Accrediting Agencies

2019 ◽  
pp. 187-203
Author(s):  
Carla E. Aguilar ◽  
Lauren Kapalka Richerme
Keyword(s):  
Music Education ◽  
Student Teaching ◽  
Field Experience ◽  
Music Educators ◽  
National Association ◽  
Education Programs ◽  
Educator Preparation ◽  
Schools Of Music ◽  
Music Education Programs

This chapter provides an overview of two agencies that accredit collegiate music education programs: the Council for the Accreditation of Educator Preparation (CAEP) and the National Association of Schools of Music (NASM). Examining points of overlap and divergence, it explains that CAEP relies on NASM for recommendations about music content and that the CAEP standards go into greater depth about student teaching and field experience requirements than the NASM Handbook. While music educators must adhere to certain hard policies demanded by these agencies, they have discretion regarding how they create and adjust soft policies in order to meet those ends. The chapter offers that music educators might use accreditation processes to reflect on their values and to spur innovations while resisting standardization across universities.

Admission and Assessment of Music Degree Candidates

2019 ◽  
Vol 29 (2) ◽  
pp. 10-21
Author(s):  
Phillip Payne ◽  
Jeffrey Ward
Keyword(s):  
Music Education ◽  
Music Educators ◽  
Music Programs ◽  
Survey Study ◽  
Assessment Practices ◽  
Education Programs ◽  
Current State ◽  
Candidate Assessment ◽  
Assessment Measures ◽  
Music Education Programs

The purpose of this survey study was to examine current admissions processes and assessment practices for music programs of National Association of Schools of Music member institutions. Representatives from 95 institutions responded to a researcher-designed questionnaire. Music education programs were perceived as being comparable to performance programs on admissions standards. We describe the current state of candidate assessment practices from matriculation through degree conferral, consider a range of assessment measures including gateway or barrier instruments, and pose critical questions about the use of such assessments to determine whether music education candidates are appropriately qualified to become P–12 music educators.

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.

A Grounded Theory of Preservice Music Educators’ Lesson Planning Processes Within Field Experience Methods Courses

2017 ◽  
Vol 65 (3) ◽  
pp. 287-308 ◽  
Author(s):  
Elizabeth Cassidy Parker ◽  
Vanessa L. Bond ◽  
Sean R. Powell
Keyword(s):  
Preservice Teachers ◽  
Grounded Theory ◽  
Music Education ◽  
Instrumental Music ◽  
Field Experience ◽  
Lesson Planning ◽  
Music Educators ◽  
Written Responses ◽  
Instrumental Music Education ◽  
Context Learning

The purpose of this grounded theory study was to understand the process of field experience lesson planning for preservice music educators enrolled in choral, general, and instrumental music education courses within three university contexts. Data sources included multiple interviews, written responses, and field texts from 42 participants. Four waves of data collection and analysis revealed a five-step process beginning with “learning the tasks of teaching” and “experiencing an authentic teaching context.” Participants articulated the central phenomenon as “embracing teaching as an interaction,” which led to “teaching more effectively” and “learning about teaching with my style.” The findings reflect that participants developed a situated understanding of how thoughtful preparation is connected to effective teaching. An implication for this study is that preservice teachers should be consistently immersed in authentic context learning environments during undergraduate education.

Understanding the Learners

2020 ◽  
pp. 63-76
Author(s):  
Colleen M. Conway
Keyword(s):  
Music Education ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
National Association ◽  
Music Students ◽  
Stages Of Development ◽  
Undergraduate Instruction ◽  
Schools Of Music ◽  
Musical Growth

Chapter 4 examines the sequencing of undergraduate instruction in relation to student musical growth. Sample purposes and goals for undergraduate music education and typical degree outlines are provided from the National Association of Schools of Music. Vignettes written by music students are provided for each level of undergraduate student—freshman, sophomore, junior, and senior, which highlight student musical needs at various stages of development. The chapter encourages readers to reflect back on their own musical growth as undergraduate students, and provides instructors with suggestions for differentiating musical instruction.

Innovative Music Education Programs

1967 ◽  
Vol 53 (9) ◽  
pp. 50-52
Author(s):  
Ronald B. Thomas
Keyword(s):  
Music Education ◽  
Education Programs ◽  
Music Education Programs

Observations of Children with Disabilities in Four Elementary Music Classrooms

2016 ◽  
Vol 36 (1) ◽  
pp. 12-19 ◽  
Author(s):  
Ellary A. Draper
Keyword(s):  
Music Education ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Music Educators ◽  
Elementary Music ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Music Participation ◽  
Music Therapists

Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to engage in behaviors related to the objectives on their Individualized Education Programs and describe their peer interactions, on-task behaviors, and music participation. Students had multiple opportunities to practice Individualized Education Programs goals. Students were most often on-task and interacted with peers extemporaneously and in assigned groups. Opportunities for individual responses and music performances were rare but most often accurate. Results indicate that students’ opportunities to show what they know and can do are often controlled by the teacher, suggesting that music educators, music therapists, and special educators can collaborate to improve and plan for opportunities for students with disabilities.

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