Overture

2019 ◽  
pp. 1-8
Author(s):  
Rena Upitis
Keyword(s):  
Music Education ◽  
Inner City ◽  
Music Teacher ◽  
Massachusetts Institute Of Technology ◽  
Teaching Experiences ◽  
School Music ◽  
Institute Of Technology ◽  
The Relationship ◽  
Elementary School Music ◽  
Opening Section

The opening section of the book describes the relationship between the first edition and the second, written more than thirty years apart, which document the author’s experiences as the elementary-school music teacher at an inner-city school in Boston, Massachusetts. The school partnered with the Massachusetts Institute of Technology (MIT) in a professional development and research project. The author also describes her role as an academic at MIT and relates it to her present university position and to her lifelong work as a music educator. The conversational style of the opening section foreshadows the remaining chapters and the retrospective approach that is taken throughout, as the author explores why the pedagogy described in the first edition has endured so well over the years, not only in terms of her classroom-teaching experiences but also in her role as a preservice educator and music-education researcher.

Color, shape, and sound: A proposed system of music notation

Semiotica ◽  
2015 ◽  
Vol 2015 (204) ◽  
Author(s):  
Mitchell Wong ◽  
Marcel Danesi
Keyword(s):  
Elementary School ◽  
Music Education ◽  
Music Performance ◽  
Ethnographic Study ◽  
Music Students ◽  
Music Notation ◽  
Music Literacy ◽  
Traditional System ◽  
School Music ◽  
Elementary School Music

AbstractThis article presents a system of music notation that uses a combination of colors and shapes to represent sound. This system may present advantages over the traditional system of music notation, as its symbols are inherently related to the musical information that they communicate. The present article explains the basic workings of the system. It then describes an ethnographic study in which the system was used to teach music literacy to a group of elementary school music students. It concludes with the implications that such a system might have in the spheres of music performance and music education.

First Remembrances of Wanting to Become a Music Teacher

2002 ◽  
Vol 50 (4) ◽  
pp. 323-332 ◽  
Author(s):  
Clifford K. Madsen ◽  
Steven N. Kelly
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Qualitative Assessment ◽  
Factors Affecting ◽  
College Age ◽  
Preparatory Program ◽  
School Music ◽  
Music Education Majors ◽  
Areas Of Interest

In the study described here, we used an open-ended written essay to identify the factors that lead students to become music teachers. Ninety music education majors were given the instructions to indicate in their own words their earliest remembrances of when they considered becoming a music teacher, including age, place, who was with them, how they felt, their thoughts at the time, and any other aspects they considered important. Essays were analyzed and classified according to these areas of interest; additionally as a more qualitative assessment, total responses were analyzed to discern some of the nuances evidenced in individual responses. Results indicated that the age at which the decision was made and influential people in their lives were the most important factors affecting these subjects' decision to become a music teacher. The decision was vividly remembered, with school music teachers exerting the primary influence. Of the subjects, 76% decided to become a music teacher before entering a teacher preparatory program. Students who did not decide until they were of college age remained ambivalent about their choice.

Music Teacher Educator Perspectives on Social Justice

2017 ◽  
Vol 65 (1) ◽  
pp. 6-24 ◽  
Author(s):  
Karen Salvador ◽  
Jacqueline Kelly-McHale
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Music Teacher ◽  
Future Research ◽  
Music Teacher Education ◽  
Students With Special Needs ◽  
School Music

Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the perspectives of music teacher educators with regard to social justice, music education, and music teacher education. Many of the 361 respondents indicated engagement with social justice and shared methods for addressing social justice topics in music teacher education as well as describing limitations that prevented them from doing more. However, about 50% of respondents defined social justice in “difference-blind” terms. A further 10% to 15% of respondents rejected the need to address social justice topics in music teacher education, stated it was not their job, and/or described social justice as a waste of instructional time that should be spent on content. In contrast, 10% to 15% of respondents expressed a desire for assistance understanding more about social justice in school music settings and/or suggestions how to teach about social justice topics in undergraduate music teacher education. This article concludes with a discussion of these findings and suggestions for future research.

