Preservice Music Teachers’ Experiences With and Attitudes Toward Music Genres

2014 ◽  
Vol 24 (3) ◽  
pp. 11-23 ◽  
Author(s):  
Adam J. Kruse
Keyword(s):  
Music Teachers ◽  
Music Genres ◽  
Teachers Experiences ◽  
Attitudes Toward Music

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.

scholarly journals A Case Study of Preservice Music Teachers’ Experiences With Play in a General Music Methods Course

2020 ◽  
Vol 30 (1) ◽  
pp. 24-38
Author(s):  
H. Ellie Wolfe
Keyword(s):  
Teacher Educators ◽  
Music Teachers ◽  
Role Playing ◽  
Music Teacher ◽  
Methods Course ◽  
General Music ◽  
Written Responses ◽  
Video Recordings ◽  
Music Methods ◽  
Teachers Experiences

Preservice music teachers may devalue play as a teaching approach unless music teacher educators reintroduce them to play through role-playing, cooperative games, and other playful activities. I designed a 4-week unit on play as part of an elementary general music methods course. Student participants engaged in, reflected on, and planned play activities over the course of the unit. My data sources, which included video recordings, written responses, lesson plans, and researcher notes, were analyzed through the lens of Gray’s conception of play as intrinsic, imaginative, and mentally active. Participants reflected on play experiences and play-based teaching in individualized ways, but also appeared to increasingly value play over time. I discuss implications for implementing play in preservice music teacher education.

Music Teachers’ Experiences in One-to-One Computing Environments

2016 ◽  
Vol 64 (2) ◽  
pp. 159-178 ◽  
Author(s):  
Jay Dorfman
Keyword(s):  
Ubiquitous Computing ◽  
Music Teachers ◽  
New Technology ◽  
Concerns Based Adoption Model ◽  
Teachers Experiences ◽  
Computing Environments ◽  
Adoption Model ◽  
One To One ◽  
The One

Ubiquitous computing scenarios such as the one-to-one model, in which every student is issued a device that is to be used across all subjects, have increased in popularity and have shown both positive and negative influences on education. Music teachers in schools that adopt one-to-one models may be inadequately equipped to integrate this kind of technology into their classrooms. The purposes of this study were to observe the behaviors and explore the dominant perceptions and concerns of music teachers in schools with one-to-one technology programs. This four-case study was based on the concerns-based adoption model, which has previously been used to analyze stakeholders’ concerns about adoption of an innovation such as a new technology. Participant teachers expressed their concerns about adoption of one-to-one technology in their schools and classrooms as they related to musical goals, extent of integration, changes that could improve the programs, and other pedagogical factors. Results showed that while the participants used the technologies in distinct ways and to varying extents, they shared concerns about technical support, pedagogical support, and authenticity of integration.

scholarly journals Elementary Music Teachers’ Experiences Training and Collaborating With Paraprofessionals

2020 ◽  
Vol 39 (1) ◽  
pp. 27-37
Author(s):  
Claire Majerus ◽  
Donald M. Taylor
Keyword(s):  
Special Education ◽  
Music Education ◽  
Special Education Teachers ◽  
Music Teachers ◽  
National Association ◽  
Elementary Music ◽  
Teachers Perceptions ◽  
Music Classroom ◽  
Teachers Experiences ◽  
Strongly Agree

The purpose of this study was to investigate elementary music teachers’ perceptions of paraprofessional participation in the classroom and to examine the extent to which instructors provided preparation for their paraprofessional colleagues. Five hundred and four members of the National Association for Music Education completed a 32-item survey utilizing a 3-point Likert-type scale ( strongly agree = 3, neither agree nor disagree = 2, strongly disagree = 1). Music teachers indicated that they need help with behavioral reinforcements and transitions in the classroom (e.g., entering, exiting, and moving between activities). They also needed paraprofessionals to adapt music activities for students spontaneously during class, but they provided little to no guidance or training for their colleagues. Out of 504 participants, only 8 (1.6%) indicated any kind of regular meetings with paraprofessionals and special education teachers outside the music classroom to discuss goals and strategies.

Cultural Familiarity of Figurative Expressions From Three Music Genres and African American Adults

2016 ◽  
Vol 43 (Fall) ◽  
pp. 238-254
Author(s):  
Alaina S. Davis ◽  
Wilhelmina Wright-Harp ◽  
Jay Lucker ◽  
Joan Payne ◽  
Alfonso Campbell
Keyword(s):  
African American ◽  
African American Adults ◽  
Music Genres ◽  
Figurative Expressions
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