Honoring Gender Diversity in Music Classrooms

2021 ◽  
pp. 98-126
Author(s):  
Matthew L. Garrett ◽  
Joshua Palkki
Keyword(s):  
Gender Stereotypes ◽  
Instrumental Music ◽  
Teacher Educators ◽  
Music Teachers ◽  
Gender Diversity ◽  
Inclusive Classroom ◽  
Music Classroom ◽  
Vernacular Language ◽  
School Music ◽  
Curricular Materials

In this chapter, attention is given to specific ideas that school music teachers can use to honor TGE students. Examples for sharing and displaying TGE-inclusive names, pronouns, and titles are presented within a variety of music classroom contexts. The authors describe how school music teachers can select inclusive classroom curricular materials by reviewing them for bias against gender diversity, by incorporating inclusion in elementary classroom discourse, and by working to avoid gender stereotypes in instrumental music settings. Further discussion focuses on the need for age-appropriate interactions with children, the implications of gendered vernacular language in classrooms settings, and considerations for music teacher-educators working with pre-service teachers at the college level.

Honoring Trans and Gender-Expansive Students in Music Education

2021 ◽  
Author(s):  
Matthew L. Garrett ◽  
Joshua Palkki
Keyword(s):  
Gender Identity ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Gender Diversity ◽  
Practical Applications ◽  
School Music ◽  
And Gender ◽  
General School ◽  
Music Classrooms

Trans and gender-expansive (TGE) youth deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. In this practical resource, authors Matthew Garrett and Joshua Palkki encourage music educators to honor gender diversity through ethically and pedagogically sound practices. Honoring Trans and Gender-Expansive Students in Music Education is intended for music teachers and music teacher educators across choral, instrumental, and general music classroom environments. Grounded in theory and nascent research, the authors provide historical and social context, and practical direction for working with students who inhabit a variety of spaces among a gender-identity and expression continuum. Trans and gender-expansive students often place their trust in music teachers, with whom they have developed a deep bond over time. It is essential, then, for music teachers to understand how issues of gender play out in formal and informal school music environments. Stories of TGE youth and their music teachers anchor practical suggestions for honoring students in school music classrooms and in more general school contexts. Part I of the book establishes the context needed to understand and work with TGE persons in school music settings by presenting essential vocabulary and foundational concepts related to trans and gender identity and expression. Part II focuses on praxis by connecting research and teaching pedagogy to practical applications of inclusive teaching practices to honor TGE students in school music classrooms.

Instructional Expertise and Micropolitics: The Social Networks of Instrumental Music Teachers

2020 ◽  
Vol 68 (3) ◽  
pp. 328-350
Author(s):  
Ryan D. Shaw
Keyword(s):  
Social Networks ◽  
Instrumental Music ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Career Stage ◽  
Specialized Knowledge ◽  
The Social ◽  
Instrumental Music Teachers ◽  
Semistructured Interviews

The purpose of this study was to understand the social networks of three instrumental music teachers in a midwestern school district. Research questions were (1) How do instrumental music teachers describe their formal/instructional networks? and (2) How do instrumental music teachers’ social networks differ by career stage? I used a qualitative ego network design to map social networks of information sharing with a focus on the flow of social capital. Data sources included a name-generating questionnaire to construct networks and two semistructured interviews focusing on the nature and significance of teachers’ ties. Findings suggest that social networks showed particularities in terms of number of ties and tie strength. On matters of instruction, participants sought out music teachers whom they respected or who possessed specialized knowledge. Participants spoke of the importance of forging micropolitical ties to secure needs related to resources and scheduling, using ties strategically. Finally, participants felt that networks differed by career stage with advice seeking decreasing over time and networks becoming more close-knit. Implications are offered for music teachers and music teacher educators.

From Our Collaborators

2021 ◽  
pp. 187-208
Author(s):  
Matthew L. Garrett ◽  
Joshua Palkki
Keyword(s):  
Lived Experiences ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Direct Pathway ◽  
Personal Stories ◽  
School Music ◽  
And Gender

The final chapter of the book honors TGE persons by removing the authors’ voices and focusing on the stories and lived experiences of trans and gender-expansive (TGE) students and their music teachers. To exemplify the ideas associated with transgender theory, the voices of marginalized and underrepresented TGE persons are elevated as they share their advice with school music teachers and music teacher-educators. In this process, our TGE collaborators reclaim their personal stories and they create more a more direct pathway for communication. Readers benefit from the opportunity to “Listen, and hear their voices” in an effort to learn from TGE individuals.

