Kristen M. Hofmeister
Research demonstrates a significant need to address anxiety in young children (Barlow, 2000; Boucher & Ryan, 2011; Kenny, 2011; NCS-A, 2001; Ryan, 2004, 2005; Ryan & Andrews, 2009).
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Mitch Grussing
Obsessive-compulsive disorder (OCD) has received considerable study in the last three decades, which has resulted in a great expansion of knowledge and treatment practices.
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David Schmitt
Students in elementary school general music classrooms have the right to learning experiences that enable their success in life.
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Kristen E. Flak
Instrumental ensemble programs traditionally revolve around performance activities and tend to ignore other aspects of developing well-rounded musicians, particularly in encouraging and addressing musical creativity.
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Adam T. Petroski
This paper explores research concerning the teaching and learning of popular music in the choral classroom through the means of contemporary a cappella music and uses the collected conclusions to inform the author’s a cappella arrangements.
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Kelsey R. Ortgies
The purpose of this project was to analyze the improvisation strategies suggested by Orff Schulwerk pedagogy experts and apply them to vocal improvisation lessons within the practice phase of a Kodály-inspired curriculum.
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Paul M. Cimini
The purpose of this literature review was to explore music teachers' experiences in teaching music composition, to identify approaches and activities they have used to support music composition and to discover strategies music educators have found to be the most successful with students in their particular setting.
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Emilie L. Hackbarth
This curriculum project seeks to create a culturally responsive curriculum that reflects three primary geographic regions reflective of the current student population at Wilshire Park Elementary: Tibet, Ethiopia and Somalia.
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Michael J. Anderson
A value held by numerous education disciplines is that educational practices should focus on process and reflect those of professionals.
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Catherine C. Ratelle
Music and movement have shared a deep and integral connection throughout history.
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Lindsay Borsky
This research paper is a synthesis of overlapping factors that have been shown to increase student engagement in the music classroom.
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