The Role and Influence of Performance in School Music Programs: A Grounded Theory

2020 ◽  
pp. 002242942095311
Author(s):  
Marshall Haning
Keyword(s):  
Grounded Theory ◽  
Music Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Music Programs ◽  
Future Research ◽  
Music Teaching ◽  
School Music ◽  
K 12

The purpose of this grounded theory research was to investigate music teachers’ perceptions of the role and influence of performances in K–12 music programs and the processes by which these performances impact music teaching and learning. Three specific research questions informed this study: (1) What role do performances play in school music programs? (2) How are music teachers’ pedagogical decisions informed or influenced by their efforts to mount performances? and (3) What other aspects of the music teaching-learning process are influenced by efforts to mount performances, and what form does this influence take? Five themes emerged to describe the ways in which efforts to prepare and mount performances interact with the music teaching and learning process: community expectations, student motivation, time management, teaching strategies, and teacher views of performance. These themes were used to generate an emergent theory including two interlocking process cycles that illustrate the ways in which performances are situated within school music programs. Implications for the field of music education and for future research are discussed.

Modern Band: A Review of Literature

2021 ◽  
pp. 875512332098852
Author(s):  
Bryan Powell
Keyword(s):  
United States ◽  
Literature Review ◽  
Music Education ◽  
Popular Music ◽  
Teaching And Learning ◽  
The United States ◽  
Music Programs ◽  
Future Research ◽  
School Music ◽  
K 12

The recent increase in popular music education in K–12 school music programs is in part due to the expansion of modern band programming throughout the United States. Modern band is a term used to describe school music ensembles that include popular music instruments and focus on performing music that is meaningful to the students while incorporating songwriting. The purpose of this literature review was to examine relevant research related to modern band music programs in the United States and provide implications for music teaching and learning. Music researchers and professionals have recently addressed specific issues related to increasing the diversity of school music programs, addressing elements of culturally responsive curricula, and positively affecting the social and emotional development of students through modern band. Throughout this literature review, I provide implications for music teachers and discuss areas for future research.

Then and Now

2017 ◽  
pp. 80-86
Author(s):  
David A. Williams
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Music Teachers ◽  
New Music ◽  
Music Programs ◽  
School Music ◽  
Education Profession ◽  
K 12 ◽  
Musical Styles

Fear of change is deeply embedded in the music education profession. It is a fear of the unknown—a fear of losing control over that with which music teachers are comfortable and confident. As a whole the music education profession resists the use of new music technologies. We are a profession that resists change, and this resistance has hurt us. This resistance is fast making us irrelevant in a musical world that is ever changing. Students currently in K–12, as well as in higher education, have grown up with new music technologies and related musical styles that are quite different from what they encounter in schools. The vast majority of these students see no place for themselves in school music programs. We are missing out on exciting opportunities that would be made possible by embracing new music technologies, especially when used in conjunction with corresponding pedagogies.

Digital Natives Unplugged: Challenging Assumptions of Preservice Music Educators’ Technological Skills

2020 ◽  
pp. 105708372095146
Author(s):  
Julie K. Bannerman ◽  
Emmett J. O’Leary
Keyword(s):  
Music Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Online Survey ◽  
Music Teachers ◽  
Daily Basis ◽  
Music Technology ◽  
Net Generation ◽  
Music Teaching ◽  
K 12

Generational labels such as digital native and the “net” generation may obscure the gap that exists between preservice music teachers’ personal uses of technology and how they will use technology professionally. The study’s purpose was to examine preservice music teachers’ personal use of technology, views toward technology in music teaching and learning, and experience with music technology. We distributed an online survey to collegiate members of the National Association for Music Education, with 360 undergraduate students providing responses. Participants reported using technology for a variety of purposes on a daily basis, but mostly in passive ways. Preservice music teachers were most comfortable using music technology common to undergraduate music curricula and less familiar with technology used in K–12 music classrooms. Skilled use of music technology in music teaching and learning situations requires meaningful and intentional facilitation in music teacher education curricula.

The method of emotional education in music teaching

2021 ◽  
pp. 002072092098355
Author(s):  
Hui Hong ◽  
Weisheng Luo
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Aesthetic Education ◽  
Music Teaching ◽  
True Meaning ◽  
School Music ◽  
Teaching Music ◽  
Emotional Education

Wang Guowei, a famous scholar and thinker in our country, thinks that “aesthetic education harmonizes people's feelings in the process of emotional music education, so as to achieve the perfect domain”, “aesthetic education is also emotional education”. Therefore, in the process of music education, emotional education plays an important role in middle school music teaching, and it is also the highest and most beautiful realm in the process of music education in music teaching. Music teachers should be good at using appropriate teaching methods and means. In the process of music education, they should lead students into the emotional world, knock on their hearts with the beauty of music, and touch their heartstrings. Only when students' hearts are close to music in the process of music education, can they truly experience the charm of music and realize the true meaning of music in the process of music education. Only in this way can music classes be effectively implemented The purpose of classroom emotion teaching.

