Women and Music Education in Schools: Pedagogues, Curricula, and Role Models

2021 ◽  
pp. 237-253
Author(s):  
Robert Legg
Keyword(s):  
Music Education ◽  
Role Models ◽  
Women And Music

scholarly journals Editorial

2009 ◽  
Vol 26 (1) ◽  
pp. 3-4
Author(s):  
PAMELA BURNARD ◽  
GARY SPRUCE
Keyword(s):  
Education Research ◽  
Music Education ◽  
School Children ◽  
Role Models ◽  
Cultural Context ◽  
Primary School Children ◽  
Musical Skills ◽  
School Music ◽  
The Uk ◽  
The Impact

The articles in this issue encompass topics that range from the musical behaviours of primary school children in Singapore, to the use of podcasting in an undergraduate programme in Wolverhampton, UK, and from the musical role models of secondary school children in Stoke-on-Trent (also in the UK), to the impact of the social and cultural context on school music education in Hong Kong. This issue also brings together articles that explore how university music students develop skills as instrumental and vocal teachers and reconsiders how musical skills can form a meaningful relationship with music education research. These articles, taken together, reflect the richness and diversity of contemporary music education research and the range of contexts in which it takes place. How should music educators respond to the changing tapestry of cultural themes and diversity which underpin the field of music education?

scholarly journals Benefits of music education to previously disadvantaged South African learners: Perspectives of music teachers in the greater Tshwane Metropolis

2019 ◽  
Vol 38 (1) ◽  
pp. 52-65
Author(s):  
Inette Swart
Keyword(s):  
Music Education ◽  
South African ◽  
Role Models ◽  
Music Teachers ◽  
Geographical Area ◽  
Music Programs ◽  
Academic Improvement ◽  
The Government ◽  
Shed Light

This article focuses on the role of access to music education as an agent of social change and as an important way of empowering previously disadvantaged learners, putting this forward as an argument against the proposed downscaling of music in schools as advocated by the government. This narrative inquiry shed light on the perceptions of participating teachers associated with various music programs in the same larger geographical area on the benefits of music education to learners, including instilling discipline and a sense of purpose, general academic improvement, opportunities for social connection, creating opportunities for income generation and future employment, providing role models for children who often came from broken families, and safety and keeping children off the streets, to name but a few. Innovations necessitated by resource allocation constraints are perceived by participating teachers to include sharing a limited number of instruments, teaching in groups, converting general facilities into teaching venues and finding creative ways of teaching theory. The sustainability of these programs is perceived by participating teachers to depend on feeder programs, former students qualifying as teachers, and support and donations from one or more outside sources. It is argued that it is necessary to heed the voices of previously disadvantaged people who are now benefiting from improved access to opportunities and to listen to their opinions about the advantages of music education.

Access and Retention of Marginalized Populations Within Undergraduate Music Education Degree Programs

2014 ◽  
Vol 62 (2) ◽  
pp. 105-127 ◽  
Author(s):  
Kate R. Fitzpatrick ◽  
Jacqueline C. Henninger ◽  
Don M. Taylor
Keyword(s):  
Music Education ◽  
Undergraduate Students ◽  
Role Models ◽  
Degree Programs ◽  
Marginalized Populations ◽  
Structured Interviews ◽  
Personal Initiative ◽  
School Music ◽  
Education Degree ◽  
High School Music

The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the lens of critical theory, data sources included semistructured interviews with the participants and structured interviews with their high school music teacher and a university-based mentor. Participants described a lack of resources with regard to their preparation for auditions as well as a lack of information regarding the application and audition process. Such inhibiting factors were mediated by personal initiative, hard work, and dedication. The presence of role models and mentors was considered an important aid to their retention within music education degree programs. Participants also provided suggestions for improving access, admission, and retention of students from traditionally marginalized populations.

