Health and Wellness for In-Service and Future Music Teachers: Developing a Self-Care Plan

2019 ◽  
Vol 105 (4) ◽  
pp. 52-58
Author(s):  
Christa Kuebel
Keyword(s):  
Mental Health ◽  
Music Education ◽  
Stress Reduction ◽  
Music Teachers ◽  
Teacher Educator ◽  
Self Care ◽  
Music Educators ◽  
Care Plan ◽  
Health And Wellness ◽  
Teachers Experiences

Researchers have published an increasing number of reports about undergraduate music students suffering from depression, anxiety, and stress as well as of in-service teachers’ experiences with burnout. Whether an undergraduate music student, a teacher, or a teacher educator, those in our profession need to increase awareness of the prevalence of stress and mental health concerns in music education. Along with presenting information to increase mental health literacy, this article discusses the use of self-care as a form of stress reduction among current and future music educators.

Creating Virtual Ensembles: Common Approaches from Research and Practice

2021 ◽  
Vol 107 (3) ◽  
pp. 38-46
Author(s):  
Christopher Cayari
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Educators ◽  
The Internet ◽  
Research And Practice ◽  
Music Production ◽  
Music Making ◽  
Teachers And Students ◽  
Online Music ◽  
Education Courses

A virtual ensemble is a digital musical product that uses multiple recordings edited together to form a musical ensemble. Creating virtual ensembles can be a way for music educators to engage students through online music-making. This article presents eight steps for creating virtual ensembles in music education courses and classrooms. The steps are (1) identifying objectives and desired outcomes, (2) selecting repertoire, (3) developing learning resources, (4) creating an anchor for synchronizing, (5) choosing a recording method, (6) setting up a collection platform, (7) editing in postproduction, and (8) distributing the product. As online music production becomes more prevalent, projects like virtual ensembles can provide creative and exciting experiences for music teachers and students, whether produced in the classroom or through remote means on the Internet.

Professional Development for the Experienced Music Educator: A Review of Recent Literature

2018 ◽  
Vol 37 (3) ◽  
pp. 12-19
Author(s):  
Karen Koner ◽  
John Eros
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Music Teachers ◽  
Recent Literature ◽  
Music Educators ◽  
Initial Examination ◽  
Professional Development Needs ◽  
Emerging Themes ◽  
Teachers Professional Development ◽  
K 12

There is a rich body of literature on professional development in music education, including research that has examined the professional development needs of experienced music teachers specifically. In fact, music teachers’ professional development needs may be affected by their degree of experience in the profession. The purpose of this literature review is to examine scholarship during the period 2007 to 2017 about the professional development needs of experienced K–12 music educators. Initial examination of literature in this area shows two emerging themes, including changing needs throughout the career and informal interactions among music educators, being highly effective.

scholarly journals Shaping Policy in Music Education: Music Teachers as Collaborative Change Agents

2020 ◽  
Vol 107 (1) ◽  
pp. 43-48
Author(s):  
Carlos R. Abril ◽  
Brent M. Gault
Keyword(s):  
Teacher Evaluation ◽  
Music Education ◽  
Student Learning ◽  
Music Teachers ◽  
Change Agents ◽  
Music Educators ◽  
Music Programs ◽  
Learning Standards

Music educators have experience working in education environments governed by shifting policies and mandates. How can music educators become agents empowered to shape, interpret, and design mechanisms for putting policy into practice? This article describes ways to understand policy and options for responding and contributing to its development and implementation. We examine how music educators have responded to two policy areas that have had a significant impact on music programs and teachers in recent years: (1) learning standards and (2) evaluation of student learning as a component of teacher evaluation. Examples in this article are meant to serve as a case in point for how music educators can become more responsive and actively engaged in policy matters.

scholarly journals A pile of drums: Putting theory into practice in culturally diverse music education

