Faculty Profile

Mark Montemayor

Title
Associate Professor
Department
Music Education
College
College of Music

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, University of Washington, 2006. 
Major: Music Education
MA, University of Washington, 1998. 
Major: Music Education
BM, University of Texas at Austin, 1993. 
Major: Music Studies





          

        
                

          
Current Scheduled Teaching*


          
MUED 5900.702, Special Problems, Summer 2024 
MUED 2996.001, Honors College Mentored Research Experience, Spring 2024 
MUED 4209.001, Music Performance: Instrumental, Spring 2024 Syllabus
EDCI 4148.779, Student Teaching for Music Education Majors, Spring 2024 Syllabus
EDME 4103.779, Student Teaching in Grades 4 8, Spring 2024 Syllabus


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    MUED 4209.001, Music Performance: Instrumental, Fall 2023 Syllabus SPOT
                    

                    MUED 6440.001, Systematic Measurement of Music Behaviors, Fall 2023 Syllabus
                    

                    MUGC 5900.702, Special Problems, Summer 10W 2023 Syllabus SPOT
                    

                    MUED 4209.001, Music Performance: Instrumental, Spring 2023 Syllabus SPOT
                    

                    MUED 5890.201, Project Practicum, Spring 2023 
                    

                    MUED 6900.704, Special Problems, Spring 2023 
                    

                    EDCI 4148.779, Student Teaching for Music Education Majors, Spring 2023 Syllabus SPOT
                    

                    EDME 4103.779, Student Teaching in Grades 4 8, Spring 2023 Syllabus SPOT
                    

                    MUED 5280.001, Current Issues in Music Education, Fall 2022  SPOT
                    

                    MUED 4209.001, Music Performance: Instrumental, Fall 2022 Syllabus SPOT
                    

                    MUED 5890.201, Project Practicum, Fall 2022 
                    

                    MUED 4910.708, Special Problems, Fall 8W2 2022 
                    

                    MUED 5900.703, Special Problems, Summer 10W 2022  SPOT
                    

                    MUED 4209.001, Music Performance: Instrumental, Spring 2022 Syllabus SPOT
                    

                    MUED 5900.701, Special Problems, Spring 2022 Syllabus
                    

                    MUED 6440.001, Systematic Measurement of Music Behaviors, Spring 2022 Syllabus SPOT
                    

                    MUED 5280.001, Current Issues in Music Education, Fall 2021 Syllabus SPOT
                    

                    MUGC 6950.728, Doctoral Dissertation, Fall 2021 
                    

                    MUED 4209.001, Music Performance: Instrumental, Fall 2021 Syllabus SPOT
                    

                    MUED 5900.701, Special Problems, Summer 10W 2021 Syllabus
                    

                    MUGC 6950.715, Doctoral Dissertation, Spring 2021 
                    

                    MUED 4209.002, Music Performance: Instrumental, Spring 2021 Syllabus SPOT
                    

                    MUED 6440.001, Systematic Measurement of Music Behaviors, Spring 2021 Syllabus SPOT
                    

                    MUED 5500.001, History of Music Education in the United States, Fall 2020 Syllabus SPOT
                    

                    MUED 4209.001, Music Performance: Instrumental, Fall 2020 Syllabus SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Book
Montemayor, M., Coppola, W., Mena, C. R. (2018). World music pedagogy, Vol. IV: Instrumental music education.. 
Book Chapter
Montemayor, M.  (2006). John Zdechlik.. 
Montemayor, M.  (2006). Philip Sparke.. 
Journal Article
Silvey, B. A., Montemayor, M. A., Springer, D. G., Hall, F., Fears, R.  Effects of model recordings on undergraduate conductors’ tempo selections. Journal of Research in Music Education. 
Silvey, B. A., Montemayor, M. A., Davis, A.  (2022). An examination of collegiate musicians’ ability to discern conductor intent. Psychology of Music. 
Morrison, S. J., Himes, A. D., Montemayor, M. A., Springer, D. G. Is major minor? The relationship between music major status and a measure of musical sophistication. Journal of Research in Music Education. 
Montemayor, M., Nápoles, J. A., Silvey, B. A., Wiese, L.  (2022). Effects of score study and conducting gesture on collegiate musicians’ ability to detect errors in a choral score. Journal of Research in Music Education. 70(4), 449-462. 
Napoles, J., Montemayor, M., Silvey, B. A. (2021). The influences of facial expression and conducting gesture on college musicians’ perceptions of choral conductor and ensemble expressivity.. International Journal of Music Education. https://doi.org/10.1177/0255761420926665
Silvey, B. A., Springer, D. G., Noon, C. M., Scherer, A., Baumgartner, C. M., Montemayor, M.  (2020). Band directors’ perceptions of instrumental conducting curricula.. 
Montemayor, M., Silvey, B. A. (2019). Conductor expressivity affects evaluation of rehearsal instruction.. 
Silvey, B. A., Montemayor, M.  (2017). An observational study of score study practices among undergraduate instrumental music education majors.. 
Montemayor, M., Silvey, B. A., Adams, A. L., Witt, K. L. (2016). Effects of internal and external focus of attention during novices’ instructional preparation on subsequent conducting and rehearsal behaviors.. 
Montemayor, M.  (2016). Evaluation of intrarehearsal achievement by listeners of varying levels of expertise.. 
Montemayor, M., Silvey, B. A. (2014). Effects of internal and external focus of attention on novices’ rehearsal evaluations.. 
Montemayor, M.  (2014). Evaluative and behavioral correlates to intrarehearsal achievement in high school bands.. 
Montemayor, M., Moss, E. A. (2009). Effect of recorded models on novice teachers’ rehearsal verbalizations, evaluations, and conducting.. 
Montemayor, M.  (2008). Flauto: An ethnographic study of a highly successful private studio.. 
Montemayor, M.  (2004). Jan Van der Roost.. 
Morrison, S. J., Montemayor, M., Wiltshire, E. S. (2004). The effect of a recorded model on band students’ performance self-evaluations, achievement, and attitude.. 
Magazine/Trade Publication
Montemayor, M.  (2015). Research evangelism.. 



	
		
		
	  

	

	

  
    
	

	

	  

		

		   	
		
		
	  

	

	

	
	

  
  
  

  	

		

		,  
			
				

					
					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
      • 
					
    • The course content was
      • 
					
    • The instructor’s contribution to the course was
      • 
					
    • The instructor’s effectiveness in teaching the subject matter was
      • 
				
    
			
    • 
			
  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
      • 
					
    • The intellectual challenge presented was
      • 
					
    • The amount of effort you put into this course was
      • 
					
    • The amount of effort to succeed in this course was
      • 
					
    • Your involvement in course (doing assignments, attending classes, etc.) was
      • 
				
    
			
    • 
		

		CLOSE