Career Choice among String Music Education Students in American Colleges and Universities

1999 ◽  
Vol 47 (3) ◽  
pp. 266-278 ◽  
Author(s):  
Robert Gillespie ◽  
Donald L. Hamann
Keyword(s):  
Music Education ◽  
Role Models ◽  
Role Model ◽  
Full Time ◽  
Education Students ◽  
String Education ◽  
Teaching Role ◽  
String Music Education ◽  
Teaching Music ◽  
String Music

The objective of this study was to identify teacher strategies for attracting school orchestra students to string teaching. Full-time string music education professors at 17 universities surveyed their music education students who were principally string players. Students were asked to describe their background, reasons for choosing teaching, and recommendations of approaches for teachers to use to interest students in string teaching. Results of the 153 completed surveys revealed that the majority of string music education students are female undergraduates who previously participated in school orchestras. Students chose string education because they liked teaching, music, children, playing their instrument, and being a role model for children. To attract others to teaching, respondents suggested that teachers be teaching role models for their students by showing their love for music and teaching, relating positively to students, giving special teaching opportunities and support to students interested in teaching, discussing the rewards of string teaching, and challenging students musically.

scholarly journals Developmentally Appropriate Practice and Music Education in the Primary School

2021 ◽  
pp. 35-42
Author(s):  
Benjamin Adjepong
Keyword(s):  
Music Education ◽  
Primary School ◽  
Role Models ◽  
Primary Schools ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
The United States ◽  
Educational Approach ◽  
Diverse Learning ◽  
Education In Ghana

Developmentally Appropriate Practice (DAP) is an educational approach which refers to teaching strategies that consider children’s age, interests, abilities and experiences to help them achieve challenging and achievable goals. The approach which hinges on three pillars: age, individual and culture has gained popularity in countries such as the United States of America, Taiwan and South Korea. DAP underpins National Association for Music Education (NAfME) beliefs about young children’s developmentally and individually appropriate musical experiences. The aim of this paper is to present an overview of the relationship between DAP and music education in primary schools. The discussions centred around the following themes: Children’s musical potential, children’s unique interests and abilities, children’s play, an exemplary musical sound, activities and material, performance goals, diverse learning environment, effective adult role models, and a pleasant physical and social environment. It is suggested that training workshops should be organised for teachers for effective integration of DAP in the classroom to optimise children’s learning in music. Inclusion of DAP as a theme for study in the music curriculum content in the Universities and Colleges of Education in Ghana for the preparation of primary school teachers is also recommended. Carrying out a real classroom study through observations, questionnaires or interviews is recommended for future researches on related subjects.

Impostor Phenomenon Responses of Early Career Music Education Faculty

2018 ◽  
Vol 67 (1) ◽  
pp. 45-61 ◽  
Author(s):  
Wendy L. Sims ◽  
Jane W. Cassidy
Keyword(s):  
Music Education ◽  
Role Models ◽  
College Teaching ◽  
Doctoral Degree ◽  
Early Career ◽  
Undergraduate Teaching ◽  
Impostor Phenomenon ◽  
Full Time ◽  
Education Faculty ◽  
Impostor Feelings

This study was designed to examine to the extent to which impostor feelings, symptomatic of the psychological condition impostor phenomenon (IP), would be evident in early career university-level music educators. Those experiencing IP are typically successful individuals yet with impostor feelings that may include debilitating psychological effects related to an irrational fear of failure and exposure as a “fraud.” Participants were post–doctoral degree music education faculty in their first 4 years of full-time college teaching ( N = 54). They responded to the Clance Impostor Phenomenon Scale and to scales adapted for faculty roles of undergraduate teaching, graduate teaching, and research. Results indicated that all participants experienced a moderate or higher level of impostor feelings on at least one of the scales, with five responses indicating intense impostor feelings on at least three scales. Participants’ responses to the Undergraduate Teaching Scale were the most positive. Scores for the Research Scale generated the strongest IP feelings, falling into the frequent or intense category for over 70% of the participants. Strategies that may help faculty members assuage or overcome their impostor feelings include realizing that they are not alone, working with peers, mentors and role models, and acquiring relevant experiences during doctoral preparation.