2019 ◽  
Vol 38 (1) ◽  
pp. 79-92
Author(s):  
Jennifer Walden
Keyword(s):  
Music Education ◽  
Culturally Diverse ◽  
Music Teachers ◽  
Music Educators ◽  
Concert Band ◽  
Music Programs ◽  
Global Awareness ◽  
Global Perspectives ◽  
Experience Teaching ◽  
Challenging Situation

This article provides music educators with practical ways to (a) build school community through culturally diverse music and informal performances and (b) inculcate global perspectives into music programs (including concert band and choir) through culturally diverse music. In an autoethnographic style, the article tells a story that spans 2 years in a challenging situation: an international school in a country wrought with political and economic instability. It examines community building and inculcating global awareness from four perspectives. The first perspective reviews engagement in cultural diversity in music education through the lens of recently completed PhD research. It looks what scholars are writing about culturally diverse music education and how these ideas subsequently look in practice. Second, 30 years of personal experience teaching culturally diverse music are tied in, including ideas for student engagement in music classes. The third perspective includes practical ideas: how culturally diverse music can be integrated to broaden a program and rejuvenate interest in music. Finally, the fourth reveals responses from students experiencing learning through culturally diverse music. Examples, transcriptions, and recommended resources are included, leaving music teachers with useful, sustainable approaches for culturally diverse inclusivity.

scholarly journals Combined Use of Virtual Reality and a Chatbot Reduces Emotional Stress More Than Using Them Separately

2021 ◽  
Vol 27 (12) ◽  
pp. 1371-1389
Author(s):  
Atsuko Matsumoto ◽  
Takeshi Kamita ◽  
Yukari Tawaratsumida ◽  
Ayako Nakamura ◽  
Harumi Fukuchimoto ◽  
...  
Keyword(s):  
Mental Health ◽  
Virtual Reality ◽  
Digital Media ◽  
Emotional Stress ◽  
Stress Reduction ◽  
Self Care ◽  
Care Process ◽  
Emotional Labour ◽  
Combined Use ◽  
Reduction Effect

In recent years, various organizations, such as companies and governments, have been required to take measures for the mental health of their employees, and the importance of self-care for mental health by employees themselves has been increasing, as well as being supported by administrators, such as doctors and workplace managers. As a means of self-care of mental health that can be implemented by busy professionals during their workdays and daily lives, the Digital-SAT method has been developed to implement the stress-care process of the SAT method, a psychological counseling technique for resolving psychological stress problems, in a self-guided manner using digital media. To realize the Digital-SAT method, two issues need to be addressed: first, to obtain the same emotional stress reduction effect as the SAT method and, second, to ensure the continuous implementation of the Digital-SAT method. Previous studies have shown that applications (apps) using virtual reality are effective in solving the former issue, and an app using a chatbot can be effective in solving the latter. In this research, an intervention study was conducted to verify the effectiveness of combined use of the two apps to encourage continuous use, resulting in increased emotional stress reduction, with the aim of making it feasible in actual work environments. An intervention of four weeks of app use was conducted with 70 nurses working in two hospitals where measures for mental health due to emotional labour and overwork were required. The emotional stress reduction effects of the intervention were evaluated using psychological scales and blood pressure levels, and it was confirmed that combined use of apps was more effective than using them separately to practice the Digital-SAT method in an actual work environment.

Shame in Music Education: Starting the Conversation and Developing Resilience

2020 ◽  
Vol 106 (4) ◽  
pp. 36-42
Author(s):  
Mara E. Culp ◽  
Sara K. Jones
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Resilience Theory ◽  
Negative Behaviors ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
And Coping

Feelings of shame may contribute to music teachers and music teacher educators being unwilling to discuss needs and concerns for fear of being judged or seen as inadequate. Shame or fear of feeling shame can also lead individuals to withdraw or perpetuate negative behaviors. Although shame is often a natural part of the human experience, the diverse nature of the content in music education, the wide variety of learners in various music education spaces, and music teachers’ beliefs and practices can be sources of shame among music teachers. This article aims to start a conversation about shame in music education and help music educators and music teacher educators feel empowered to use shame resilience theory as a means of understanding and coping with feelings of shame.

