Music teachers and their implementation of the new Music Curriculum Standards in China

2019 ◽  
Vol 37 (2) ◽  
pp. 178-197
Author(s):  
Zhuo Yu ◽  
Bo-Wah Leung
Keyword(s):  
Music Education ◽  
Rural Schools ◽  
Music Teachers ◽  
Current Knowledge ◽  
Curriculum Standards ◽  
Music Curriculum ◽  
Structured Interviews ◽  
Student Centered ◽  
Service Training ◽  
Trained Teachers

The Ministry of Education of China issued a new document of Music Curriculum Standards in 2011 substituting the old version of 2001. This study aims to investigate how music teachers in China implement and respond to the Curriculum Standards through a questionnaire survey and semi-structured interviews with voluntary teachers. A total of 2206 music teachers from 15 regions/provinces responded to the survey in 2015. Findings reveal that, after a few years of implementation, most teachers found different constraints in implementing the new curriculum. Trained teachers, younger teachers and experienced teachers are more receptive and capable in implementing the curriculum, while rural schools are still in a disadvantaged situation. Most teachers do not understand the concept of music education as aesthetic education. In-service training is found to be insufficient, especially in rural schools. In sum, the current ‘knowledge-centered curriculum’ might need to be redirected to the directions of society-centered and student-centered in order to make a balance.

scholarly journals Understanding curriculum design in the perceptions and practices of classroom music teachers in the lower secondary school in England

2021 ◽  
pp. 1-12
Author(s):  
Anthony Anderson
Keyword(s):  
Music Education ◽  
Curriculum Design ◽  
Music Teachers ◽  
Continuing Professional Development ◽  
Teacher Planning ◽  
Music Curriculum ◽  
Structured Interviews ◽  
Research Findings ◽  
Key Stage 3 ◽  
Curriculum Practices

Abstract Curriculum design is a domain that infrequently forms a discrete element of initial teacher training, or continuing professional development for music teachers in English secondary schools. Classroom music teachers, teaching Key Stage 3 (KS3) learners (11–14-year olds), are, however, required to design their own curriculum. Teachers are accountable to school leaders for curricula they implement, and the outcomes from their selected approaches. This article discusses classroom music curriculum practices and their significance in music education. The research project was conducted with music teachers from schools in the East and West Midlands of England, utilising questionnaires and semi-structured interviews. Research findings are conceptualised in a model of music curriculum activity. The research thereby facilitates discussion of unacknowledged complexities and tacit teacher planning practices in music curriculum design.

Elsie Shawe, Music Supervisor in St. Paul, Minnesota (1898–1933)

2004 ◽  
Vol 52 (4) ◽  
pp. 328-342
Author(s):  
Sondra Wieland Howe
Keyword(s):  
Public Schools ◽  
Music Education ◽  
Music Teachers ◽  
National Level ◽  
The United States ◽  
National Accounts ◽  
Music Curriculum ◽  
School Music ◽  
The Board Of Directors ◽  
Music Supervisor

Elsie Shawe (1866–1962), supervisor of music in St. Paul, Minnesota, for thirty-five years, is an example of a music supervisor in the United States who was active in the formative years of the Music Supervisors National Conference (MSNC). Although she is cited only briefly in national accounts, there is a substantial amount of material on her career in local archives. In the St. Paul Public Schools, Shawe supervised classroom teachers, organized the school music curriculum, and conducted performances in the community. She served as a church organist and choir director in St. Paul and was president of the Minnesota Music Teachers Association. At the national level, Shawe was an officer of the NEA Department of Music Education and a member of the board of directors of the MSNC. Through her committee work, Shawe promoted the standardization of patriotic national songs.May 5, 2004November 10, 2004.

