scholarly journals Understanding curriculum design in the perceptions and practices of classroom music teachers in the lower secondary school in England

2021 ◽  
pp. 1-12
Author(s):  
Anthony Anderson
Keyword(s):  
Music Education ◽  
Curriculum Design ◽  
Music Teachers ◽  
Continuing Professional Development ◽  
Teacher Planning ◽  
Music Curriculum ◽  
Structured Interviews ◽  
Research Findings ◽  
Key Stage 3 ◽  
Curriculum Practices

Abstract Curriculum design is a domain that infrequently forms a discrete element of initial teacher training, or continuing professional development for music teachers in English secondary schools. Classroom music teachers, teaching Key Stage 3 (KS3) learners (11–14-year olds), are, however, required to design their own curriculum. Teachers are accountable to school leaders for curricula they implement, and the outcomes from their selected approaches. This article discusses classroom music curriculum practices and their significance in music education. The research project was conducted with music teachers from schools in the East and West Midlands of England, utilising questionnaires and semi-structured interviews. Research findings are conceptualised in a model of music curriculum activity. The research thereby facilitates discussion of unacknowledged complexities and tacit teacher planning practices in music curriculum design.

Music teachers and their implementation of the new Music Curriculum Standards in China

2019 ◽  
Vol 37 (2) ◽  
pp. 178-197
Author(s):  
Zhuo Yu ◽  
Bo-Wah Leung
Keyword(s):  
Music Education ◽  
Rural Schools ◽  
Music Teachers ◽  
Current Knowledge ◽  
Curriculum Standards ◽  
Music Curriculum ◽  
Structured Interviews ◽  
Student Centered ◽  
Service Training ◽  
Trained Teachers

The Ministry of Education of China issued a new document of Music Curriculum Standards in 2011 substituting the old version of 2001. This study aims to investigate how music teachers in China implement and respond to the Curriculum Standards through a questionnaire survey and semi-structured interviews with voluntary teachers. A total of 2206 music teachers from 15 regions/provinces responded to the survey in 2015. Findings reveal that, after a few years of implementation, most teachers found different constraints in implementing the new curriculum. Trained teachers, younger teachers and experienced teachers are more receptive and capable in implementing the curriculum, while rural schools are still in a disadvantaged situation. Most teachers do not understand the concept of music education as aesthetic education. In-service training is found to be insufficient, especially in rural schools. In sum, the current ‘knowledge-centered curriculum’ might need to be redirected to the directions of society-centered and student-centered in order to make a balance.

scholarly journals Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence

2021 ◽  
Vol 11 (3) ◽  
pp. 97-118
Author(s):  
Petra Brdnik Juhart ◽  
Barbara Sicherl Kafol
Keyword(s):  
Music Education ◽  
Early Adolescence ◽  
Music Teachers ◽  
Professional Competence ◽  
Music Teaching ◽  
Music Curriculum ◽  
Factors Affecting ◽  
School Music ◽  
Research Findings ◽  
General School

Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.

Elsie Shawe, Music Supervisor in St. Paul, Minnesota (1898–1933)

2004 ◽  
Vol 52 (4) ◽  
pp. 328-342
Author(s):  
Sondra Wieland Howe
Keyword(s):  
Public Schools ◽  
Music Education ◽  
Music Teachers ◽  
National Level ◽  
The United States ◽  
National Accounts ◽  
Music Curriculum ◽  
School Music ◽  
The Board Of Directors ◽  
Music Supervisor

Elsie Shawe (1866–1962), supervisor of music in St. Paul, Minnesota, for thirty-five years, is an example of a music supervisor in the United States who was active in the formative years of the Music Supervisors National Conference (MSNC). Although she is cited only briefly in national accounts, there is a substantial amount of material on her career in local archives. In the St. Paul Public Schools, Shawe supervised classroom teachers, organized the school music curriculum, and conducted performances in the community. She served as a church organist and choir director in St. Paul and was president of the Minnesota Music Teachers Association. At the national level, Shawe was an officer of the NEA Department of Music Education and a member of the board of directors of the MSNC. Through her committee work, Shawe promoted the standardization of patriotic national songs.May 5, 2004November 10, 2004.

