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Abstract
This article investigated possible gender associations with world music instruments by secondary school-age music students from the USA. Specific questions included: (1) Do the primary instruments played by the students influence gender associations of world music instruments? (2) Does age influence possible gender associations with world music instruments? (3) Does students’ gender affect possible gender associations? (4) Do presentation modes of visual only, instrument timbre, or a combination of visual and timbre influence gender associations? (5) What variables may influence possible gender association with world music instruments?
Participants (N = 455) were band and string students attending a large university-based summer music camp. Participants were randomly divided into three treatment groups: visual only, audio only, and visual/audio combination and exposed to 10 world music instruments that have specific sex-role associations in the culture of which they are a part. Participants completed a survey to indicate their perception of the extent of gender association with each instrument. Results showed that students were influenced by similar variables regarding gender associations with world music instruments as they are with traditional public school instruments typically found in the USA.
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Author biographies
Steven N. Kelly is a Professor of Music Education in the College of Music at The Florida State University (FSU), USA. He received his bachelor and master degrees in music from the University of North Carolina at Greensboro and his PhD in Music Education from the University of Kansas. Before FSU, Professor Kelly taught in the Virginia public schools, and on the faculties at Brevard College and the University of Nebraska (Omaha). His teaching and research interests include sociological issues in music education, teacher preparation, and effective teacher characteristics. Professor Kelly has published and presented papers in international and national journals, and at state, regional, national, and international conferences. He is the author of the book Teaching Music in American Society: A Social and Cultural Understanding of Music Education (Routledge, 2009). Additionally, he has served as a guest reviewer for the Psychology of Music journal and the International Journal of Music Education. He currently serves on the editorial boards of the Journal of Research on Music Education, Journal of Band Research, Research Perspectives in Music Education, the Desert Skies Symposium on Research in Music Education, and is Editor-in-Chief of the Florida Music Director.
Kimberly VanWeelden is a Professor of Music Education at Florida State University (FSU), USA. She completed her bachelor of Music Education degree at Drake University, and her master of music and PhD in Choral Music Education at the University of Arizona. At FSU, Professor VanWeelden teaches choral, secondary general music, and descriptive research courses at the undergraduate and graduate levels, and also conducts the Tallahassee Senior Choir and the University Chorale. She has made frequent presentations at state, national, and international conventions. Her research has also been published in the Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Journal of Music Therapy, Journal of Music Teacher Education, International Journal of Music Education, Music Therapy Perspectives, and the Choral Journal.
