scholarly journals Classroom observation ability among pre-service music educators in Greece

2010 ◽  
Vol 28 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Polyvios Androutsos ◽  
Jere T. Humphreys
Keyword(s):  
Classroom Observation ◽  
Music Educators ◽  
Service Music

Classroom Management Through Lesson Design: Considering Some Often-Overlooked Variables to Prevent Issues Before They Start

2018 ◽  
Vol 32 (1) ◽  
pp. 33-35 ◽  
Author(s):  
Tiger Robison
Keyword(s):  
Classroom Management ◽  
Classroom Teacher ◽  
Detailed Examination ◽  
Music Educators ◽  
Time Of Day ◽  
Management Skills ◽  
Lesson Design ◽  
Behavior Issues ◽  
Music Class ◽  
Service Music

Classroom management skills and related issues are usually top concerns of preservice and new in-service music educators. This column, the first in a series about classroom management issues, is about designing lessons to avoid common behavior issues. There are many more variables to consider besides curriculum when designing a lesson, such as the students’ experiences directly prior to music class, the culture set by the classroom teacher, and dozens of others. This column contains a detailed examination with applicable strategies concerning two such variables: time of day of the lesson and students’ physiological needs.

Teaching School Jazz

2019 ◽  
Keyword(s):  
Case Studies ◽  
Performance Practice ◽  
Music Educators ◽  
Jazz Education ◽  
Jazz Pedagogy ◽  
Collegiate Level ◽  
Specific Teaching ◽  
Service Music ◽  
Jazz Performance ◽  
Instrumental Methods

Teaching School Jazz: Perspectives, Principles, and Strategies is an edited collection of suggested practices in school jazz education authored by a seasoned and diverse lineup of jazz educators with supporting research-based case studies woven into the narrative. It provides not only a wealth of school jazz teaching strategies but also, and perhaps as important, the jazz perspectives and principles from which they are derived. The first part of the book describes the current landscape of school jazz education and offers an overview of basic jazz concepts through the lenses of two expert, yet very different, school jazz educators. Parts II–VI constitute the heart and soul of the book, covering a vast and comprehensive set of topics central to school jazz education. Included throughout each chapter are references and links to audio, visual, and print resources for teaching school jazz that are downloadable from a related website. This text is an invaluable resource for preservice and in-service music educators who have no prior jazz experience, as well as for those who wish to expand their knowledge of jazz performance practice and pedagogy. The book may serve as a primary text for collegiate-level jazz pedagogy courses or as a supplemental text for general instrumental methods and pedagogy classes. Chapters begin with jazz case studies and contain a wealth of jazz-specific teaching material, lists of recommended artists for listening, and visual demonstrations of each chapter’s material.

Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework

2017 ◽  
Vol 27 (3) ◽  
pp. 10-23
Author(s):  
Brian N. Weidner
Keyword(s):  
Music Education ◽  
English Language ◽  
Ensemble Methods ◽  
School Curriculum ◽  
Content Area Literacy ◽  
Music Educators ◽  
Content Area ◽  
Literacy Strategies ◽  
Instructional Framework ◽  
Service Music

Teacher licensure policies and state standards for English/language arts have made content area literacy a necessary component for most music teacher education programs. Unlike teachers in other areas of the school curriculum, music educators have not broadly integrated literacy into their instructional practices. The Before-During-After (B-D-A) instructional framework is commonly used in content area literacy and provides a powerful tool for promoting student critical thinking and metacognitive awareness. B-D-A is supported by content area literacy strategies that can be used across the curriculum, and music educators can use them to encourage student engagement with authentic music texts by focusing on the artistic processes of responding and connecting. Adoption of content area literacy and B-D-A into music ensemble methods coursework can aid preservice and in-service music teachers as they engage students in music learning, support cross-curricular collaboration and professional development, and promote overall student literacy.

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.

