The App Scavenger Hunt

2021 ◽  
pp. 56-66
Author(s):  
Gena R. Greher ◽  
Savannah H. Marshall
Keyword(s):  
Preservice Teachers ◽  
Music Teacher ◽  
Diverse Range ◽  
Theory To Practice ◽  
Creative Music ◽  
Music Methods ◽  
Music Teacher Preparation ◽  
University Professor ◽  
Teaching Music ◽  
Creative Music Making

The chapter focuses on projects designed to enhance student engagement with, and exploration of, mobile devices. Helping preservice teachers manage the often steep learning curve that goes hand in hand with connecting theory to practice is but one aspect of music teacher preparation. For the methods student and university professor alike, staying abreast of the current PK-12 school population’s musical needs poses unique conditions for curriculum development. Learning how to use technology while working with a diverse range of students presents challenges for all who are involved in teaching music with technology. The App Scavenger Hunt is an introductory project intended to foster collaboration by exploring the variety of apps available for later projects such as spontaneous musical jam sessions, group composition, and the (re)creation of cover tunes. These musicking experiences, in conjunction with field experiences in music methods classes, aided university students’ embrace of the potential for creative music making with mobile technology.

Peer Mentoring in a University Music Methods Class

2017 ◽  
Vol 27 (2) ◽  
pp. 23-38 ◽  
Author(s):  
Andrew Goodrich ◽  
Elizabeth Bucura ◽  
Sandra Stauffer
Keyword(s):  
Teacher Preparation ◽  
Student Perceptions ◽  
Peer Mentoring ◽  
Music Teacher ◽  
Teaching Experiences ◽  
Teaching Knowledge ◽  
Comfort Levels ◽  
Music Methods ◽  
Music Teacher Preparation ◽  
The Impact

The purpose of this study was to investigate undergraduates’ perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the peer mentoring experiences? How do the students benefit, if at all, from peer mentoring experiences? Students participated in four planned peer mentoring experiences; an unanticipated, informal mode of peer mentoring emerged during large-group teaching experiences. Analysis revealed that student perceptions of and comfort levels with peer mentoring varied as their roles as teacher or learner changed. Findings suggest that students use prior music and teaching knowledge when engaged in peer mentoring and their enactment of teaching roles varied depending on the structure of peer mentoring episodes. Benefits to students included increased awareness of themselves as teachers and enhanced comfort with providing and receiving critique.

scholarly journals Revealing Whiteness in Preservice Music Teacher Preparation

2021 ◽  
Vol 20 (1) ◽  
pp. 121-141
Author(s):  
Andrea VanDeusen
Keyword(s):  
Preservice Teachers ◽  
Students Of Color ◽  
Music Teacher ◽  
Educational Institutions ◽  
Cultural Backgrounds ◽  
Critical Whiteness Studies ◽  
Preparation Programs ◽  
Beliefs And Values ◽  
Music Teacher Preparation ◽  
Critical Whiteness

Educational institutions and teacher education preparation programs tend to reflect White Eurocentric beliefs and values. Additionally, White preservice teachers may have little understanding of their own cultural backgrounds, as they are largely unexamined in a structure of White norms. In this paper, I draw upon elements of critical whiteness studies as a framework to further analyze data from a prior, larger study about an immersion field experience to reveal the ways in which whiteness was largely unacknowledged but always lurking in the background of the experience—in participants’ discourses about their experiences and interactions with students of color in the music classrooms. This deepened understanding of whiteness embedded in the experience was imperative for considering how to better facilitate field experiences for White preservice music teachers and how to better prepare them to work successfully with students of color.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

2019 ◽  
pp. 641-667
Author(s):  
Jared R. Rawlings
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Teacher Development ◽  
Learning Opportunities ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
Community Music ◽  
Learning Program ◽  
Learning Opportunity ◽  
Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

2021 ◽  
Vol 30 (2) ◽  
pp. 51-64
Author(s):  
Mara E. Culp ◽  
Karen Salvador
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Educators ◽  
Diverse Learners ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Programs

Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.

Characteristics of Early Childhood and Elementary General Music Methods Coursework for Preservice Music Teachers

2021 ◽  
pp. 105708372110245
Author(s):  
Karen Salvador ◽  
Mara E. Culp
Keyword(s):  
Early Childhood ◽  
Teacher Candidates ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
General Music ◽  
Music Teacher Education ◽  
Music Methods ◽  
Elementary General Music

Although many music teacher candidates begin university studies planning to teach secondary ensembles, most will ultimately be certified to teach younger children and may be called to do so. The purpose of this study was to examine how music teacher education programs prepare preservice music educators to teach music to children from birth through elementary school through coursework. We emailed survey invitations to representatives from 512 institutions accredited by the National Association of Schools of Music to prepare music educators. We received 134 usable responses (response rate = 26%). Nearly all respondents offered elementary general music methods (EGMM), and over three quarters required EGMM for all students in initial licensure programs. Only about one in ten responding institutions offered early childhood music methods (ECMM). We describe findings on EGMM and ECMM course structures, content, and materials as well as the employment status, degree background, and other qualifications of the person who typically taught this coursework

scholarly journals Re-imagining Creative Music-making

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Parmela Attariwala
Keyword(s):  
Music Making ◽  
Creative Music ◽  
Artistic Director ◽  
Creative Music Making

Within days of Vancouver locking down in March 2020, NOW Society’s artistic director, Dr. Lisa Cay Miller, crafted an imaginative means of engaging local and international improvisers in an online series, Creative Music Series #8 (CMS#8). The series showcased not only the musicians’ improvisatory skills, but their compositional abilities. Drawing upon conversations with musicians who took part in CMS#8, Parmela Attariwala reflects upon how the series shaped the early days of the COVID-19 pandemic for her and fellow improvisors involved in the series. She also considers the artistic potency enabled by the mode of creation developed for CMS#8.

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