Access and Retention of Marginalized Populations Within Undergraduate Music Education Degree Programs

2014 ◽  
Vol 62 (2) ◽  
pp. 105-127 ◽  
Author(s):  
Kate R. Fitzpatrick ◽  
Jacqueline C. Henninger ◽  
Don M. Taylor
Keyword(s):  
Music Education ◽  
Undergraduate Students ◽  
Role Models ◽  
Degree Programs ◽  
Marginalized Populations ◽  
Structured Interviews ◽  
Personal Initiative ◽  
School Music ◽  
Education Degree ◽  
High School Music

The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the lens of critical theory, data sources included semistructured interviews with the participants and structured interviews with their high school music teacher and a university-based mentor. Participants described a lack of resources with regard to their preparation for auditions as well as a lack of information regarding the application and audition process. Such inhibiting factors were mediated by personal initiative, hard work, and dedication. The presence of role models and mentors was considered an important aid to their retention within music education degree programs. Participants also provided suggestions for improving access, admission, and retention of students from traditionally marginalized populations.

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.

Inspiring the Next Generation of Music Educators: A Multiple Case Study of High School Music Experiences and Career Choice

2020 ◽  
pp. 002242942097578
Author(s):  
Tiger Robison ◽  
Scott N. Edgar ◽  
John Eros ◽  
Kimberly H. Councill ◽  
William E. Fredrickson ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Music Education ◽  
Multiple Case Study ◽  
Music Educators ◽  
Future Research ◽  
School Music ◽  
Multiple Case ◽  
High School Music

The purpose of this instrumental multiple case study was to explore the roles that high school music educators and the experiences they provide play in influencing high school students’ decisions to pursue a career in music education. Four bounded systems, consisting of programs led by ensemble directors with documented records and reputations for helping matriculate music education students into undergraduate music education programs, were studied. Findings were organized into the following themes: (a) formative attraction to the profession, (b) differing approaches to encouragement, (c) forms of encouragement, and (d) life as a music teacher. Specific implications for practice for multiple stakeholders and implications for future research are provided based on these findings.

Songwriting with digital audio workstations in an online community

2020 ◽  
Vol 4 (2) ◽  
pp. 237-252 ◽  
Author(s):  
Matthew Clauhs
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Online Community ◽  
Music Teachers ◽  
File Sharing ◽  
Digital Audio ◽  
Google Docs ◽  
Music Production ◽  
School Music ◽  
High School Music

Digital audio workstations and online file-sharing technology may be combined to create opportunities for collaborations among many groups, including performing ensembles, music technology classes, professional songwriters and preservice music teachers. This article presents a model for a digitally mediated online collaboration that focuses on popular music songwriting activities in school and higher education settings. Using an example from a high school music production class that collaborated with an undergraduate music education course through Google Docs and a file-sharing platform, the author outlines steps towards facilitating partnerships that focus on creating music in an online community. Such collaborations may help remove barriers between our classrooms and our communities as music teachers leverage technology to develop relationships with creators and performers of popular music everywhere.

scholarly journals Editorial

2009 ◽  
Vol 26 (1) ◽  
pp. 3-4
Author(s):  
PAMELA BURNARD ◽  
GARY SPRUCE
Keyword(s):  
Education Research ◽  
Music Education ◽  
School Children ◽  
Role Models ◽  
Cultural Context ◽  
Primary School Children ◽  
Musical Skills ◽  
School Music ◽  
The Uk ◽  
The Impact

The articles in this issue encompass topics that range from the musical behaviours of primary school children in Singapore, to the use of podcasting in an undergraduate programme in Wolverhampton, UK, and from the musical role models of secondary school children in Stoke-on-Trent (also in the UK), to the impact of the social and cultural context on school music education in Hong Kong. This issue also brings together articles that explore how university music students develop skills as instrumental and vocal teachers and reconsiders how musical skills can form a meaningful relationship with music education research. These articles, taken together, reflect the richness and diversity of contemporary music education research and the range of contexts in which it takes place. How should music educators respond to the changing tapestry of cultural themes and diversity which underpin the field of music education?

Listening to the Music: Compositional Processes of High School Composers

2002 ◽  
Vol 50 (2) ◽  
pp. 94-110 ◽  
Author(s):  
Mary A. Kennedy
Keyword(s):  
High School ◽  
Music Programs ◽  
Music Students ◽  
Compositional Process ◽  
Structured Interviews ◽  
Effective Strategies ◽  
Field Note ◽  
School Music ◽  
The Common ◽  
High School Music

The purpose of the study was to investigate the compositional processes of adolescents to clarify effective strategies for implementing composition activities in high school music programs. The study charted the progress of four high school music students as they completed two separate composition tasks. Data collection techniques consisted of semi-structured interviews, observation, and document analysis. Analysis consisted of studying the field note and interview texts, making marginal notes, sorting, and coding. A model was constructed that reflected the common processes of composition used by the four student participants. Important features of the model are the role played by listening, the necessity of individual thinking time, and the improvisatory character of the final products. Findings from the study suggest that although there may be common elements in student compositional processes, the nature of the compositional process is idiosyncratic.

Sociopolitical culture and school music education in Hong Kong

2009 ◽  
Vol 26 (1) ◽  
pp. 71-84 ◽  
Author(s):  
Wai-Chung Ho ◽  
Wing-Wah Law
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Structured Interviews ◽  
School Students ◽  
Multicultural Music Education ◽  
Chinese Music ◽  
Musical Cultures ◽  
School Music ◽  
The Uk ◽  
Education In Hong Kong

In the last two decades, educational and curricular reforms in Hong Kong have been designed to prepare students for the challenges of the return of Hong Kong's sovereignty from the UK to the People's Republic of China (PRC) in 1997. This paper focuses on students' and teachers' attitudes towards a multicultural music education, which includes Chinese music, in response to this socio-political change. A mixed method design, involving a content analysis of relevant official educational and music documents, a questionnaire survey to 3,243 school students, and semi-structured interviews with 20 music teachers have been employed to further understanding of the development of politics and culture in Hong Kong society, which was investigated between winter 2006 and spring 2007. This paper argues that access to various musical cultures is a necessary but not sufficient condition for the development of music education in Hong Kong. Questions of how to integrate both Chinese music and other musical cultures in music education will remain a challenge for the future.

The classroom culture of a middle school music technology class

2019 ◽  
Vol 38 (3) ◽  
pp. 383-399
Author(s):  
Daniel J. Albert
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Practice ◽  
Music Technology ◽  
Classroom Culture ◽  
Musical Composition ◽  
Critical Examination ◽  
Structured Interviews ◽  
Constructive Feedback ◽  
School Music

The purpose of this study was to examine the culture of an American middle school music technology classroom based in musical composition. Research questions explored students’ perceptions of how they co-create the classroom culture with the teacher and how the classroom culture influences participation in musical composition activities, if at all. Data sources for this ethnographic case study included field notes from multiple class observations, audio- and video-recordings, and semi-structured interviews. Findings determined that teacher and students’ mutual use of constructive feedback in their discourse, the teacher’s role as co-learner, his facilitation of “messiness” as part of the learning process, and his pedagogical style helped to create an affirming classroom culture that motivated students to compose. Implications for teaching practice include critical examination of classroom cultures and thoughtful inclusion of technology in music education courses.

Sign in / Sign up

Export Citation Format

Share Document