An Orientation to Musical Pedagogy

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Effective Teachers ◽  
Music Teachers ◽  
Music Educators ◽  
Music Curriculum ◽  
Specialized Knowledge ◽  
Music Classroom ◽  
Professional Educators ◽  
Instructional Context ◽  
New Vision ◽  
Service Music

Novice music educators often experience conflict between their roles as teachers and their roles as musicians. The broad purpose of this text is to assist pre-service music teachers as they begin the transition from students to professional educators and musicians by challenging what they think they know about those two distinct yet complementary roles. Rather than perpetuating existing practice, these future educators are encouraged to build their own new vision for music curriculum and education by examining the "big concepts" of teaching and musicianship based on several research-based ideas: (1) There's no such thing as talent, (2) effective teachers have specialized knowledge about their subject, students, pedagogy, and instructional context, and (3) musicianship is not magic. More important, through deliberate thought and action, pre-service music teachers can learn the concepts and practices of expert teachers and musicians and incorporate them into the music classroom. Attention is given to how students learn and to designing and delivering engaging classroom instruction.

Thai pre-service music educators and their future in music education and its role in society

2015 ◽  
Vol 34 (1) ◽  
pp. 74-89 ◽  
Author(s):  
Lindsey R. Williams ◽  
Somchai Trakarnrung
Keyword(s):  
Music Education ◽  
Student Outcomes ◽  
Demographic Data ◽  
Music Educators ◽  
Teacher Behaviors ◽  
Education Students ◽  
Free Response ◽  
Professional Activities ◽  
Service Music ◽  
Teacher Traits

The purpose of this investigation was to acquire a better understanding of the decision-making process of Thai pre-service music education students and their expectations of their post-graduation professional activities. Demographic data was gathered as well as self-reported participant influences regarding choosing to major in music education. A free response question sought participants’ perception of their role as a music educator in their community. Results tended to mirror those of previous research. Emergent themes from the free response question included teacher behaviors, teacher traits, and student outcomes. These data may help to provide a better understanding of the pre-service music educators’ influences to become music educators, and their post-graduation expectations, as well as providing important information that may lead to possible revisions in current music education curricula in Thailand. Immediate and future relevance of the data and areas for further research were discussed.

Simulating disabilities as a tool for altering individual perceptions of working with children with special needs

2012 ◽  
Vol 31 (1) ◽  
pp. 68-77 ◽  
Author(s):  
Cynthia M. Colwell
Keyword(s):  
Music Education ◽  
Special Needs ◽  
Music Educators ◽  
Children With Special Needs ◽  
Music Therapists ◽  
Positive Attitudes ◽  
Arm Amputation ◽  
Service Music ◽  
Disability Simulation ◽  
The Impact

The purpose of this study was to examine the impact of disability simulations on the attitudes of individuals who will be working with children with special needs in music settings and to compare these attitudes between student music therapists and pre-service music educators. Each participant completed a questionnaire on the first day of class and again after participating in a disability simulation approximately two weeks later. The disabilities simulated included an individual with a one-arm amputation, an individual requiring mobility in a wheelchair due to paralysis, an individual with a hearing impairment, and an individual with a visual impairment. Results indicated that participants had more positive attitudes after experiencing the simulation although there was no difference between majors (music therapy or music education). Results also indicated that attitudes showed a greater shift when statements on the questionnaire were stated negatively rather than positively. Limitations and implications for future studies were discussed.

Cooperating Teachers’ Perceptions of Hosting and Mentoring Music Student Teachers

2018 ◽  
Vol 28 (2) ◽  
pp. 84-97
Author(s):  
Alden H. Snell ◽  
Jill Wilson ◽  
Carolyn S. Cruse
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Music Educators ◽  
Mixed Methods Study ◽  
Online Questionnaire ◽  
Teachers Perceptions ◽  
Teacher Skills ◽  
Service Music

Researchers have demonstrated the importance of professional development experiences for in-service music educators that are content-specific and that cultivate meaningful partnerships with higher education faculty and preservice music teachers. The purpose of this mixed-methods study was to explore cooperating teachers’ perceptions related to hosting and mentoring student teachers. We interviewed 13 cooperating teachers to document their views. Based on interview results, we created and distributed an online questionnaire, with 102 cooperating teachers from five U.S. regions responding. Cooperating teachers’ motives for hosting student teachers were largely altruistic, and they identified various student teacher skills and university supervisor supports as being important. We suggest that the immersive experience of serving as a cooperating teacher may be a form of professional development.

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