scholarly journals SKILLS FOR CREATING SUPPORTIVE LEARNING ENVIRONMENTS – AN ESSENTIAL COMPONENT OF TEACHERS`PROFESSIONAL COMPETENCE

2020 ◽  
Vol 3 ◽  
pp. 302
Author(s):  
Kristi Kiilu ◽  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
Curriculum Design ◽  
Music Teachers ◽  
Professional Competence ◽  
Pilot Project ◽  
Research Problem ◽  
School Level ◽  
Comprehensive Schools ◽  
Supportive Learning Environment

The current research on music teachers’ professional skills of structuring and developing supportive learning environments for implementation of National Curricula is the third in line, based on a pilot project of 2013, a study of 2015. The research problem for all the three studies was “How do music teachers at general comprehensive schools comprehend supportive learning environment and opportunities for their design and development. The data collected and analysed (n=70) in 2019 allow to follow the development of teachers’ professional abilities and creativity at structuring and designing supportive environments for learning music at general comprehensive schools and kindergartens. If smartly designed and created, they promote learning, lead to higher academic achievement and contribute to students’ self-esteem. The study has also provided information about teachers’ professional approaches, real environments at schools and the needs for improvement. The analysis of the data, providing some insights allows to make recommendations for teacher training, for curriculum design at school level and offer suggestions for cultural activities in local communities supporting cohesion and identity building in society. Current turbulent times require increasingly wider competences and creativity from teachers for making music education socially meaningful. 

‘When I say “modern”, you say “band”’: A critical narrative of modern band and Little Kids Rock as music education curriculum

2021 ◽  
Vol 00 (00) ◽  
pp. 1-22
Author(s):  
Jesse Rathgeber ◽  
Cara Faith Bernard
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Change Agents ◽  
Text Messages ◽  
Music Teaching ◽  
Music Curriculum ◽  
Curriculum And Pedagogy ◽  
Included Review ◽  
Teaching Discourses ◽  
Curricular Resources

This article is based on the lived experiences of the authors engaging with modern band and the organization Little Kids Rock (LKR). We approach this research as critical storytelling to highlight the importance of critique of music curriculum and pedagogy. We identify moments of cognitive dissonance we experienced with LKR and modern band and unpack them through theory. Data included review of LKR materials, journals, text messages, reflective writing and discussion around participation in LKR-sponsored events. We share our critical story through text messages and narration, through which we note issues such as neo-liberalism and indoctrination; language (mis)use through educational buzzwords; identity reformation and the manner in which teachers feel a need to cling to methodolatry or act as change agents. We illustrate the central role critique plays in music teaching discourses and practices to guide music teachers to accept vigilance of curricular resources and pedagogical approaches presented to them.

A Music Educator’s Guide to Saving the Planet

2019 ◽  
Vol 105 (4) ◽  
pp. 15-20 ◽  
Author(s):  
Daniel J. Shevock ◽  
Vincent C. Bates
Keyword(s):  
Music Education ◽  
Environmental Degradation ◽  
Music Teachers ◽  
Music Educators ◽  
Ecological Literacy ◽  
Ecological Diversity ◽  
Music Curriculum ◽  
Pedagogical Approach ◽  
Musical Concepts ◽  
Musical Practices

As music educators, we always teach much more than the musical concepts and skills outlined in music curriculum standards. In this article, we discuss how music teachers can address what we believe is the most pressing issue of our time: environmental degradation. We first outline some specifics of ecological literacy in music education. This will include discussion of some songs that could form the center of a music curriculum for increasing ecological literacy. Next, we discuss cultivating ecological literacy using local musical practices and sounds of nature. Finally, we share an example of soundscape pedagogy aimed at increasing awareness of and propensities to care for the natural environment and ecological diversity. These components, singing, songwriting, and soundscape composition, are recommended as part of an overall creative pedagogical approach.

