Music Education in the Era of School Choice

2018 ◽  
Vol 105 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Lisa Martin
Keyword(s):  
School Choice ◽  
Music Education ◽  
The United States ◽  
Music Educators ◽  
Music Teacher ◽  
Political Climate ◽  
Music Classroom ◽  
School Music ◽  
History Of ◽  
Teacher Workforce

School choice has become an increasingly available option for families in the United States. Given the current political climate, music educators must better understand the various dimensions of the school choice movement and how it may affect the music classroom. Following a brief history of school choice, this article offers a look at the movement’s influence on the music teacher workforce, music curricula, and funding for music education. Recommendations surrounding the equity of school music opportunities are explored.

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.

scholarly journals Reasons to teach music: establishing a place in the contemporary curriculum

2000 ◽  
Vol 17 (1) ◽  
pp. 32-42 ◽  
Author(s):  
Stephanie Pitts
Keyword(s):  
Twentieth Century ◽  
Music Education ◽  
Questionnaire Survey ◽  
Music Educators ◽  
Small Scale ◽  
Music Teaching ◽  
Musical Identity ◽  
British Music ◽  
School Music ◽  
History Of

Studies in the history of music education reveal much about the place and purpose of music in the changing curriculum. In this article, the ideas of some significant British music educators of the twentieth century are considered, in an evaluation of the apparent goals of music teaching that have been articulated over the decades. The connections between rationale and practice are discussed, with published ideas placed alongside the views of contemporary teachers in a small-scale questionnaire survey. The conclusion is proposed that school music, as a small part of the child's musical identity, must be modest in its intentions but ambitious in its provision.

George F. Root’s Normal Musical Institute, 1853–1885

2012 ◽  
Vol 60 (3) ◽  
pp. 267-293
Author(s):  
Phillip M. Hash
Keyword(s):  
New York ◽  
Music Education ◽  
Music Teachers ◽  
The United States ◽  
Private Lessons ◽  
Secondary Sources ◽  
Education Data ◽  
School Music ◽  
History Of ◽  
Pedagogy And Curriculum

George F. Root, Lowell Mason, and William B. Bradbury opened the New York Normal Musical Institute in April of 1853 in New York City. Each term lasted about three months and provided the first long-term preparation program for singing-school masters, church choir directors, private instructors, and school music teachers in the United States. Students at the institute studied pedagogy, voice culture, music theory, and choral literature and had the opportunity to take private lessons with prominent musicians and teachers. The Normal Musical Institute relocated to North Reading, Massachusetts, in 1856 and, in 1860, began meeting in various cities throughout the country. In 1872, the school became the National Normal Musical Institute and continued under this name until its final season in Elmira, New York, in 1885. This study was designed to examine the history of this institution in relation to its origin, details of operation, pedagogy and curriculum, prominent students and faculty, and influence on music education. Data included articles from music periodicals and newspapers, pamphlets and catalogs from the institution, biographies of prominent participants, and other primary and secondary sources.

scholarly journals Music Booster Groups: Alleviating or Exacerbating Funding Inequality in American Public School Music Education?

2019 ◽  
Vol 67 (1) ◽  
pp. 6-22 ◽  
Author(s):  
Kenneth Elpus ◽  
Adam Grisé
Keyword(s):  
Public School ◽  
Music Education ◽  
Household Income ◽  
Short Form ◽  
The United States ◽  
Music Educators ◽  
Median Household Income ◽  
School Communities ◽  
Irs Form 990 ◽  
School Music

As fundraising has become a key component of American public school music educators’ professional responsibilities, in many places, parent organizations have taken an increasingly outsized role in raising private funds to supplement public school music budgets. The purpose of this study was to understand the finances of public school music parents’ associations and music booster groups and to understand the relation between the socioeconomic status of school communities and the amount of money raised by their local music booster groups. Using Internal Revenue Service (IRS) fiscal 2015 data for 5,575 music booster groups throughout the United States, we found evidence that, collectively, music booster groups raised at least $215 million in support of public school music education. At least four groups raised over $1,000,000; at least 31 raised over $500,000; and at least 723 raised over $100,000 each. We found that total booster revenues were significantly associated with local median household income. Each additional $1,000 of local median household income was associated with an additional $305 in revenue for booster groups filing IRS Form 990-EZ (“short form”) and with an additional $1,637 in revenue for booster groups filing the full IRS Form 990.

scholarly journals Social Justice in the English Secondary Music Classroom

2015 ◽  
pp. 425-445
Author(s):  
Chris Philpott ◽  
Jason Kubilius
Keyword(s):  
Social Justice ◽  
Secondary School ◽  
Secondary Schools ◽  
Music Education ◽  
First Century ◽  
Music Teacher ◽  
Music Classroom ◽  
Secondary Music ◽  
History Of ◽  
Key Questions

Taking as its context the development of music education within English secondary schools (students aged 11–18) over the last 50 years, and supported by “vignettes” from a practicing music teacher in a secondary school on the outskirts of London, this chapter seeks to address some key questions around social justice and music education, including: What is meant by social justice in the music classroom? What are the indicators for a socially just classroom? The chapter goes on to explore significant moments in the history of classroom music in England and how, in spite of best efforts, the promotion of social justice has been “confounded” by subtle cultural forces. The chapter concludes by speculating on the implications of this analysis for the music classroom in the twenty-first century and by reflecting on whether the classroom can ever provide the appropriate “space” for a socially just approach to music education.