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.

scholarly journals Challenges and Induction Needs of Novice English as a Foreign Language Teachers in Saudi Arabia

2018 ◽  
Vol 6 (1) ◽  
pp. 50 ◽  
Author(s):  
Rufaida Alhamad
Keyword(s):  
Saudi Arabia ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Behavior Management ◽  
Student Behavior ◽  
Veteran Teachers ◽  
Language Teachers ◽  
Structured Interviews ◽  
Student Centered ◽  
Service Training

The first year of teaching poses massive challenges that lead to attrition among novice teachers. School communities often fail to provide adequate support to novice teachers to help them adapt to their new professional environments. In Saudi Arabia, attrition among novice teachers is a significant problem that hinders the development of the educational system. This study was conducted to examine the challenges that Saudi Arabian EFL novice teachers face as they transit into their first teaching jobs, and to determine whether these teachers have adequate support or would benefit from a formal induction process.  Two kinds of data collection methods were used in this study, namely quantitative and qualitative. In this mixed methods study, 150 novice teachers were surveyed and 5 teachers were selected for semi-structured interviews. The quantitative analysis of the data was accomplished using descriptive and inferential statistics to answer the research questions. The qualitative analysis of the data was accomplished by interpreting the responses provided to the interview questions. The findings indicated that the challenges surrounding novice teachers hinder them in their development as new teachers. The most conspicuous challenges reported by the study participants were dealing with low English proficiency students and managing the negative attitudes of students toward learning English. This report also determined additional perceptible challenges: adoption of various teaching methods and the establishment of a student-centered approach, student behavior management, course planning, dealing with individual differences, and communication with parents.  This study showed that these teachers had left their pre-service training with a very limited knowledge and skills for dealing with the reality of teaching. Mentoring and observing veteran teachers were identified by novice teachers as the two most beneficial strategies for implementing a teacher induction program that could mitigate the challenges they face in their first few years.

‘When I say “modern”, you say “band”’: A critical narrative of modern band and Little Kids Rock as music education curriculum

2021 ◽  
Vol 00 (00) ◽  
pp. 1-22
Author(s):  
Jesse Rathgeber ◽  
Cara Faith Bernard
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Change Agents ◽  
Text Messages ◽  
Music Teaching ◽  
Music Curriculum ◽  
Curriculum And Pedagogy ◽  
Included Review ◽  
Teaching Discourses ◽  
Curricular Resources

This article is based on the lived experiences of the authors engaging with modern band and the organization Little Kids Rock (LKR). We approach this research as critical storytelling to highlight the importance of critique of music curriculum and pedagogy. We identify moments of cognitive dissonance we experienced with LKR and modern band and unpack them through theory. Data included review of LKR materials, journals, text messages, reflective writing and discussion around participation in LKR-sponsored events. We share our critical story through text messages and narration, through which we note issues such as neo-liberalism and indoctrination; language (mis)use through educational buzzwords; identity reformation and the manner in which teachers feel a need to cling to methodolatry or act as change agents. We illustrate the central role critique plays in music teaching discourses and practices to guide music teachers to accept vigilance of curricular resources and pedagogical approaches presented to them.

scholarly journals Music education in the Grade R classroom: How three teachers learned in a participatory action inquiry

2015 ◽  
Vol 5 (1) ◽  
pp. 21 ◽  
Author(s):  
Aletta Delport ◽  
Erna Cloete
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Action Learning ◽  
Eastern Cape ◽  
Participatory Action ◽  
Action Inquiry ◽  
Collaborative Interactions ◽  
Service Training ◽  
Music Specialist ◽  
Specialist Teachers

The contribution of music education to the holistic development of the young learner is uncontested. However, in South Africa, the vast majority of Reception Year (Grade R) teachers do not have the required competences to teach music in ways that optimally enhance the holistic growth of their learners, as this aspect has been largely neglected during their pre-service and in-service training. In this paper, we report on a year-long intervention aimed at enabling three Grade R non-music specialist teachers at one urban township school in the Eastern Cape to create music-based learning opportunities for their learners. We employed a participatory action learning and action research (PALAR) approach to the inquiry, which combines research with development. Our findings indicate that after a series of collaborative interactions, the participants started to explore and tap into their own musical competences. They revisited notions of the self as (ill-)equipped, (un)confident, (in)competent and (in)dependent music teachers, and began to assume autonomy and agency with regard to effective music education in the Grade R classroom. We consequently argue that under-qualified in-service teachers can be enabled to improve their practice through research interventions that stimulate maximum participant involvement, such as PALAR.