Assessing teachers’ perspectives on giving music lessons remotely during the COVID-19 lockdown period

2021 ◽  
pp. 102986492199603
Author(s):  
Michele Biasutti ◽  
Roberta Antonini Philippe ◽  
Andrea Schiavio
Keyword(s):  
Curriculum Design ◽  
Time Management ◽  
Online Teaching ◽  
Music Teachers ◽  
Curriculum Planning ◽  
Inductive Method ◽  
Learning Tools ◽  
Management Skills ◽  
Structured Interviews ◽  
The Usa

The recent COVID-19 health emergency has forced many music teachers to adopt remote teaching methods. The present paper investigates the practices and strategies used by conservatory-level music teachers to give lessons online in different European countries and the USA. Data from an exploratory qualitative study were collected using semi-structured interviews covering aspects such as curriculum design, lesson implementation, evaluation, examination organization, and time management skills. Interviewees offered rich descriptions of their experiences of teaching both music theory and instrumental lessons. Findings were analyzed using an inductive method, giving rise to the following categories: COVID-19 and the music school, technology, curriculum planning, managing instrumental lessons, examinations, strengths, and limitations. Participants discussed their ability to manage technology, and they employed skills such as flexibility, problem solving, and creativity in their curriculum planning and in using a variety of remote learning tools. They revised curricular activities and online teaching strategies and methods were associated with the musical instruments played. They argued that online teaching was very time consuming (e.g., planning activities, preparing materials, and exploring the new possibilities of technical tools) and that it was stressful to have lost a satisfactory work-life balance. They reported becoming more organized in the management of their activities. Internet platforms were found useful for sharing material, communicating, exchanging messages, and keeping records of all the work done. Participants learnt to use video clips systematically for modelling and teaching. They were aware of the strengths and limitations of e-learning, and they called for more institutional support and opportunities for professional development.

scholarly journals An Investigation of Pre-Service Music Teachers’ Self-Regulatory Skills

2021 ◽  
Vol 3 (3) ◽  
pp. 548-562
Author(s):  
Yavuz Selim Kaleli
Keyword(s):  
Academic Achievement ◽  
Music Education ◽  
Music Teachers ◽  
The Self ◽  
Factors Affecting ◽  
Significant Difference ◽  
Research Findings ◽  
And Performance ◽  
Service Music ◽  
Achievement Levels

Self-regulatory skill is one of the important factors affecting academic orientation and performance of learners at all levels in learning-teaching processes. The aim of this study is to compare the self-regulatory skills of pre-service teachers studying in music education departments based on the variables of gender, class, overall achievement and performance in individual instruments lessons. The study was conducted with 198 Pre-service Music Teachers studying at Necmettin Erbakan University and Gazi University. Data were collected by using Academic Self-regulatory Skills Scale. Research findings showed that pre-service music teachers’ self-regulatory skills differed based on the variables of year of study, achievement levels in individual instrument lessons and overall academic achievement. It was found that students with high academic achievement levels had effective self-regulatory skills. However, no significant difference was found between the self-regulatory skills of male and female pre-service music teachers.

New legislation in Brazilian music education: Studying the law and its implementation

2016 ◽  
Vol 35 (1) ◽  
pp. 79-92
Author(s):  
Dwight Manning ◽  
Marilia Kamil
Keyword(s):  
Public Schools ◽  
Music Education ◽  
Music Teachers ◽  
School Curriculum ◽  
Music Educators ◽  
Educational History ◽  
National School ◽  
The Status ◽  
Private And Public ◽  
Research Findings

In 2008, Brazilian legislators approved a law that added music on a mandatory basis to the basic national school curriculum. Despite the possibilities afforded by this legislation, music educators affirm that many questions remain due to its ambiguity. Given the 2012 deadline for the implementation of this law, there is a need to understand how it was enacted across diverse settings. This study considers the implementation from the perspective of music teachers. Thus, in this interview study, we seek to understand the status of music education throughout the country according to the perspectives of music educators from private and public schools. Such perspectives are situated within reviews of educational history, legislation, policy, and research. Findings point toward the need to (a) address a shortage of music teachers; (b) better define the preparation of professional music educators; and (c) identify pedagogies which are likely to have the greatest impact in implementing this new law.

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