Policy as Practice

2019 ◽  
Author(s):  
Patrick Schmidt
Keyword(s):  
Civil Society ◽  
Music Education ◽  
Policy Process ◽  
Music Teachers ◽  
Educational Experiences ◽  
Music Educators ◽  
Educational Process ◽  
Professional Communities ◽  
Policy Practice ◽  
Policy Impacts

Policy as Practice: A Guide for Music Educators explores how policy impacts the lives of teachers, arguing that policy participation can matter greatly to how educational experiences are constructed. Articulating a progressive view of policy and its intersection with music education, the book helps the reader to see how policy as a concept and practice has permeated the deepest recesses of civil society and has had particular impact on the lives of those who are actively connected to the educational process. Indeed, for teachers, policy often evokes images of a forbidden or alien environment; it has been seen as above their pay grade, beyond their duties and responsibilities, or outside the reach of their capacities. Nothing, however, could be further from the truth. Challenging these assumptions, the book serves as a guide to those interested in the potential of policy and concerned with rethinking its meaning. Just as critically, it aims to help music teachers understand policy more broadly while providing doorways into policy practice. The goal is not to add policy conceptualization and practice to the myriad other requirements that befall teachers today. Rather, the book aims to position policy thinking and practice as already part of what they do and value, providing tools for music educators to own their place as participants and contributors to the policy process. The book offers a measured argument, providing conceptual and research-based findings in balance with practical exemplification, strengthening music teachers’ impact within learning and professional communities.

Research-to-Resource: Applying a Self-Care Framework to Music Education

2021 ◽  
pp. 875512332110569
Author(s):  
John Rine A. Zabanal
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Relevant Literature ◽  
Self Care ◽  
Preventive Health Care ◽  
Well Being ◽  
Two Dimensions ◽  
The Self ◽  
Physical And Mental Health ◽  
Professional Self

Self-care is a topic that has gained traction among helping professionals. It is considered a preventive health care measure used to promote physical and mental health as well as personal well-being. In this article, I use a self-care framework created for social workers and adapt it to music educators with the intention of aiding music teachers in practicing and maintaining their own self-care. The self-care framework is categorized into two dimensions—personal and professional self-care—which each contains various domains. Pragmatic strategies grounded in relevant literature in music education are described in each category within the self-care framework. By providing a self-care framework and relevant strategies, I aim to improve knowledge of self-care practices of music teachers.

Music Teacher Education and Students with Autism

2020 ◽  
pp. 199-208
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Autism Spectrum ◽  
Music Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Knowledge And Skills ◽  
Education Community ◽  
Students With Autism ◽  
Department Of Music

As of the publication of this book, 1 in 59 children are diagnosed with autism. Therefore, it is most likely that music teachers will teach a student who is challenged by Autism Spectrum Disorder. It is well known throughout the music education community that often preservice music educators receive knowledge and skills through coursework outside the school or department of music. This chapter is designed to provide the tools and structure for music teachers to learn through well-crafted fieldwork experiences that include time in class with students on the spectrum.

Is Music Education in Tune With the Pursuit of Equity? An Examination of Access to Music Education in Michigan’s Schools

2021 ◽  
pp. 002242942198996
Author(s):  
Ryan D. Shaw ◽  
Amy Auletto
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
State Level ◽  
Music Educators ◽  
The State ◽  
Department Of Education ◽  
Self Report ◽  
Student Access ◽  
American Schools ◽  
Local Detail

Access to music education in American schools is not guaranteed. Although national studies have demonstrated disparities based on poverty, race, and other markers, these studies miss a necessary level of local detail in describing access. Additionally, studies that exist are based on self-report surveys and prone to nonresponse bias. The purpose of this study was to describe access to music education at the state level. Using Michigan administrative data provided by the state department of education, we describe the state’s population of music educators and examine student access to music education. We found that music teachers differed from nonmusic teachers in a number of ways. We also identified substantial and persistent disparities in access to music education across the state. These findings have important implications for school arts education policy.

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