scholarly journals MUSIC EDUCATION IN RUSSIA: RETROSPECTIVE AND FORECAST (ACCORDING TO THE MATERIAL OF THE SEVENTH SESSION OF THE SCIENTIFIC COUNCIL ON THE PROBLEMS OF THE HISTORY OF MUSIC EDUCATION)

2020 ◽  
Vol 30 (1) ◽  
pp. 63-68
Author(s):  
S.I. Doroshenko
Keyword(s):  
Music Education ◽  
Music Teacher ◽  
Scientific Conference ◽  
Scientific Seminar ◽  
Historical Experience ◽  
Russian Scientific ◽  
Education Crisis ◽  
School Music ◽  
History Of ◽  
Near Abroad

The article analyzes the results of Russia's largest scientific and practical event dedicated to music education: the seventh session of the Scientific Council on the problems of the history of music education, held in Vologda on April 23-26, 2019. The program of the session included the international scientific conference “Preparing of a music teacher: Historical Experience, Problems, Prospects”, the Russian Scientific Seminar and the All-Russian Symposium. The results of the session, which brought together more than 70 leading researchers in the history of music education in Russia and the near abroad, are summarized in key areas. A retrospective analysis of the activities of music and pedagogical faculties of pedagogical universities, operating in the country since 1959 and practically eliminated at present, is considered as the leading theme. The results in other areas of the session are also generalized: the development of the history of music education as a field of historical, pedagogical and musicological knowledge; history of vocational and school music education. Crisis phenomena in music-pedagogical education are marked.

An Analysis of State Music Education Certification and Licensure Practices in the United States

2017 ◽  
Vol 27 (1) ◽  
pp. 65-88 ◽  
Author(s):  
Brittany Nixon May ◽  
Karen Willie ◽  
Cherilyn Worthen ◽  
Allyssa Pehrson
Keyword(s):  
United States ◽  
Music Education ◽  
Teacher Educator ◽  
Relevant Information ◽  
The United States ◽  
Music Educators ◽  
Performance Assessments ◽  
Music Teacher ◽  
Grade Levels ◽  
Music Teacher Preparation

Teacher certification and licensure practices for music educators vary by state. Enhancing music teacher educator knowledge of state music education certification and licensure practices can inform music teacher preparation and improve future music teacher quality. The purpose of this study was to compile relevant information for music educators about the certification practices of each of the United States and the District of Columbia as of January 2016, and to examine the commonalities and differences among the states’ policies. Results revealed a movement toward comprehensive certification for all grade levels and music subject areas. Researchers noted heightened accountability through increased testing requirements and the inclusion of teacher performance assessments.

Latinx Students and Secondary Music Education in the United States

2018 ◽  
Vol 37 (3) ◽  
pp. 5-11
Author(s):  
Samuel Isai Escalante
Keyword(s):  
Music Education ◽  
Research Question ◽  
The United States ◽  
Research Literature ◽  
Student Population ◽  
Music Teacher ◽  
Secondary Music ◽  
Music Ensembles ◽  
School Music ◽  
Systemic Factors

As of 2014, Latinx youth have comprised roughly a quarter of the U.S. population younger than 18 years. Yet Latinx students have not been found to participate in school ensembles at rates consistent with their proportion of the total student population. This disparity has yet to be fully explained by the research literature. The purpose of this review of literature is to synthesize what scholars understand about Latinx student participation in school ensembles. Literature was chosen based on the following research question: What factors may contribute to the disparity between the Latinx student population and the rate of Latinx participation in secondary school music ensembles, nationally? This review revealed several factors that may influence participation rates of Latinx students in secondary music ensembles, including curricular and systemic factors, music teacher attitudes toward diversity, Latinx parental involvement, and Latinx students’ interests. Implications for increasing participation and improving music education for Latinx students are discussed.

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.

Music Education and the Invisible Youth

2015 ◽  
pp. 597-613
Author(s):  
Maud Hickey
Keyword(s):  
Music Education ◽  
Music Educators ◽  
Music Teacher ◽  
Incarcerated Youth ◽  
Music Teacher Education ◽  
Detention Centers ◽  
Incarcerated Juveniles ◽  
Education Community ◽  
School Music ◽  
K 12

There is a recent and growing body of research on the activities surrounding music and arts education efforts with incarcerated juveniles. What seems to be missing from this current research are advocacy, educational, and policy efforts from the K–12 school music education community. Who is teaching the music to the youth in these settings? What is being taught and for what purposes? And how might music educators’ understandings of these relatively new programs illuminate the need to extend music teacher education and policy discourse beyond the traditional boundaries of K–12 school institutions? This chapter provides a summary and analysis of the research on music education for incarcerated youth around the globe. It details the practices and pedagogies in youth detention centers with the goal to provide ideas for future actions and practices from the K–12 music education community.

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