IJRCS

In this issue:
 Teaching Music through the Melodies of Christian Hymns: Philosophy and Application
(J. Blake)
 Sound Energy Levels Produced by a Choral Ensemble: Considering the Risk of Music-Induced Hearing Loss (K. Sullivan, M. Taylor)
 “I Make This Look Good” Pathways, Successes, and Equity Issues Among Women in Choral Conducting (M. Baughman, M. Heaney)
 The Effects of Body Mapping Instruction on Singers’ Posture (A. Moreno)
 Music Teachers’ Ability to Identify Healthy and Unhealthy Vocal Behaviors (R. Hackworth)
 Implicit Theories of Singing Ability and Singing Self-Concept in the Collegiate Choral Hierarchy (K. Adams, J Nápoles)

In this issue:
 From The Editor (P. K. Freer)
 Knowledge Practices: Changing Perceptions and Pedagogies in Choral Music
Education (K. Howard)
 “Trying to Sing through the Tears.” Choral Music and Childhood Trauma: Results
of a Pilot Study (H. B. MacIntosh, A. Tetrault, & J. Vallée)
 ABSTRACTS | 2020 Symposium on Research in Choral Singing
 Music, Community, and Justice for All: Factors Influencing Participation in Gay Men’s Choruses (Dustin S. Cates)
 Effects of Three Conducting Gesture Heights on Acoustic and Perceptual Measures of Choral Sound (Melissa L. Grady, Tianna M. Gilliam)

This ethnography aimed to describe the culture and philosophy of the Northwestern Community Ensemble (NCE), a predominantly Black gospel choir at a predominantly White institution. Data collection comprised standard ethnographic procedures—31 hours of observation at rehearsals and concerts as a non-participant observer, 28 hours as a participant observer, and 15 semi-structured interviews with ensemble members […]

The purpose of this study was to investigate music performance self-efficacy and achievement among secondary school choral music students. I specifically examined the relationships between the four sources of self-efficacy (enactive mastery experience, vicarious experience, verbal/social persuasion, and physiological and affective state) and the composite construct, as well as years of private lessons and practice […]

This study provides insight into why students leave voluntary school choral experiences, through an analysis of interviews with four high school students at a single New York City high school who left, or were considering leaving, their high school choral program. This study provides a voice often unheard in the research literature, since many research […]

The purpose of this descriptive study was to examine music teachers’ perceptions of nonverbal conducting technique items based on their classroom choral teaching experiences. One hundred and fifty classroom choral music educators (N = 150) participated in this study. I employed two procedures. First, using a seven-point Likert-type scale, participants rated 15 nonverbal conducting technique […]