Music Education in P-12 Schools to Learn From Each Other

2020 ◽  
pp. 176-196
Keyword(s):  
Social Interaction ◽  
Social Context ◽  
Music Education ◽  
Teaching And Learning ◽  
Music Teaching ◽  
Community Members ◽  
Music Learning ◽  
Technical Aspects ◽  
K 12

This chapter describes cases of music teaching and learning from Pre-K-12 schools. As a trait of book, instead of focusing on how-to instruction and technical aspects of music teaching, the author puts a special emphasis on music learning in a social context. Both music and music education consist of social interaction among learners, teachers, and community members. This process is especially unique to music because we always learn from each other and perceive music in a shared sense. The author wishes you also learn from these cases and implement the idea of your practice for students to learn from each other.

The Art of Songwriting, Andrew West (2016)

2019 ◽  
Vol 3 (1) ◽  
pp. 151-154
Author(s):  
Chapman Hill Stuart
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Teaching ◽  
Rich Variety ◽  
Rich Diversity ◽  
School Music ◽  
The Rich

The author reviews The Art of Songwriting, written by veteran songwriter Andrew West, who oversees a postgraduate course at Leeds College of Music. The book benefits greatly from the author’s encyclopaedic knowledge of songs and songwriters, and a rich variety of examples permeates the book. As a result, the book is not a simple ‘how-to’ volume, but rather captures the rich diversity of approaches and techniques professional songwriters employ. A different, tighter organizational scheme might help the book’s wisdom be digestible for the reader to consolidate and retain all the knowledge the book has to offer. Still, the book is a welcome contribution to an understudied field, especially as music education scholars seek to diversify the musics that define school music teaching and learning.

Adolescents' Expressed Meanings of Music in and out of School

2007 ◽  
Vol 55 (3) ◽  
pp. 220-236 ◽  
Author(s):  
Patricia Shehan Campbell ◽  
Claire Connell ◽  
Amy Beegle
Keyword(s):  
High School ◽  
Secondary School ◽  
Music Education ◽  
Identity Formation ◽  
Music Teachers ◽  
Music Programs ◽  
School Programs ◽  
School Music ◽  
Character Building ◽  
Out Of School

This study aimed to determine the significance of music and music education to middle and high school adolescents, including those enrolled and not enrolled in school music programs. Of particular interest were their expressed meanings of music both in and out of school, with attention to adolescent views on the role of music in identity formation, the musical and nonmusical benefits for adolescents of their engagement with music, the curricular content of secondary school music programs, and the qualities of music teachers in facilitating music-learning experiences in middle and high school classes. An examination of essays, statements, and reflections in response to a national essay content was undertaken using an inductive approach to analyze content through the triangulation of interpretations by the investigators. Five principal themes were identified within the expressed meanings of music by adolescents: (a) identity formation in and through music, (b) emotional benefits, (c) music's life benefits, including character-building and life skills, (d) social benefits, and (e) positive and negative impressions of school music programs and their teachers. Overwhelming support was expressed for music as a necessary component of adolescent life, with support for and comments to probe concerning the work of music educators in secondary school programs.

scholarly journals A narrative of K-12 rural tenured music teachers : stories of those who stay the course

2020 ◽  
Author(s):  
◽  
Amy Haddock
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Future Research ◽  
Institutions Of Higher Education ◽  
Rapport Building ◽  
Field Notes ◽  
Emerging Themes ◽  
Rural Music ◽  
Service Music ◽  
K 12

This qualitative study examined the stories of tenured rural K-12 music teachers in northwest Missouri. The study sought to determine the reasons tenured teachers remain in rural public settings. Guided by the conceptual underpinnings of retention, rural education, and rural music education, the researcher conducted interviews with teachers and administrators, analyzed documents, and analyzed field notes collected from the six school district building sites employing the participants. Completed research helped to identify three emerging themes: (a) scheduling, (b) administration, and (c) culture. The six participating music teachers agreed the frustrations associated with scheduling could be overcome when transparent communication with administration was coupled with continual student rapport building over time. Recommendations for rural administrators, professors of pre-service music teachers at institutions of higher education, and implications for future research relevant in rural music education settings were included.

scholarly journals Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence

2021 ◽  
Vol 11 (3) ◽  
pp. 97-118
Author(s):  
Petra Brdnik Juhart ◽  
Barbara Sicherl Kafol
Keyword(s):  
Music Education ◽  
Early Adolescence ◽  
Music Teachers ◽  
Professional Competence ◽  
Music Teaching ◽  
Music Curriculum ◽  
Factors Affecting ◽  
School Music ◽  
Research Findings ◽  
General School

Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.

The integration of music technology into popular music ensembles: Perspectives of modern band teachers

2019 ◽  
Vol 12 (3) ◽  
pp. 297-310 ◽  
Author(s):  
Bryan Powell
Keyword(s):  
New York ◽  
Music Education ◽  
Popular Music ◽  
Music Teachers ◽  
The United States ◽  
Music Technology ◽  
Student Agency ◽  
Music Ensembles ◽  
School Music ◽  
K 12

The increased presence of technology into music education classrooms has coincided to some extent with the increased presence of popular music into school music spaces, especially in the United States. This study examined the integration of music technologies into K-12 (ages 5‐18) popular music programmes in New York City (NYC). One hundred sixty-eight music teachers responded to a survey, all of whom had previously participated in a modern band workshop as part of the Amp Up NYC initiative. Results of the study found that many of the challenges of incorporating music technology into modern bands, including lack of access to technology or faulty hardware, are not unique to popular music ensembles. Some of the successes mentioned by the teachers, including songwriting, beat-making and increased student agency, provide a glimpse into the benefits that integrating music technology into modern band classrooms can offer.

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