Instrumental Music Teacher Educators (IMTE)

2019 ◽  
pp. 140-160
Author(s):  
William I. Bauer
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Teacher Educators ◽  
Music Teacher ◽  
Collaborative Group ◽  
Grass Roots ◽  
Instrumental Music Education ◽  
K 12 ◽  
University Settings ◽  
Instrumental Methods

The Instrumental Music Teacher Educators (IMTE) is an independent, grass-roots, collaborative group of collegiate music teacher educators and scholars who are committed to the advancement of instrumental music education in K–12 and university settings. This chapter describes the origins and evolution of the IMTE Colloquium for Teachers of Instrumental Methods over the first 12 years of its existence. Through seven biennial colloquia and related activities, IMTE has evolved into a community of practice where individuals come together to learn from each other, developing their personal and collective understanding about traditional and emerging topics through cooperative interactions that have resulted in ongoing professional and personal relationships.

“I Love Knowing That What I’m Doing Has Purpose”: Male Instrumentalists Who Choose to Teach Elementary General Music

2017 ◽  
Vol 27 (1) ◽  
pp. 48-64
Author(s):  
Heather Nelson Shouldice
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Teacher Educators ◽  
Music Teacher ◽  
Teacher Preparation Programs ◽  
General Music ◽  
Preparation Programs ◽  
Collective Case Study ◽  
Instrumental Music Education ◽  
Elementary General Music

Few entering music education students plan to teach in an elementary general music (EGM) setting, and the majority of those who teach EGM are female and have vocalist backgrounds. The purpose of this collective case study was to examine six male instrumentalists’ decisions to pursue a career in EGM teaching rather than secondary instrumental music. Analysis of interview data revealed three emergent themes: (a) development of a new schema for EGM, (b) teacher beliefs and identity, and (c) tension between autonomy and the perceived “status quo” in traditional instrumental music education. Findings suggest music teacher educators should be aware of the power of “detracked” coursework in music teacher preparation programs as well as the factors that might influence individuals to choose a career in EGM teaching and/or deter them from choosing a career in secondary instrumental music teaching.

Popular music in preservice music education: Preparedness, confidence and implementation

2020 ◽  
Vol 4 (1) ◽  
pp. 41-60 ◽  
Author(s):  
Sandra Hamilton ◽  
Jennifer Vannatta-Hall
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Teacher Educators ◽  
Classical Music ◽  
The United States ◽  
Music Educators ◽  
Music Teacher ◽  
Students Attitudes ◽  
Training Programmes ◽  
K 12

This study examined popular music in preservice music teacher training programmes in the United States. The researchers explored types of courses and programmes offered in undergraduate music education programmes to prepare future music teachers to teach popular music. Quantitative data revealed trends in the inclusion of popular music within undergraduate music education programmes, determined music teacher educators’ perceptions of their students’ attitudes towards using popular music in the general music classroom, and examined the types of popular music pedagogy needed for preservice music educators. Qualitative data ascertained perceived confidence levels of graduates to utilize popular music. Results revealed that western classical music is the focus for the majority of music educators’ undergraduate degree programmes and that often music teacher preparation programmes ignore popular music study. Bridging the gap between western classical and popular music would help prepare teachers to include and value all types of music in K-12 music education.

Status of Band and Orchestra Programs in North Carolina

2021 ◽  
Vol 11 (1) ◽  
pp. 51-65
Author(s):  
David S. Miller ◽  
Rebecca B. MacLeod ◽  
Jennifer S. Walter
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
Music Education ◽  
Instrumental Music ◽  
Future Research ◽  
Instrumental Music Education ◽  
The North ◽  
Music Program ◽  
Teaching Responsibilities ◽  
K 12

The purpose of this study was to examine K–12 instrumental music education in North Carolina. Specifically, we investigated course offerings, teacher demographics, teaching responsibilities, and music program funding. We administered a survey to the members of the North Carolina Music Educators Association listserv who indicated band or orchestra as their teaching area. Participants identified themselves as teachers of orchestra ( n = 44), band ( n = 173), or a hybrid of both ( n = 17). Of schools that offered instrumental music, 95% offered band and 36% offered orchestra. More than 20% of orchestra teachers were “very likely to retire within 5 years.” The majority of teachers relied on fundraising to provide adequate music education for students. Results of this study were analyzed and compared to national averages reported in the Give a Note Foundation’s 2017 report: The Status of Music Education in United States Public Schools. Implications for orchestra teachers, music programs, music teacher preparation curriculum, and future research are discussed.