Using Mastery Goals in Music to Increase Student Motivation

2011 ◽  
Vol 30 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Bradley J. Hruska
Keyword(s):  
Music Teachers ◽  
Student Leadership ◽  
Mastery Learning ◽  
Research Literature ◽  
Learning Goals ◽  
Goal Theory ◽  
Mastery Goals ◽  
Music Classroom ◽  
School Music ◽  
High School Music

Motivation and leadership are two important factors influencing achievement in today’s classrooms. Whereas some students are naturally self-motivated, other students struggle to find the basic motivation to reach their full potentials. Goal theory states that people naturally select goals based on mastery learning achievements or performance learning achievements. Based on research literature, this article will provide suggestions on how high school music teachers can encourage students to become more motivated through mastery learning goals as well as exploring how student leadership opportunities can promote mastery learning and increase motivation in the music classroom.

Understanding School Climate for Trans and Gender-Expansive Persons

2021 ◽  
pp. 50-74
Author(s):  
Matthew L. Garrett ◽  
Joshua Palkki
Keyword(s):  
School Climate ◽  
Learning Environments ◽  
Music Teachers ◽  
Gender Diversity ◽  
Music Programs ◽  
Positive Role ◽  
Gender Binary ◽  
School Music ◽  
School Learning ◽  
And Gender

This chapter investigates why school music teachers should consider gender diversity—to honor all students, including trans and gender-expansive (TGE) youth. The question “How does the gender binary manifest in school music programs?” is addressed in an effort to raise teacher awareness and examine bias. Three theories are described as grounding principles for the book: (a) gender complexity, (b) gender affirmative model, and (c) transgender theory. The authors identity specific challenges faced by TGE youth in school learning environments. Readers gain a more complete image of TGE persons as individuals by acknowledging the resiliency of these young persons and understanding the challenges they face, rather than viewing them as only victims. This insight allows teachers to better understand how participation in school music programs can play a positive role in the development of these young persons.

Introduction

2021 ◽  
pp. 1-16
Author(s):  
Matthew L. Garrett ◽  
Joshua Palkki
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
School Music ◽  
And Gender ◽  
Service Music

The Introduction emphasizes the idea that music educators teach people through the art of music. The authors acknowledge their positionality in the LGBTQ and music education communities. They seek to elevate the voices of trans and gender-expansive (TGE) persons so that TGE stories may educate and inform pre-service music teachers, professional music teachers, and music teacher-educators. Two principal goals of the book are established: (a) celebrate and honor TGE persons in their own voices, and (b) create a resource with and for music teacher colleagues. The authors introduce their TGE collaborators and school music teacher collaborators working with TGE students. A book outline is provided.

The organisation and assessment of composing at Key Stage 4 in English secondary schools

2011 ◽  
Vol 28 (2) ◽  
pp. 135-157
Author(s):  
Jonathan Savage ◽  
Martin Fautley
Keyword(s):  
Secondary School ◽  
Music Teachers ◽  
Storage System ◽  
Face To Face ◽  
Music Classroom ◽  
Stage 4 ◽  
Musical Thinking ◽  
School Music ◽  
Fit For Purpose ◽  
Examination Board

This paper explores secondary school music teachers' current practice with regard to the organisation and assessment of composing at Key Stage 4. It draws on research undertaken on a nation-wide basis in England, via the use of two online surveys and face-to-face interviews. In terms of the organisation of classroom composition, the study found that the place of staff notation is currently under-theorised in terms of a developmental musical thinking tool, as opposed to what might be termed a ‘storage system’. The research also found that ICT has brought composing to a wider range of participants. Considerably more time is spent on composing than other musical processes within a typical Key Stage 4 music classroom. The study found that music teachers are, in general, satisfied with the sorts of assessments which are being done at Key Stage 4. Examination Board criteria for assessing composing are universally utilised but there is a feeling that whilst these criteria are fit for purpose, they do not always reflect the effort that students have put into their work. Some styles which are ‘set’ by examination boards are seen as being inappropriate for some students to access.

Habits of Mind as a Framework for Assessment in Music Education

2019 ◽  
pp. 201-224
Author(s):  
Jillian Hogan ◽  
Ellen Winner
Keyword(s):  
Music Education ◽  
Arts Education ◽  
Habits Of Mind ◽  
Public High School ◽  
Student Agency ◽  
Thinking Dispositions ◽  
Music Classroom ◽  
Music Ensembles ◽  
School Music ◽  
High School Music

Music making requires many kinds of habits of mind—broad thinking dispositions potentially useful outside of the music room. Teaching for habits of mind is prevalent in both general and other areas of arts education. This chapter reports a preliminary analysis of the habits of mind that were systematically observed and thematically coded in twenty-four rehearsals of six public high school music ensembles: band, choir, and orchestra. Preliminary results reveal evidence of eight habits of mind being taught: engage and persist, evaluate, express, imagine, listen, notice, participate in community, and set goals and be prepared. However, two habits of mind that the researchers expected to find taught were not observed: appreciate ambiguity and use creativity. These two nonobserved habits are ones that arts advocates and theorists assume are central to arts education. The chapter discusses how authentic assessment of habits of mind in the music classroom may require novel methods, including the development of classroom environments that foster additional levels of student agency.

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.

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