Matthew L Williams

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Scholarly Contributions

Journals/Publications

• Cumberledge, J., & Williams, M. (2023). Representation in music: College students’ perceptions of ensemble repertoire. Research Studies in Music Education, 45(2), 344-361. doi:10.1177/1321103X211066844
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  Culturally responsive pedagogy in music education is becoming increasingly crucial for all students, in all types of music programs, and at all levels of education as demographic shifts occur in schools. In music ensembles, the selection of repertoire is a critical component of culturally responsive pedagogy. The purpose of this study was to investigate student perceptions of repertoire in college music ensembles. This study was guided by the following research questions: (a) Do students perceive current ensemble repertoire as representative and supportive of their self-identities? (b) What are these perceptions according to students’ race or ethnicity, gender, and ensemble type? (c) What factors do students consider important in directors’ selection of repertoire? (d) How are directors’ current repertoire selection practices, as experienced by the respondents, informed by or responsive to gender and racial diversity in the ensembles? Respondents (N = 278) were graduate and undergraduate college students enrolled in band, choir, or orchestra. Data were collected through an online questionnaire. Overall, respondents felt that current repertoire practices were representative and supportive, although male respondents rated composer gender as lower in importance in repertoire selection than both females and those not identifying as male or female. White students indicated that they felt repertoire selection was more representative of their gender than Black, Indigenous, and other students of color. Respondents also indicated a desire for more underrepresented composers in ensemble repertoire. Numerous implications are provided, including the need for an increased focus on culturally responsive repertoire selection processes in teacher preparation programs.
• Williams, M., Schlegel, A., Harrington, A., & Bugos, J. (2023). Understanding virtual rehearsal participation through self-determination theory. Music Education Research, 25(3), 242-252. doi:10.1080/14613808.2023.2210146
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  The motivation to participate in ensemble rehearsals may be influenced by the rehearsal environment. With the emergence of the virtual rehearsal environment, there is a need to gain a better understanding of how online rehearsals affect participation decisions. The purpose of this study was to determine the applicability of one theory of motivation, Self-Determination Theory, to older adults’ decisions to participate or not participate in virtual rehearsals. Respondents (N = 49) included participants (n = 20) and nonparticipants (n = 29) who completed the Intrinsic Motivation Inventory (n.d.) and the Modified Computer Self-Efficacy Scale (Laver et al. 2012). Mann–Whitney U comparisons indicated that nonparticipants had significantly lower ratings on the Perceived Competence and Value/Usefulness subscales on the IMI, in addition to significantly lower feelings of self-efficacy on the MCSES. Overall, the results seem to support the use of Self-Determination Theory to explain differences in the decision of New Horizons band members to participate in online rehearsals. To encourage participation in virtual ensembles, there is need to confirm ensemble members are comfortable with the technology and understand the value and usefulness of the activity itself.
• Williams, M. (2022). The Effect of Focus of Attention on Error Detection Ability. Journal of Research in Music Education, 69(4), 473-485. doi:10.1177/0022429421997449
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  The teaching of error detection is a complicated process, made more so by our evolving understanding of the psychological processes involved with attention itself. The purpose of this study was to explore the impact of listener attention on the error detection process. Guiding research questions were as follows: (1) In what ways does directing attention influence one’s ability to detect errors? and (2) Does voicing of error influence participants’ ability to detect the error? Participants (N = 64) at six universities listened to 40 recorded excerpts of three-part Haydn divertimenti, either focusing on one line or holistically, while marking errors on a printed score. Participants were better able to detect errors in lines of focus than in peripheral lines and were similarly better at detecting errors in an unfocused listening condition versus focusing on any one of the lines. Additionally, participants were most successful in detecting peripheral errors when focusing on the middle staff and were least successful in detecting errors in the bass line, even when focusing on the bass line. Suggestions for future research and implications for music education are discussed.
• Williams, M. L. (2018). Effect of Focus of Attention on Error Detection Ability of Undergraduate Conductors. Journal of Research in Music Education.
• Williams, M. L. (2019). Do You Hear What I Hear?. Cadenza, 64(1).
  More info

  Publication of the Montana Music Educators Association. Reprint requested of article originally requested by the Arkansas Music Educators Association.
• Williams, M. L. (2019). Encouragement from Outside the Comfort Zone. Florida Music Director, 27(8), 8-10.
• Williams, M. L., & Goff, K. G. (2018). Undergraduate Musicians' Remembered Benefits and Motives for Participating in Honor Ensembles. Contributions to Music Education, 44, 81-95.
• Williams, M. L., & Goff, K. G. (2019). Undergraduate Musicians' Remembered Benefits and Motives for Participating in Honor Ensembles. Contributions to Music Education, 44, 81-95.
• Williams, M. L., Geringer, J. M., & Brittin, R. V. (2019). Music Listening Habits and Music Behaviors of Middle and High School Musicians. Update: Applications of Research in Music Education, 37(2), 38-45. doi:10.1177/8755123318791216
• Williams, M. L. (2018). Do You Hear What I Hear?. ArkMEA: The Official Journal of the Arkansas Music Educators Association, 8-11.
• Williams, M. L. (2018). The influence of genre and musical training on ratings of listener enjoyment. Bulletin of the Council for Research in Music Education, 217, 67-83. doi:10.5406/bulcouresmusedu.217.0067
• Williams, M. L. (2017). Comparison of continuous and summative ratings of various band performances. Journal of Band Research, 53(1), 53-65.
• Williams, M. L. (2017). Preference for popular and world music: A review of literature. Update: Applications of Research in Music Education, 35(3), 31-37. doi:10.1177/8755123316630349
• Williams, M. L. (2016). The influence of genre and musical training on continuous versus summative ratings of listener enjoyment and response times. Florida State University Dissertation Repository.