Viewing the Parent-Teacher Relationship in Music Education Through the Lens of Role Theory: A Literature Review

2020 ◽  
pp. 875512332095199
Author(s):  
Kathryn Ang ◽  
Clorinda Panebianco ◽  
Albi Odendaal
Keyword(s):  
Literature Review ◽  
Music Education ◽  
Role Models ◽  
Role Theory ◽  
Research Literature ◽  
Multiple Roles ◽  
Professional Musicians ◽  
Role Conflicts ◽  
Teacher Relationships ◽  
The Relationship

The relationship between a parent and a teacher can be fraught with difficulties because of role conflicts that may result from the negotiations that occur between them. We synthesized recent perspectives drawn from the research literature on parent-teacher relationships with that of role theory, and aim to demonstrate how the current research literature can be used to describe the roles of parents and teachers and their relationship to one another in music lessons. Our findings indicate that parents often play multiple roles such as home supervisors, supporters, providers, role models, partners in education, and consumers, whereas teachers may play the roles of professional musicians, educators, partners in education, and role models. We argue that roles should be understood as resulting from interaction and negotiation between parties in a relationship, and suggest that concepts from role theory are helpful tools for the reconceptualization of parents’ and teachers’ roles.

scholarly journals Music Education and Postgraduate Study: The Case of Dokuz Eylül University

2021 ◽  
Vol 11 (3) ◽  
pp. 516-526
Author(s):  
banu özevin
Keyword(s):  
Music Education ◽  
Role Models ◽  
Graduate Program ◽  
Single Case ◽  
Postgraduate Education ◽  
Faculty Members ◽  
Music Teaching ◽  
Graduate Faculty ◽  
Program Outcomes ◽  
Institutional Goals

The purposes of this study are to shed light on postgraduate education in Music Teaching and draw inferences about the future by evaluating the Music Teaching Postgraduate Program in Dokuz Eylul University Institute of Educational Sciences. The research is a qualitative study modelled with a single-case embedded study. In accordance with the interlocking single case pattern, the Music Education graduate program was examined by focusing on student, graduate, faculty member, theses. The opinions of 10 students, 23 graduates and 6 faculty members were taken to evaluate the program, and 57 master’s and 20 doctoral theses were examined. As a result of the content analysis,opinions were collected under four main categories. These categories are defined as “institutional goals”, “content”, “program outputs” and “updates”. In the category of program outcomes, the theses were evaluated according to various categories and the professional orientations of the graduates were statistically shared. According to the results of the research, the following conclusions were made: students should be informed at the beginning of the program in order to understand the vision and mission of the institution and to make the process they spent in the education process meaningful; A “scientific research in music education” course should be added to the program in order to conduct qualified research in the field of music education; subjects and research groups in theses should be diversified; faculty members should be role models in preparing thesis and academic studies for their advisors; graduate programs should be updated according to the needs of the time and society.

The Experiences, Attitudes and Expectations of Music Students from a Feminist Perspective

1998 ◽  
Vol 15 (1) ◽  
pp. 37-49 ◽  
Author(s):  
Sarah Maidlow
Keyword(s):  
Music Education ◽  
Student Teachers ◽  
Role Models ◽  
Sex Role ◽  
Music Students ◽  
Postgraduate Student ◽  
Repertory Grid Technique ◽  
Repertory Grids ◽  
Low Profile ◽  
Grid Technique

Attempting to explain the mis-match between women's low profile in most music professions and females' success in formal music education, I looked for differences in the attitudes, experiences and expectations of music students. This was done by using repertory grids with relatively small numbers of A-level and undergraduate music students, and postgraduate student teachers with music degrees. Constructivist psychology, of which repertory grid technique is a practical example, offers approaches in harmony with feminist preferences for the meaning people attach to their situation and the usefulness of their interpretation over notions of truth. Thus participants' responses dictate any groupings to emanate from analysis, rather than their being placed in pre-determined categories.The outcomes of the study suggested, however, that little differentiates female and male musicians, as represented by these music students. Conversely, the results implied that the sexes are inclined to think similarly, insofar as likenesses in their attitudes could be associated with their instrument, and, crucially, that each sex tended to look to mo dels I mentors who reflected their sex as well as instrument. The sexes' inconsistency of achievement might then be explained by differences between sex-role models.

Student perception of faculty role models

1985 ◽  
Vol 49 (3) ◽  
pp. 159-161
Author(s):  
B Lange ◽  
R Friedman
Keyword(s):  
Role Models ◽  
Student Perception ◽  
Faculty Role
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