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.

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.

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.

scholarly journals Starting a Conversation about Trans and Gender-Expansive Persons

2021 ◽  
pp. 19-49
Author(s):  
Matthew L. Garrett ◽  
Joshua Palkki
Keyword(s):  
Gender Identity ◽  
Lived Experiences ◽  
Music Teachers ◽  
Music Educators ◽  
Music Programs ◽  
Gender Expression ◽  
School Music ◽  
Collaborative Music ◽  
And Gender ◽  
Arts Engagement

This chapter explores the need for music teachers to honor trans and gender-expansive (TGE) students participating in school music programs. Diversity enriches arts engagement, in part, by uniting individuality through communal and collaborative music experiences. School music diversity includes the LGBTQA population and, more specifically, TGE young persons. Music educators benefit from knowing and understanding the lived experiences of TGE young persons as a way to honor and celebrate their individuality. Concepts of gender identity, gender expression, sexuality, and attraction are discussed in an effort to frame a glossary of terms used throughout the book. The authors acknowledge historical contexts in which this text was written. A brief primer of intersectionality is provided to contextualize the complex identities of TGE persons.

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.

scholarly journals Music Teacher Rankings of Selected Core Teaching Practices

2019 ◽  
Vol 29 (1) ◽  
pp. 86-99
Author(s):  
J. Si Millican ◽  
Sommer Helweh Forrester
Keyword(s):  
Music Education ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teaching ◽  
Pedagogical Content ◽  
Technical Vocabulary ◽  
History Of ◽  
Service Music

There is a decades-long history of music education researchers examining characteristics and skills associated with effective teaching and assessing how preservice music teachers develop those competencies. Building on studies of pedagogical content knowledge and the professional opinions of experienced music educators, researchers are now attempting to identity a body of core music teaching practices. We asked experienced in-service music teachers ( N = 898) to think about the skills beginning music teachers must possess to investigate how respondents rated and ranked selected core music teaching practices in terms of their relative importance. Developing appropriate relationships with students, modeling music concepts, and sequencing instruction were the top core teaching practices identified by the group. Results provide insights into knowing, naming, and framing a set of core teaching practices and offer a common technical vocabulary that music teacher educators might use as they design curricula and activities to develop these foundational skills.

Exploring Access, Intersectionality, and Privilege in Undergraduate Music Education Courses

2019 ◽  
Vol 29 (2) ◽  
pp. 22-37
Author(s):  
Samuel Escalante
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Education Students ◽  
Teachers Beliefs ◽  
Basic Qualitative Study ◽  
Education Courses

Music teacher educators often work to prepare preservice music teachers to be socially conscious and adopt dispositions toward teaching in socially just ways. Preservice teachers’ beliefs, attitudes, and dispositions toward social justice issues may not be sufficiently challenged, however, unless coursework is appropriately conceived. I designed a three-part workshop to introduce and explore the concepts of access, intersectionality, and privilege, and then conducted a basic qualitative study to examine undergraduate music education students’ understandings of and attitudes toward sensitive social justice issues, as well as their experiences with the workshop. I found that exploring sociological concepts related to social justice through interactive activities and allowing students safe methods for expressing themselves, such as journaling, may facilitate the adoption of positive dispositions among preservice teachers toward toward social justice issues.

Musical involvement outside school: How important is it for student-teachers in secondary education?

2010 ◽  
Vol 27 (2) ◽  
pp. 151-170 ◽  
Author(s):  
Dimitra Kokotsaki
Keyword(s):  
Student Teachers ◽  
Music Teachers ◽  
Performance Standards ◽  
Music Teacher ◽  
Music Making ◽  
School Music ◽  
Perceived Impact ◽  
And Performance ◽  
High Level ◽  
Graduate Certificate

This study aims to assess the perceived impact of Post-Graduate Certificate in Education (PGCE) music students' engagement in music making outside school on their teaching. Fifty-one students training to become secondary school music teachers in England were asked to report on the perceived impact that their participation in music making outside school had on their lives during their training and on its expected impact as a qualified music teacher. They believed that being musically involved outside school has both personal and professional benefits for them as it has the potential to increase their anticipated job satisfaction as qualified teachers and help them become better teachers. They all expressed a desire to be involved in such musical activities as qualified music teachers because they felt that these can help them maintain their enthusiasm, be more confident and motivated, and keep their technique and performance standards to a high level.

Addressing the concerns of conservatoire students about school music teaching

2005 ◽  
Vol 22 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Janet Mills
Keyword(s):  
Secondary School ◽  
Royal College ◽  
Positive Attitude ◽  
Music Teachers ◽  
Music Teacher ◽  
First Year ◽  
Music Teaching ◽  
School Class ◽  
Secondary Music ◽  
School Music

While most of the students who graduate each year from the Royal College of Music (RCM) in London build performance-based portfolio careers that include some teaching, very few of them enter secondary school class music teaching. This article describes how young musicians' concerns about the career of secondary class music teacher develop as they move from sixth former to first year RCM undergraduate to third year undergraduate, and proposes some ways in which these concerns may be addressed. RCM students often agree strongly with statements consistent with a positive attitude to teaching, such as feeling a sense of achievement when pupils learn, and considering that teaching is about helping pupils realise their musical potential. However, they also tend to think that secondary class music teaching is not ‘doing music’. Successful secondary music teachers may take a different view, and the effect on RCM students of working with such teachers is reported descriptively.

Lessons from Lithuania: Teacher beliefs and behaviors in teaching young children to sing

2019 ◽  
Vol 38 (4) ◽  
pp. 593-612
Author(s):  
Debra G. Hedden
Keyword(s):  
Music Teachers ◽  
Study Data ◽  
Music Teacher ◽  
Successful Teachers ◽  
Music Teacher Preparation ◽  
School Music ◽  
Naturalistic Case Study ◽  
And Behaviors ◽  
Case Study Data

The purpose of this naturalistic case study was to uncover beliefs and behaviors of successful teachers who produced excellent children’s singing in Lithuania. The research questions guiding the study were: What particular beliefs did music teachers hold about their ability to teach children to sing and the necessary components to teach children good singing? What specific behaviors did music teachers exhibit and embrace in public and singing school music classes to achieve good singing that is accurate, tuneful, resonant, expressive, and in head voice? In this naturalistic case study, data from informants ( N =18) consisted of interviews ( n = 12) and observations in their classrooms ( n = 22) and concerts ( n =7) in an urban area in a city in Lithuania. The conceptual framework underpinning the study was supported by the data, relating to their beliefs and behaviors about their knowledge and skill in teaching, their use of a variety of teaching strategies, and their use of highly sequenced literature. Of most importance was that they emphatically lived their beliefs in order to achieve success with children’s singing. Implications are offered that relate to music teacher preparation.

Shame in Music Education: Starting the Conversation and Developing Resilience

2020 ◽  
Vol 106 (4) ◽  
pp. 36-42
Author(s):  
Mara E. Culp ◽  
Sara K. Jones
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Resilience Theory ◽  
Negative Behaviors ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
And Coping

Feelings of shame may contribute to music teachers and music teacher educators being unwilling to discuss needs and concerns for fear of being judged or seen as inadequate. Shame or fear of feeling shame can also lead individuals to withdraw or perpetuate negative behaviors. Although shame is often a natural part of the human experience, the diverse nature of the content in music education, the wide variety of learners in various music education spaces, and music teachers’ beliefs and practices can be sources of shame among music teachers. This article aims to start a conversation about shame in music education and help music educators and music teacher educators feel empowered to use shame resilience theory as a means of understanding and coping with feelings of shame.

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