CSU music education majors Kristen Falls and Samuel Gray were selected to present at the annual Colorado Music Educators Association conference at the Broadmoor Hotel in January.
The two master’s students will present during Research Session I on Jan. 27 from 9-10:30 a.m. in Bartolin Hall E 213
Kristen Falls, M.M., Music Education Specialization
Fall’s presentation is titled “Examining Student Experiences of Choice in Reflective Practice through the Lens of Self-Efficacy.” She will present research focusing on preservice music teachers and the interactions between teaching and choice in reflective practice throughout undergraduate courses. She will present quantitative survey data on preservice music teacher self-efficacy and qualitative follow-up interview data on experience in choice of reflective practice. She will compare the data between two groups of students. The first group of students comes from the Introduction to Music Education course at CSU (MU286) and the second group of students comes from the Secondary Instrumental Methods course at CSU (EDUC 477).
Gray’s presentation is about “Colorado Secondary Ensemble Teachers’ Perceptions of the Inclusion and Integration of Students with Disabilities,” and focuses on a quantitative survey on Music Ensemble Educator perceptions of the Inclusion and Integration of students with disabilities. Utilizing an adapted questionnaire to measure Colorado specific district settings, he will compare demographic data respondents self-elected to share, with the level of self-efficacy and concerns regarding the instruction of students with disabilities.
Samuel Gray, M.M., Music Education Specialization
Gray was selected for a second presentation that will be giving on Jan. 28, 8-8:50 a.m. also in Bartolin Hall. His presentation, “Supporting Students with Needs in Ensembles, Inclusion or Integration?”
The session presents an approach to integrating students with exceptionalities in secondary music ensembles. The clinician will present a model of full inclusion on the elementary level and provide small group discussion activities to foster ideas on adaptability into secondary music ensembles. Through discussions with fellow colleagues, using a think-pair-share approach, attendees will explore various approaches, specifically homing in on strategies utilized across the field of music education, peer-assisted learning vs. group learning, and low-stakes versus high-stakes assessment. Next, the clinician will lead a share-out discussion amongst attendees to see what ideas were explored. Tying to ideas from these discussions, the clinician will lead attendees in a second small group discussion on the implications of solely inclusion versus full integration.
Lastly, the clinician will provide professional development resources and peer-reviewed literature on the integration of students with exceptionalities specific to secondary ensembles. Focusing specifically on strategies for integration: current inclusive exercises, classroom environment strategies, and practical limitations.