A Music Educator’s Guide to Saving the Planet

2019 ◽  
Vol 105 (4) ◽  
pp. 15-20 ◽  
Author(s):  
Daniel J. Shevock ◽  
Vincent C. Bates
Keyword(s):  
Music Education ◽  
Environmental Degradation ◽  
Music Teachers ◽  
Music Educators ◽  
Ecological Literacy ◽  
Ecological Diversity ◽  
Music Curriculum ◽  
Pedagogical Approach ◽  
Musical Concepts ◽  
Musical Practices

As music educators, we always teach much more than the musical concepts and skills outlined in music curriculum standards. In this article, we discuss how music teachers can address what we believe is the most pressing issue of our time: environmental degradation. We first outline some specifics of ecological literacy in music education. This will include discussion of some songs that could form the center of a music curriculum for increasing ecological literacy. Next, we discuss cultivating ecological literacy using local musical practices and sounds of nature. Finally, we share an example of soundscape pedagogy aimed at increasing awareness of and propensities to care for the natural environment and ecological diversity. These components, singing, songwriting, and soundscape composition, are recommended as part of an overall creative pedagogical approach.

scholarly journals Analysis on the Development Path of Music Education in Rural Areas under the Influence of COVID-19 Outbreak

CONVERTER ◽  
2021 ◽  
pp. 169-175
Author(s):  
Taozi Guo
Keyword(s):  
Public Health ◽  
Mental Health ◽  
Rural Education ◽  
Online Learning ◽  
Music Education ◽  
Rural Schools ◽  
Music Teachers ◽  
Rural Students ◽  
Learning Needs ◽  
Rural Music

In 2020, the sudden COVID-19 outbreak brought huge economic and life losses to the whole world, affecting all walks of life in China, including the education industry which suffered from many problems, such as students' learning needs for medical health knowledge, publicity needs for public health safety, psychological and mental health protection needs, and online learning needs based on internet accelerated speed .In rural China, some rural students have physical and mental health problems due to the problems of rural population structure, infrastructure construction, talent mobility, etc. In this period, schools should pay more attention to the psychological counseling and education of rural students, on which music education has a positive impact. During the epidemic period, rural education construction around cultural revitalization was gradually implemented under the background of China's full implementation of rural revitalization strategy. In the construction of rural education, music education is an important cornerstone to promote the all-round development of students, build a rural cultural atmosphere and inherit the excellent national culture. With the change of social environment, the country music education welcomes new opportunities, but also faces some practical problems to be solved.First of all, the literature on the COVID-19 outbreak and rural music education is studied and analyzed through on-the-spot visits and investigation on the current situation of music education in rural schools. Then, interviews and records are made with rural music teachers and students. Next, discussions are made on the construction of rural music teachers, information technology of music education, cultural life of the rural masses and other aspects. Finally, relevant strategies for the development of rural music education are put forward.The COVID-19 outbreak has narrowed the channels for rural music teachers' professional promotion, and caused some problems in rural students' mental health. In addition, rural schools have some shortcomings in online learning and information education based on internet plus, and the number of rural cultural performances and activities has decreased.Education managers should take corresponding management measures to innovate the music education model with the aid of modern teaching technology. At the same time, rural schools need to maintain long-term cooperation with all sectors of society and cooperate in public health, medical resources, education resources, curriculum innovation, rural cultural activities and other aspects to ensure the real implementation, promotion and development of music education, aesthetic education and art education in the countryside during the COVID-19 epidemic.

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