Music Education and Some of Its Subfields: Thoughts about Future Priorities

2012 ◽  
pp. 614-620 ◽  
Author(s):  
Lucy Green
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Music Education ◽  
Theory And Practice ◽  
Music Teacher ◽  
Music Teacher Education ◽  
The Relationship

This article discusses some important issues in music education. Specifically, it identifies three substantial sub-fields under the umbrella of music education: education-in-music, music-education-research, and music-teacher-education. It considers some of the implications of dividing the field this particular way, especially with regards to the relationship between theory and practice within each sub-field.

Healing bruises: Identity tensions in a beginning teacher’s use of formal and informal music learning

2018 ◽  
Vol 42 (1) ◽  
pp. 3-18 ◽  
Author(s):  
Julie Derges Kastner
Keyword(s):  
Music Education ◽  
Informal Learning ◽  
Teacher Identity ◽  
Learning Processes ◽  
Music Teacher ◽  
Music Learning ◽  
Informal Music Learning ◽  
Formal And Informal Learning ◽  
School Music ◽  
Definition Of

The purpose of this narrative case study was to describe the developing teacher identity of Nicole Downing, a first-year teacher in the US, in her use of both formal and informal learning processes. As music education continues embracing approaches like informal music learning, it should also reflect on the voices of teachers in the field. Data collection included interviews, observations, and participant writings. Findings revealed that Nicole (a) questioned and eventually accepted her music teacher identity, (b) exhibited a dualism between her use of formal and informal music learning processes, and (c) broadened her community’s definition of school music. Nicole used the metaphor of a bruise to describe how she believed some in her undergraduate studies would judge her interest in popular music and creative musicianship, but as she became a music teacher she had agency to incorporate the informal learning she valued. Nicole exhibited a duality in her use of formal and informal learning processes, which were not integrated in her teaching. Ultimately, she developed a broadened definition of school music that she believed was beneficial for students but perceived negatively by other music teachers. Music teacher education should support teachers’ diverse identities and continue to explore the teaching strategies used in facilitating informal music learning experiences.

scholarly journals Task-Dependent Mechanisms in the Perception of Music and Speech: Domain-Specific Transfer Effects of Elementary School Music Education

2019 ◽  
Vol 67 (2) ◽  
pp. 153-170
Author(s):  
Borbála Lukács ◽  
Ferenc Honbolygó
Keyword(s):  
Elementary School ◽  
Music Education ◽  
Cognitive Processing ◽  
Second Grade ◽  
Music Curriculum ◽  
Cognitive Mechanisms ◽  
Domain Specific ◽  
Regular Class ◽  
School Music ◽  
Elementary School Music

Previous studies have demonstrated that active engagement in musical activities benefits auditory and cognitive processing. However, it is still unclear whether musical experience improves domain-general mechanisms reflected in superior functioning in language or the enhancement is selective and limited to musical abilities. In the present study, we evaluated the transfer effect of general elementary school music education on the development of linguistic abilities. The relationship between specific musical auditory skills, phonological awareness, and reading was investigated in 30 second-grade children who attended either a class with an intensive music curriculum or a class with a regular curriculum. Results indicated no significant differences between the music and the regular class, suggesting that 1 year of Kodály-based classroom music education is not enough to yield relevant improvement in musical and linguistic abilities. Although there was no considerable relationship between reading and musical abilities, phoneme deletion accuracy was specifically associated with tonal memory. These findings suggest that similar cognitive mechanisms may be required to process melodic and phonological sequences. Therefore, we assume that task-dependent mechanisms may exist in melody and speech perception, which might account for the presence of inconsistent findings in the music transfer literature.

