Emily Schwartz (Herberger)

Faculty Assoc
Faculty
TEMPE Campus
Mailcode
0405

Biography

Emily Schwartz holds a doctorate and a master's in music education from Arizona State University, as well as a bachelor's in music education from the University of Southern California. Before coming to ASU, Schwartz taught band and general music in the Mesa Public School district where she also worked on curriculum design and technology in the band classroom. She has presented at numerous state and national NAfME conferences on the subjects of integrated technology into the band classroom as well as creativity and music composition. Professor Schwartz is a native of Southern California and moved to Arizona in 2007.

Education

  • Ph.D Music Education, Arizona State University
  • M.M. Music Education, Arizona State University
  • B.M. Music Education, University of Southern California

Research Interests

Creativity

Music composition

Music technology

Online learning

Publications

The Difference in Attributions of Success and Failure, Out-of- Class Engagement, and Predictions of Future Success of Middle School Band Students in Open and Closed Composition Tasks

Abstract: The purpose of this study was to compare perceptions of success and failure, attributions of success and failure, predictions of future success, and reports of out-of-class engagement in composition among middle school band students composing in open task conditions (n = 32) and closed task conditions (n = 31). Two intact band classes at the same middle school were randomly assigned to treatment groups. Both treatment groups composed music once a week for eight weeks during their regular band time. In Treatment A (n = 32), the open task group, students were told to compose music however they wished. In Treatment B (n = 31), the closed task group, students were given specific, structured composition assignments to complete each week. At the end of each session, students were asked to complete a Composing Diary in which they reported what they did each week. Their responses were coded for evidence of perceptions of success and failure as well as out-of-class engagement in composing. At the end of eight weeks, students were given three additional measures: the Music Attributions Survey to measure attributions of success and failure on 11 different subscales; the Future Success survey to measure students' predictions of future success; and the Out-of-Class Engagement Letter to measure students' engagement with composition outside of the classroom. Results indicated that students in the open task group and students in the closed task group behaved similarly. There were no significant differences between treatment groups in terms of perceptions of success or failure as composers, predictions of future success composing music, and reports of out-of-class engagement in composition. Students who felt they failed at composing made similar attributions for their failure in both treatment groups. Students who felt they succeeded also made similar attributions for their success in both treatment groups, with one exception. Successful students in the closed task group rated Peer Influence significantly higher than the successful students in the open task group. The findings of this study suggest that understanding individual student's attributions and offering a variety of composing tasks as part of music curricula may help educators meet students' needs.

Dissertation/Thesis

Ph.D. Music Education 2014

Courses

Fall 2021
Course Number Course Title
MUS 354 Popular Music
Spring 2021
Course Number Course Title
MUS 294 Special Topics
MUS 354 Popular Music
Fall 2020
Course Number Course Title
MUS 354 Popular Music
Spring 2020
Course Number Course Title
MUS 294 Special Topics
MUS 354 Popular Music
Fall 2019
Course Number Course Title
MUS 294 Special Topics
MUS 354 Popular Music
Spring 2019
Course Number Course Title
MUS 294 Special Topics
MUS 354 Popular Music
Fall 2018
Course Number Course Title
MUS 294 Special Topics
MUS 354 Popular Music
Spring 2018
Course Number Course Title
MUS 294 Special Topics
MUS 354 Popular Music
Fall 2017
Course Number Course Title
MUS 294 Special Topics
MUS 354 Popular Music
Spring 2017
Course Number Course Title
MUS 294 Special Topics
MUS 354 Popular Music

Honors/Awards

Pearl Award for Outstanding Volunteer Service to the Girl Scouts

Toastmasters International Speech Evaluation Arizona State Champion

Professional Associations

National Association for Music Education

Industry Positions

Music Teacher, Mesa Public Schools. Band and General Music

Expertise Areas