Student teachers’ conceptions of creativity in the secondary music classroom

2011 ◽  
Vol 6 (2) ◽  
pp. 100-113 ◽  
Author(s):  
Dimitra Kokotsaki
Keyword(s):  
Student Teachers ◽  
Music Classroom ◽  
Secondary Music

Making Assessment Meaningful, Measurable, and Manageable in the Secondary Music Classroom

2019 ◽  
pp. 324-350
Author(s):  
Paul Kimpton ◽  
Ann Kimpton
Keyword(s):  
Best Practices ◽  
Music Educators ◽  
Assessment Process ◽  
Learning Goals ◽  
Classroom Teachers ◽  
Music Classroom ◽  
Secondary Music ◽  
Specific Performance ◽  
Specific Feedback ◽  
Do So

The purpose of this chapter is to challenge secondary music educators to incorporate assessment best practices in creating music assessments that are meaningful, measurable, and manageable. To do so, music educators must recognize the commonalities between assessment of music and assessment of other disciplines. Assessments also should assess specific performance, written theory, and listening theory skills that directly relate to the music being taught in the classroom. Teachers then will be able to identify individual and ensemble strengths and weaknesses, share visual displays of data, provide specific feedback, and adjust instruction accordingly. Additionally, students must be involved in the assessment process by being given opportunities to self-assess and peer assess, articulate and/or demonstrate standards, set and adjust learning goals, and reflect on progress. As a result of rethinking assessment in the music classroom, music educators have the opportunity to strengthen music’s role as a valuable curricular subject in US schools.

Transformational Learning Strategies for the Secondary General Music Classroom

2021 ◽  
pp. 275276462110614
Author(s):  
Elizabeth Bucura ◽  
Rachel Brashier
Keyword(s):  
Transformative Learning ◽  
Learning Strategies ◽  
Transformational Learning ◽  
Meaning Making ◽  
General Music ◽  
Prior Learning ◽  
Music Classroom ◽  
Secondary Music ◽  
Secondary Classes ◽  
Skill Building

This article discusses transformative learning in secondary general music (SGM), while considering students’ transitions from elementary to secondary music classes. SGM is uniquely situated for expanded pedagogies and musicianship, yet a gap in music activities persists between elementary and secondary classes and between home and school. The authors suggest that autonomous learning opportunities can foster ownership and meaning making for students toward lifelong musicianship as well as toward transformative learning. Three overlapping aspects of transformative SGM are discussed: skill-building, exploring contextual understandings, and making time and space for creativity and ownership. Emergent curricula that take students’ interests and experiences into account is encouraged. The authors advocate for projects that encourage collaboration beyond the school walls to foster purposeful connections to prior learning and personal music growth.

Key Aspects of Student Teaching

2016 ◽  
Vol 35 (2) ◽  
pp. 54-61
Author(s):  
John M. Denis
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Student Teaching ◽  
Teaching Experience ◽  
Cooperating Teacher ◽  
Review Of Literature ◽  
Music Classroom ◽  
Potential Impact ◽  
Key Aspects ◽  
The University

The transition from the conceptually focused world of the student to the professionally pragmatic world of the teacher can be jarring and difficult. One of the more useful educational experiences for facilitating this transition is that of student teaching. This review of literature examines the personal relationships, expectations, reflective practice, and power structure inherent in the student-teaching experience in both general and music classroom contexts. These facets were selected due to their prevalence in the literature and their potential impact on stakeholders’ approaches toward student teachers. Aspects of cooperating teacher preparation in light of the highlighted areas are then discussed, with potential suggestions including communication concerns, possible cooperating teacher framework characteristics, and balancing the conflicting nature of both the student teacher and the university supervisor.

scholarly journals Assessment in the Secondary Music Classroom

2012 ◽  
pp. 475-494 ◽  
Author(s):  
Martin Fautley ◽  
Richard Colwell
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Student Assessment ◽  
Music Pedagogy ◽  
Music Classroom ◽  
Secondary Music ◽  
Accountability Policy ◽  
School Music ◽  
Teaching Learning

The issue of assessment in music education in the secondary school is one of concern in a range of contexts, including teaching, learning, accountability, policy, and politics. In order to investigate assessment in the secondary school, there is a need to understand what assessment is; what the terminologies involved mean; what the implications of assessment are for learners, teachers, program organizers, administrators, legislators, and other interested stakeholders; and what constitutes secondary school music. This article considers the following issues in student assessment: the context of assessment, the uses and purposes of assessment, legitimizing assessment, and assessment and music pedagogy.

scholarly journals Social Justice in the English Secondary Music Classroom

2015 ◽  
pp. 425-445
Author(s):  
Chris Philpott ◽  
Jason Kubilius
Keyword(s):  
Social Justice ◽  
Secondary School ◽  
Secondary Schools ◽  
Music Education ◽  
First Century ◽  
Music Teacher ◽  
Music Classroom ◽  
Secondary Music ◽  
History Of ◽  
Key Questions

Taking as its context the development of music education within English secondary schools (students aged 11–18) over the last 50 years, and supported by “vignettes” from a practicing music teacher in a secondary school on the outskirts of London, this chapter seeks to address some key questions around social justice and music education, including: What is meant by social justice in the music classroom? What are the indicators for a socially just classroom? The chapter goes on to explore significant moments in the history of classroom music in England and how, in spite of best efforts, the promotion of social justice has been “confounded” by subtle cultural forces. The chapter concludes by speculating on the implications of this analysis for the music classroom in the twenty-first century and by reflecting on whether the classroom can ever provide the appropriate “space” for a socially just approach to music education.

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