The Music Educator's Unique Sphere of Influence

2021 ◽  
pp. 635-654
Author(s):  
Jane M. Kuehne
Keyword(s):  
Critical Race Theory ◽  
Music Education ◽  
Teacher Development ◽  
Teacher Educators ◽  
Critical Role ◽  
Music Educators ◽  
Music Teacher ◽  
Sphere Of Influence ◽  
K 12 ◽  
Changing Schools

Music educators often teach every child in school. This is especially true in elementary settings and often true in K-12 school settings. In addition, they teach students for many years. As a result, they can play a critical role in their students' personal as well as educational development. This chapter provides an overview of culturally responsive practices related to several areas including critical race theory, restorative justice, racism, challenges in music education, pre-service teacher development, changing schools, and data from the author's previously unpublished study on pre-service educator views. In addition, this chapter provides suggested actions that music teacher educators must embrace to help develop the most responsive music educators.

English Language Learners

2019 ◽  
pp. 557-574
Author(s):  
John Eros ◽  
Rebecca Eros
Keyword(s):  
English Language Learners ◽  
Music Education ◽  
Language Learners ◽  
Foreign Students ◽  
English Language ◽  
Teacher Educators ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Ell Students ◽  
K 12

This chapter addresses topics related to English language learners (ELLs) in both K–12 music settings and music teacher education programs. Drawing on an overview of the foundational principles of English language development and acquisition, it discusses (a) practices for working with ELL students in K–12 music, (b) the needs and experiences of ELL preservice music teachers, and (c) curricular modifications that music teacher educators might make when working with ELL students. In the course of the discussion, it outlines specific ways in which music teacher educators might adapt content in such settings as conducting, methods, and introductory music education courses. Finally, the chapter addresses specific differences that might be addressed when working with international students (i.e., foreign students who are pursuing music education studies at American universities).

“CONSIDERABLE STRESS and MISERY”: A first-year music teacher’s experiences

2018 ◽  
Vol 41 (1) ◽  
pp. 81-98
Author(s):  
David A. Stringham ◽  
Alden H. Snell
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Music Teachers ◽  
Hierarchical Structures ◽  
Early Career ◽  
Music Teacher ◽  
Future Research ◽  
First Year ◽  
Instrumental Music Education ◽  
Based Instruction

Preparing, inducting, mentoring, and retaining new music teachers remain concerns in our profession. This article began as a study of first-year music teachers who made regular entries in secure electronic journals and participated in mid- and end-of-year interviews. We initially sought to understand these new teachers’ experiences related to mentoring, professional development, collaboration, and standards-based instruction. Findings related to these topics were eclipsed, however, by challenging experiences that Elise, a first-year instrumental music teacher who participated in our study, reported. We used a narrative inquiry methodology to present Elise’s experiences in context of literature related to workplace incivility, gender, hierarchical structures, and emphasis on performance in instrumental music education. Based on findings, we offer recommendations for future research related to four stakeholder groups: pre-service teachers, early career in-service teachers, experienced in-service teachers, and administrators.

The Music Educator's Unique Sphere of Influence

2020 ◽  
pp. 193-216
Author(s):  
Jane M. Kuehne
Keyword(s):  
Critical Race Theory ◽  
Music Education ◽  
Teacher Development ◽  
Teacher Educators ◽  
Critical Role ◽  
Music Educators ◽  
Music Teacher ◽  
Sphere Of Influence ◽  
K 12 ◽  
Changing Schools

Music educators often teach every child in school. This is especially true in elementary settings and often true in K-12 school settings. In addition, they teach students for many years. As a result, they can play a critical role in their students' personal as well as educational development. This chapter provides an overview of culturally responsive practices related to several areas including critical race theory, restorative justice, racism, challenges in music education, pre-service teacher development, changing schools, and data from the author's previously unpublished study on pre-service educator views. In addition, this chapter provides suggested actions that music teacher educators must embrace to help develop the most responsive music educators.

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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