Supporting the Development of Agency in Music Teacher Education

2019 ◽  
Vol 29 (3) ◽  
pp. 24-36
Author(s):  
Olivia Gail Tucker
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Music Education ◽  
Music Teacher ◽  
Teacher Agency ◽  
Music Teacher Education ◽  
Local School ◽  
School Contexts ◽  
School Music ◽  
Teacher Education Research

The purpose of this article is to provide a framework for understanding and supporting the development of preservice teacher agency across undergraduate coursework and experiences. Emirbayer and Mische’s chordal triad represents a temporal-relational view of agency that may be used in facilitating class discussions and designing field experiences and curricula. In this article, I connect the three components of the framework, which are the iterative (past), practical-evaluative (present), and projective (future) dimensions of human agency, to music teacher education research and suggest how to incorporate findings to facilitate agentic action. These connections between the chordal triad of agency and music teacher education research may serve as starting points for needed inquiry into and the inclusion of agency in music teacher education. Greater agency may provide individual teachers with the means to expand, innovate, and modify school music education for more inclusive forms and practices in local school contexts.

scholarly journals The Relationship between the Values of Primary School and Music Teacher Candidates and Their Cheating Attitudes

2017 ◽  
Vol 7 (1) ◽  
pp. 281
Author(s):  
Asuman Seda Saracaloglu ◽  
Ceren Saygi Gerceker ◽  
Soner Aladag
Keyword(s):  
Music Education ◽  
Primary School ◽  
Teacher Candidates ◽  
School Teacher ◽  
Music Teacher ◽  
Primary School Teacher ◽  
School Teaching ◽  
Significant Difference ◽  
The Relationship ◽  
Cheating Attitudes

The aim of this research is to examine the relationship between the values of primary and music teacher candidates and their cheating attitudes in terms of different variables. The study group of the research is composed of 249 students who are studying at the Departments of Primary School Teaching and Music Education at Adnan Menderes University Faculty of Education. In the research, Portrait Values Questionnaire and personal information form were used. In the analysis of data, t test, ANOVA, correlation analysis and tukey HSD test was used. It was detected that teacher candidates had high levels of value perceptions and the three most important values were universalism, security and self-direction. It was found that there was a statistically significant difference in primary school and music teacher candidates in all values except achievement, hedonism and stimulation according to their departments. This difference was on behalf of primary school teacher candidates. Another conclusion of the research was the gender variable. In all values except power, significant difference was on behalf of females. When the value scores of primary school and music teacher candidates were examined, all the values except for power were on behalf of freshmen. It was seen that there were significant differences between the teacher candidates’ academic achievement perceptions and their value scores of achievement, stimulation, self-direction, universalism, benevolence, tradition, conformity and security except power and hedonism values. Findings related to cheating, which was another variance of the research, are as follows; cheating attitudes of primary school and music teacher candidates were moderate. It was detected that the participants had negative attitudes towards cheating. A significant difference was detected in cheating attitude according to the department. In other words, it was seen that music teacher candidates were more positive towards cheating. When cheating attitudes according to gender variable were examined, it was seen that there was a significant difference on behalf of females.

scholarly journals Music preferences with regard to music education, informal influences and familiarity of music amongst young people in Croatia

2016 ◽  
Vol 34 (1) ◽  
pp. 41-55
Author(s):  
Snježana Dobrota ◽  
Ina Reić Ercegovac
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Popular Music ◽  
Classical Music ◽  
Musical Theatre ◽  
World Music ◽  
Music Preferences ◽  
Music School ◽  
School Music ◽  
The Relationship

The aim of this research was to investigate the relationship between music preference and music education, informal influences (attending classical music concerts and musical theatre productions) and familiarity of music. The research included students of the Faculty of Humanities and Social Sciences, University of Split (N=341)1. The results showed that participants usually listen to popular music in their leisure time and that popular music is their most preferred music style. A positive relationship between familiarity and preferences was found but this effect was not unambiguous. A relationship between music preferences and secondary school music education was not found, but those participants who attended music school preferred some music styles more than did those participants who did not attend music school. There was a significant correlation found between the frequency of attending classical music concerts and preferences for classical music, jazz and world music. Finally, the results indicated that people who frequently attend musical theatre productions have significantly higher preferences for jazz and world music. The authors pointed to the problem of unattractiveness of music lessons in secondary schools and suggest possible solutions to the problem.

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