Poster Sessions

Monday, March 18
11:30 a.m.–1:00 p.m.
and
Tuesday, March 19
12:00 noon–1:00 p.m.


Brazilian Dance Music For Young Pianists: Francisca Gonzaga’s Tangos And Waltzes For Piano

  • Ana Paula Machado Simões, independent music teacher, Baton Rouge, Louisiana

Calming The Storm: Using Yoga To Reduce Performance Anxiety

  • University of Michigan, Ann Arbor, Michigan: Rachel Yu Chen, Alissa Freeman, Annie Jeng

The Education, Experience And Enjoyment Of Jazz In Piano Lessons

  • Melody Morrison, Corban University, Salem, Oregon

Effects Of Aural Model And Tempo Control In Technology-Assisted Practice: A Study Of Collegiate Group Piano Students

  • Rachel D. Hahn, University of Missouri, Columbia, Missouri

Effects Of Recreational Piano Instruction On Brain Function In Adult Novices

  • Texas Tech University, Lubbock, Texas: Carla Davis Cash, Qin Ling, Brooke Trapp

Forming The Habit: A Case Study Of Effective Practice In Group Piano I

  • Louisiana State University, Baton Rouge, Louisiana: Mary Grace Ellerbee, Sarah Jenkins, Maria Eduarda Vieira

Health Information In U.S. University Schools Of Music: Perceptions Among Administrators, Piano Faculty, And Piano Students Of Available Resources And Assistance

  • Alicia Caicedo-Cavazos, Texas Tech University, Lubbock, Texas

How Expertise Affects Learning: A Comparison of the Practice Behaviors Of University Piano Students

  • Laura Isabel Lennis, Texas Tech University, Lubbock, Texas

Improving Graduate Students’ Individual Practice: A Case Study Of A Pilot Class To Improve Practice And Learning Strategies Among Piano, String & Wind Players

  • Louisiana State University, Baton Rouge, Louisiana: Ana Maria Otamendi, Pamela D. Pike

Measuring Up To Prevent Injuries—Handspans, Repertoires And Alternatively-Sized Piano Keyboards

  • Kyu Butler, CMS Webster University, St. Louis, Missouri

Mindfulness Strategies For Music Teachers

  • University of Michigan, Ann Arbor, Michigan: Claudio Espejo, Forrest Howell, Ceren Su Sahin, Hillary Santoso

Music Performance Anxiety: Can A Simple Expressive Writing Intervention Help?

  • Yi Qing Tang, University of Arizona, Tucson, Arizona

The Sensory-Friendly Music Teacher: Creating A Welcoming Environment For All Students

  • Elizabeth Leger, Parlando School of Musical Arts, Boulder, Colorado; Sarah Rushing, Virginia Polytechnic Institute and State University, Blacksburg, Virginia

Trust-Based Relational Intervention Strategies For The Trauma-Informed Piano Studio

  • Gloria Tham-Haines, NCTM, Oklahoma Baptist University, Shawnee, Oklahoma