scholarly journals Aligning Culturally Responsive and Trauma-Informed Pedagogies in Elementary General Music

2020 ◽  
Vol 34 (1) ◽  
pp. 21-28
Author(s):  
Carin A. McEvoy ◽  
Karen Salvador
Keyword(s):  
Music Education ◽  
Culturally Responsive ◽  
General Music ◽  
Trauma Informed ◽  
Elementary General Music

In elementary general music, the need for culturally responsive pedagogies and trauma-informed practices may coexist. Creating an environment and developing instruction in ways that are both culturally responsive and trauma-informed may be possible, because both approaches share common theoretical underpinnings and practices. In this article, we review the research on culturally responsive music education and trauma-informed practices and make practical suggestions for implementing these pedagogies in elementary general music classes.

Research-to-Resource: Developing a Culturally Responsive Mind-Set in Elementary General Music

2018 ◽  
Vol 37 (2) ◽  
pp. 11-14 ◽  
Author(s):  
Jacqueline Kelly-McHale
Keyword(s):  
Culturally Responsive ◽  
Community Context ◽  
General Music ◽  
Practical Applications ◽  
Music Classroom ◽  
School Teaching ◽  
Elementary General Music ◽  
Cultural Responsivity ◽  
Mind Set ◽  
Context Specific

The terms culturally responsive teaching and culturally responsive pedagogy have become more common in the vernacular of public-school teaching. However, practical applications of cultural responsivity are not often clearly presented due to the nature of being responsive. Responsivity requires knowledge of students and community (context) specific to each teaching context. Content and materials should then be derived from the development of the contextual understanding. This is why presenting a tool box of culturally responsive practices is not possible when seeking to become more culturally responsive in the classroom. This article seeks to situate cultural responsivity as a mind-set as opposed to an approach or method within the elementary general music classroom. Practical steps that can be taken toward the development of this mind-set are then presented with a focus on context and content.

Comparison of the National Standards for Music Education and Elementary Music Specialists' Use of Class Time

2002 ◽  
Vol 50 (2) ◽  
pp. 155-164 ◽  
Author(s):  
Evelyn K. Orman
Keyword(s):  
Decision Making ◽  
Music Education ◽  
National Standards ◽  
Elementary Music ◽  
General Music ◽  
Class Time ◽  
Music Specialists ◽  
Elementary General Music

The purpose of this study was to examine use of class time in elementary general music classes in relation to the nine voluntary National Standards for Music Education. Elementary music specialists (N = 30) were videotaped teaching students in Grades 1 through 6. Use of class time was analyzed separately for teacher and student according to activity and the focus of the activity. Overall, results indicated that elementary music specialists spent class time on all nine standards; however, less time was devoted to those standards that required creative or artistic decision-making skills from the students. Congruent with previous research, teachers in this study spent the majority of class time (46.36%) engaged in talking. Additional results showed that students spent the majority of class time (57.07%) in passive roles.

A Historical Perspective from Folklorist Henry Glassie: Roots of Folk Songs in Music Education

2021 ◽  
pp. 153660062110092
Author(s):  
Ian Cicco, M.M.Ed.
Keyword(s):  
Music Education ◽  
Folk Songs ◽  
Folk Song ◽  
Professor Emeritus ◽  
General Music ◽  
Indiana University ◽  
Music Classroom ◽  
Field Notes ◽  
Elementary General Music ◽  
Oral History Interviews

The purpose of this study was to examine the sociocultural roots of folk songs from the perspective of renowned folklorist Henry Glassie. Dr. Henry Glassie holds the rank of Professor Emeritus at Indiana University, where he previously served on the faculty for the Department of Folklore and Ethnomusicology. Primary sources included Glassie’s archived collection of folk song transcriptions, recordings, and field notes from the Appalachian region between 1961-1967, housed at the Archives of Traditional Music at Indiana University. A total of 1,665 titles from elementary general music sources were cross-referenced with Glassie’s collection, 26 of which appeared in the archived account. Two oral history interviews with Glassie revealed that folk songs that are commonly used in elementary general music classrooms have historical roots of which teachers may be unaware. The songs in this study raise ethical and moral questions regarding their use in the general music classroom and suggest that teachers carefully research folk songs and their related meanings.

The Journey From Instrumental to Elementary General Music Education: How to Succeed in a New Specialization

2018 ◽  
Vol 32 (1) ◽  
pp. 13-17
Author(s):  
Christa R. Kuebel
Keyword(s):  
Music Education ◽  
General Music ◽  
Education Majors ◽  
Music Classroom ◽  
Elementary General Music ◽  
Music Education Majors

For various reasons, instrumentalist music education majors may find themselves teaching in an elementary general music classroom. Based on research and experience, this article will discuss why the transition from instrumental to elementary general music education may occur as well as offer suggestions to support instrumentalists new to the elementary general music classroom.

