Towards a Model of Effective Communication: A Case for Structured Teaching of Conducting

1994 ◽  
Vol 11 (1) ◽  
pp. 57-76 ◽  
Author(s):  
Colin Durrant
Keyword(s):  
Higher Education ◽  
Music Teachers ◽  
Research Literature ◽  
Music Students ◽  
Research Project ◽  
Musical Activity ◽  
Secondary Music ◽  
Structured Teaching ◽  
General Expectation ◽  
Instrumental Ensembles

Recent teaching with PGCE secondary music students has revealed that conducting ensembles is a musical activity in which they have variable knowledge, skills and experience. It is a general expectation, nevertheless, that music teachers still conduct choral and instrumental ensembles as part of their job in schools, and some may also undertake such roles in the wider community. This paper seeks to identify from research literature aspects of effective conducting that warrant greater attention. This forms part of a research project which is exploring definitions of effective conducting and making an analysis and case for more structured teaching in this area within higher education.

Considerations With Virtual Secondary Music Students

2021 ◽  
Vol 35 (2) ◽  
pp. 29-35
Author(s):  
Elizabeth Bucura
Keyword(s):  
Learning Environments ◽  
Home Environment ◽  
Music Teachers ◽  
Well Being ◽  
Music Students ◽  
Music Learning ◽  
Secondary Music ◽  
Home Learning ◽  
Learning Platforms ◽  
Teaching Music

The global COVID-19 pandemic disrupted learning environments, adding significantly to an already-challenging time for adolescents. In many cases, students and teachers have abruptly shifted to online learning platforms that may occur entirely in a home environment. Music often plays a significant role in adolescents’ processes of identity-building and social connection. Music classes might play an important role in coping during these times, even when learning is virtual. Music teachers may question students’ well-being and their own mentorship roles. This article includes concerns about teaching music with adolescents, specifically when adapted to virtual technologies. Considerations are detailed for pedagogical care and possible benefits of at-home learning that might enhance students’ music learning experiences.

The Occupational Identity of In-Service Secondary Music Educators

2012 ◽  
Vol 60 (2) ◽  
pp. 145-165 ◽  
Author(s):  
Joshua A. Russell
Keyword(s):  
Identity Development ◽  
Random Sample ◽  
Music Teachers ◽  
Music Educators ◽  
Occupational Identity ◽  
Music Students ◽  
Positive Interactions ◽  
Secondary Music ◽  
Positive Experiences ◽  
Service Music

In order to explore the factors that inform the occupational identity development of in-service music educators and to compare the identities of in-service teachers with those of preservice music educators as examined in previous research, the purposes of this study were to examine the reported occupational identity of in-service secondary music educators and identify the interpersonal interactions and activities that help form occupational identity. A stratified random sample of secondary music teachers ( N = 300) completed a questionnaire based on previous research. Participants reported a majority of integrated (view of self and perceived view of others) professional roles, although participants believed themselves to be musicians more than they felt others believed them to be. Participants reported positive interactions with music students and other music educators and that directing ensembles and attending music conferences were the most positive experiences. Participants who reported positive relationships with other music educators and music students were likely to develop an educator identity. External musician identity was predicted by relationships with other teachers as well as with students outside of music. Participants with positive administration relationships were less likely to exhibit an internal musician identity. As teachers move from preservice to in-service, their musician identities may transform from being relatively integrated to becoming more differentiated.

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

Assessment in the Applied Studio in Higher Education

2019 ◽  
pp. 765-791
Author(s):  
Kelly A. Parkes
Keyword(s):  
Higher Education ◽  
Research Literature ◽  
The Third ◽  
Studio Teachers ◽  
Applied Studio

This chapter outlines the various lines of inquiry and research about assessment in the applied studio and makes recommendations for further research. It comprises three sections: the first focused on briefly defining the applied setting, the second on assessment of musical learning in the applied studio, and the third section on the assessment of teaching in the applied studio. The chapter explores previous research literature and illustrates the need for further work. It will be relevant for musicians preparing to become applied studio teachers, current applied studio teachers, and administrators seeking to evaluate the work undertaken in applied studios.

Progression of Skills and Competencies through University to Employment

1998 ◽  
Vol 12 (5) ◽  
pp. 290-296 ◽  
Author(s):  
John Hobrough ◽  
Rodney Bates
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Work Experience ◽  
Leadership Skills ◽  
Research Project ◽  
Graduate Employment ◽  
Self Sufficiency ◽  
Undergraduate Experience ◽  
The Uk ◽  
Business Sectors

This paper discusses findings of a research project comparing skills of business-related advanced GNVQ/GCE students in the UK, together with perceptions as to how skills develop through undergraduate experience into employment. Expectations of employers in small and medium-sized enterprises (SMEs) are also indicated. GNVQ students seem more aware of business needs than GCE students, and appear to have a greater awareness of teamworking. GCE students tend towards a recognition of leadership skills and improvement of self-sufficiency during higher education. Work experience is identified as the major need within higher education for SME employment across Europe and the acquisition of a foreign language is identified as a growing need for graduate employment, not only in Europe but also in certain UK business sectors.

scholarly journals Using an open digital space assessment on a course for new teachers in higher education

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Francesca Robinson
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
New Teachers ◽  
Initial Teacher Education ◽  
Related Topic ◽  
Research Project ◽  
Digital Space ◽  
Digital Skills ◽  
Assessment Survey ◽  
Survey Responses

An assignment was devised in an open online space to enable participants on a year-long initial teacher education course to deepen and share their knowledge on a teaching-related topic of interest, to develop their digital skills and to enable reflection on their experience of the task. After two cohorts had completed the assignment, a small research project was then carried out to explore participants’ experience of and attitudes towards this type of assessment. Survey responses suggest that, overall, participants found it to be a worthwhile activity that encouraged them to engage with the literature and reflect on their own and others’ practice. Participants also critiqued the task implementation and commented on how they would adapt it within their own teaching contexts to encourage fuller engagement with the tasks. Following feedback the assignment brief was fully revised for the following year.     

scholarly journals The Senses Framework: Understanding the Professional Development of Postgraduates Who Teach

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Amy Burge ◽  
Maria Grade Godinho ◽  
Miesbeth Knottenbelt ◽  
Daphne Loads
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Significant Contribution ◽  
Administrative Staff ◽  
Research Project ◽  
Senior Staff ◽  
Teaching Assessment ◽  
Research Outcomes ◽  
Gerontological Nursing ◽  
Part Time

The aim of this research project was to deepen our understanding of the professional development of postgraduates who teach (tutors). Using arts-based methods, we asked postgraduate tutors and senior staff how they saw tutors’ roles and development needs. Based on our research outcomes, we found that both postgraduate tutors and senior staff were concerned in their different ways about a lack of community, the administrative burden on tutors, the importance of enjoyment, how tutoring should be recognised and valued, and the question of training versus development. We make use of a framework borrowed from gerontological nursing for thinking about and addressing these issues in practice. Note: In this paper, ‘tutor’ refers to the part-time, adjunct, assistant, sessional or casual staff who make a significant contribution to small and large-group teaching, assessment and feedback in higher education. We are particularly concerned here with postgraduates who teach; ‘senior staff’ refers to a variety of colleagues who have some responsibility for supporting tutor development, including course organisers, senior tutors and administrative staff.

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