Rebecca Atkins

Rebecca L. Atkins is an Associate Professor of Music Education (Vocal/Choral) and was awarded the General Sandy Beaver Professorship 2022-2024.  Previously she was the Assistant Professor and Coordinator of Music Education at the University of Tennessee-Chattanooga (2013-2016) where she supervised student teachers, conducted Women’s Chorale, and taught Choral Methods, Design, Instruction, and Evaluation for Music Education, and Ear-training.  She also taught graduate courses in Psychology of Music, Research Methods in Music Education, and supervised projects and thesis.  She received her Ph.D. in Music and Human Learning at The University of Texas at Austin (2013), an M.M. in Choral Conducting at Missouri State University (2008), and a B.M. in Music Studies at The University of Texas at Austin (1994).

Dr. Atkins is an active clinician, adjudicator, performer, and music education researcher. Her current research focuses on the effects of attention on vocal tone quality. She is also drawn to research questions that pertain to the development of performance skills and the refinement of pedagogy. Before her collegiate career, Atkins successfully directed middle school and high school choir programs for 14 years in the public school systems of Texas, Alabama, and Tennessee, earning superior and excellent ratings consistently at competitions.

Publications:

Atkins, R. L., & Hurley, C. R. (2025). Research Report: Teach Expression First! Applying Research Results to the Rehearsal. Choral Journal, 65(7), 41–47. Invited 

Hurley, C. & Atkins, R.L. (2024). The effects of modeling and sequence on expressivity in young voices. Update: Applications of Research in Music Education, 0 (0). https://doi.org/10.1177/87551233241249666

Hurley, C. & Atkins, R.L. (2023). The effects of sequence on expressivity in solo singing of young voices. Bulletin on the Council of Research in Music Education, 236, 7-20. 

Hurley, C. & Atkins, R.L. (2022). Teaching rote with rigor: Embedding musical concepts and preparing for music literacy. Choral Journal, 14(4), 9-11. 

Hurley, C. & Atkins, R.L. (2022). The effects of rehearsal sequence on the musical expressivity of young voices.  International Journal of Research in Choral Singing, 10, 1-28. https://acda.org/wpcontent/uploads/2022/01/IJRCSVol10Hurley_Atkins.pdf

Hurley, C. & Atkins, R.L. (2022).  Keep ‘em Singing. Teaching Music, 28 (3), 18-20

Thomas, M. A., Norgaard, M., Stambaugh, L. A., Atkins, R. L., Kumar, A. B., & Farley, A. L. P. (2021). Online Involvement for Georgia Student Teachers During Covid-19. Frontiers in Psychology, 12, 648028. https://doi.org/10.3389/fpsyg.2021.648028

Kim, Y.J., Song, M.K. & Atkins, R.L. (2020). What is your thought process during sight-reading? Advanced sight-readers’ strategies across different tonal environments. Psychology of Music, https://doi.org/10.1177/0305735620942596

Atkins, R.L. (2018). Focus of attention: Expert listeners’ descriptions of change in trained singers’ tone quality. International Journal of Research in Choral Singing, 6, 3-24

Atkins, R. L. (2017). Effects of focus of attention on trained singers tone production. Journal of Research in Music Education, 64(4), 421–434.

Atkins, R. L., & Duke, R. A. (2013). Changes in tone production as a function of focus of attention in untrained singers. International Journal of Research in Choral Singing, 4(2), 28–36.

Atkins, R. L., & Murray, M. F. (2013). Revisiting theory camp: Improving student success in freshman theory. Journal of Music Theory Pedagogy e-journal, 1.

Atkins, R. L., (2013).  Focus of attention affects singers' tone production. Unpublished doctoral dissertation, The University of Texas at Austin.