“I Love Knowing That What I’m Doing Has Purpose”: Male Instrumentalists Who Choose to Teach Elementary General Music

2017 ◽  
Vol 27 (1) ◽  
pp. 48-64
Author(s):  
Heather Nelson Shouldice
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Teacher Educators ◽  
Music Teacher ◽  
Teacher Preparation Programs ◽  
General Music ◽  
Preparation Programs ◽  
Collective Case Study ◽  
Instrumental Music Education ◽  
Elementary General Music

Few entering music education students plan to teach in an elementary general music (EGM) setting, and the majority of those who teach EGM are female and have vocalist backgrounds. The purpose of this collective case study was to examine six male instrumentalists’ decisions to pursue a career in EGM teaching rather than secondary instrumental music. Analysis of interview data revealed three emergent themes: (a) development of a new schema for EGM, (b) teacher beliefs and identity, and (c) tension between autonomy and the perceived “status quo” in traditional instrumental music education. Findings suggest music teacher educators should be aware of the power of “detracked” coursework in music teacher preparation programs as well as the factors that might influence individuals to choose a career in EGM teaching and/or deter them from choosing a career in secondary instrumental music teaching.

Novice and Experienced Elementary General Music Teachers’ Classroom Management Self-Efficacy

2020 ◽  
pp. 105708372098046
Author(s):  
Jennifer L. Potter
Keyword(s):  
Music Education ◽  
Classroom Management ◽  
Self Efficacy ◽  
Music Teachers ◽  
Management Strategies ◽  
School Setting ◽  
Teaching Experience ◽  
General Music ◽  
Survey Participant ◽  
Elementary General Music

The purpose of this study was to investigate elementary general music teachers’ classroom management self-efficacy. Targeted participants were novice and experienced elementary general music teachers teaching in urban, suburban, and rural/small town settings who received a survey disseminated through the National Association for Music Education. Survey participant data were analyzed using analysis of variance and analytic induction. Teaching experience had a significant effect on classroom management efficacy, while school setting did not. Themes that emerged from the analysis of responses to open-ended questions included adapting and implementing classroom management strategies, consistency, parental involvement, students’ home environments, and teacher expectations. Implications are also presented that relate to general music teachers’ self-efficacy.

scholarly journals Assessment and individualized instruction in elementary general music: A case study

2018 ◽  
Vol 41 (1) ◽  
pp. 18-42 ◽  
Author(s):  
Karen Salvador
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Individualized Instruction ◽  
Music Teacher ◽  
General Music ◽  
Think Alouds ◽  
Elementary General Music ◽  
Differentiation Of Instruction ◽  
Relationship Of

Elementary general music teachers have differing perspectives on the meaning and value of assessment, and few studies have examined how the results of assessment are applied in the classroom. In this case study, I investigated how one elementary general music teacher used information from assessments to individualize instruction. Over the course of seven weeks of observation, think-alouds, interviews, and reading the teacher’s journals, I discovered that my guiding questions had implied a simplistic, linear relationship of assessment and differentiation of instruction—that assessment led to individualization. Rather than the direct relationship my questions anticipated, Ms. Stevens’ music teaching was more like a tapestry that included nearly omnipresent threads of assessment and individualized instruction—threads that were often so interwoven as to be somewhat indistinguishable. This article describes the reciprocal, spiraling, intertwined nature of individualized assessment, teaching, and learning in Ms. Stevens’ classroom. I also discuss the related emergent themes of normalizing independent musicking and structuring open-response activities, which were impacted and undergirded by Ms. Stevens’ beliefs regarding the musicality of all children and the purpose of music education.

Reconsidering Elementary General Music Methods

2019 ◽  
pp. 669-695
Author(s):  
Ann Marie Stanley
Keyword(s):  
Preservice Teachers ◽  
Music Education ◽  
Learning Environments ◽  
School Setting ◽  
Traditional Practices ◽  
General Music ◽  
Methods Courses ◽  
Cultural Considerations ◽  
Music Methods ◽  
Elementary General Music

This chapter provides strategies for creative practices that will enrich elementary general music methods courses. The crucial choices made by instructors about the content and structure of elementary general music are interrogated, including how various methodologies are approached and how traditional practices—even the term methods itself—may be re-evaluated and reconsidered. Recommendations are made for retitling and expanding the scope of this course to reflect its truly foundational nature within music education. Ways to establish positive learning environments are discussed, including specific ideas instructors may use to develop fieldwork practicums, teach lesson planning, and be aware of cultural considerations for responsive pedagogy within these courses. The chapter closes with a call to expand preservice teachers’ views on the multitudinous ways elementary students may musically, collaboratively, and creatively experience music in the school setting.

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