Presentations

• Nichols, B., Williams, M. L., Springer, G., & Buonviri, N. (2023). Error detection and music dictation: How working musicians hear and organize pitches & rhythms.. International Conference for Music Perception & Cognition. Tokyo, Japan.
• Williams, M. L., Schlegel, A., Bugos, J., & Harrington, A. (2022). Perceptions and characteristics of adults regarding virtual rehearsals. Music Research and Teacher Education National Conference. Washington, DC: National Association for Music Education.
• Williams, M. L. (2021, Spring). Understanding music preference. Music Without Borders Virtual ConferenceNew Horizons International Music Association.
• Williams, M. L., & Cumberledge, J. (2021, Spring). College students’ perceptions of culturally responsive programming in collegiate music ensembles. Desert Skies Symposium on Research in Music Education. Phoenix, AZ: Arizona State University.
• Williams, M. L., Schlegel, M., Harrington, A., & Bugos, J. (2021, Spring). Perceived values and benefits of online music rehearsals as expressed by older adults. Desert Skies Symposium on Research in Music Education.
• Williams, M. L. (2020, Summer). The Effect of Focus of Attention on Error Detection Ability of Undergraduate Music Education Students. International Society for Music Education 34th World Conference. Helsinki, Finland.
• Williams, M. L. (2019, Spring). Improving Error Detection in the Ensemble Rehearsal. Arizona Music Educators Association Annual In-Service Conference. Mesa, AZ: Arizona Music Educators Association.
• Williams, M. L. (2019, Spring). Using Culturally Responsive Band Repertoire. Texas Music Educators Association Clinic and Conference. San Antonio, TX: Texas Music Educators Association.
• Williams, M. L., & Williams, M. L. (2019, Spring). A Pilot Study on the Effect of Focus of Attention on Error Detection Ability. Desert Skies Symposium on Research in Music Education. Phoenix, AZ: Arizona State University.
• Williams, M. L., Corso, D. T., & Nolan, K. K. (2018, January). Music Education Writing Workshop. UA Music Education Colloquium. UA Campus: Music Education Area.
• Williams, M. L., Goff, K. G., Lind, V. R., & Stephens, E. (2018, March). Labels: But That's Not Who I Am. 2018 College Music Society Pacific Southwest Regional Conference. Las Vegas, NV: College Music Society.
• Williams, M. L. (2017, November). Surviving the Gauntlet: How to Make it Through Your First 3 Years. National Association for Music Education National In-Service Conference. Dallas, TX: National Association for Music Education.
• Williams, M. L. (2017, November). Surviving the Gauntlet: How to Make it Through Your First Three Years. UA Music Education Colloquium. UA Campus: Music Education Area.
• Williams, M. L. (2017, Spring). Classroom Management with Engagement. Eastern Division National Association for Music Education Biennial Conference. Atlantic City, NJ: National Association for Music Education.
• Williams, M. L. (2017, Spring). The effect of musical training and response condition on ratings of musical preference. Desert Skies Symposium on Research in Music Education. Phoenix, AZ: Arizona State University.

Poster Presentations

• Schlegel, A., Svec, C., Stambaugh, L., Williams, M. L., & Montemayor, M. (2022). Detection of errors and changes in varying musical contexts: A meta-analysis. Society for Music Perception and Cognition Conference.
• Williams, M. L., & Cumberledge, J. (2021, Spring). Culturally responsive repertoire: Students’ perceptions of music programming in collegiate ensembles. Kentucky Music Educators Association In-Service Conference. Virtual: Kentucky Music Educators Association.
• Williams, M. L., & Cumberledge, J. (2021, Spring). Culturally responsive repertoire: Students’ perceptions of music programming in collegiate ensembles. Music Research and Teacher Education National Conference. Virtual: National Association for Music Education.
• Williams, M. L., & Cumberledge, J. (2021, Spring). Culturally responsive repertoire: Students’ perceptions of music programming in collegiate ensembles. Pennsylvania Music Educators Association In-Service Conference. Virtual: Pennsylvania Music Educators Association.
• Williams, M. L., & Goff, K. G. (2018, Feb 15). Undergraduate Musicians' Remembered Benefits and Motives for Participating in Honor Ensembles. Texas Music Educators Association Clinic and Conference. San Antonio, TX: Texas Music Educators Association.
• Williams, M. L., & Goff, K. G. (2018, March). Undergraduate Musicians' Remembered Benefits and Motives for Participating in Honor Ensembles. 2018 Music Research and Teacher Education National Conference. Atlanta, GA: National Association for Music Education.
• Williams, M. L., Geringer, J. M., & Brittin, R. V. (2018, March). Music Listening Habits and Musical Behaviors of Middle and High School Musicians. 2018 Music Research and Teacher Education National Conference. Atlanta, GA: National Association for Music Education.
• Williams, M. L. (2017, Spring). The influence of genre and musical training on continuous versus summative ratings of listener enjoyment and response times. Florida Music Educators Association Conference. Tampa, FL: Florida Music Educators Association.
• Williams, M. L., & Geringer, J. M. (2017, Spring). Middle and high school string students’ preferences for non-school music. American String Teachers Association Conference. Pittsburgh, PA: American String Teachers Association.

Others

• Williams, M. L. (2019, Summer). Working Towards a Culturally Responsive Bandroom. SmartMusic Blog. https://www.smartmusic.com/blog/working-towards-a-culturally-responsive-bandroom/