Rebecca Atkins

Assistant Professor of Music Education (vocal/choral)
Music Education
Room 341

Rebecca L. Atkins joined the Hugh Hodgson School of Music as Assistant Professor of Music Education (Vocal/Choral) in 2016.  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.



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. 

DOI: 10.1177/0022429416673842


 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