Relationship of Preservice Music Teachers’ Primary Instrument Background and Teaching Effectiveness in Brass and Woodwind Techniques Classes

2017 ◽  
Vol 27 (3) ◽  
pp. 38-50 ◽  
Author(s):  
Sean R. Powell ◽  
Molly A. Weaver ◽  
Robin K. Henson
Keyword(s):  
Teaching Effectiveness ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Brass Players ◽  
Study Participants ◽  
Relationship Of ◽  
The Relationship ◽  
Better Than ◽  
Primary Instrument

The purpose of this study was to examine the relationship between preservice music teachers’ primary instrument background and their teaching effectiveness in brass and woodwind techniques classes. Study participants ( N = 135) were preservice music teachers enrolled in secondary instrument techniques courses (brass and woodwinds) from fall 2011 through spring 2015 in three universities. Participants taught a 10-minute video recorded lesson to a beginning-level university student on a brass or woodwind instrument at the end of the semester. All videos were subsequently assessed by two researchers using a researcher-designed rubric. The results of analyses of variance showed that brass-teaching scores tended to be higher than woodwind-teaching scores for all groups. Brass players taught brass more effectively than woodwind players, and woodwind players taught woodwinds better than brass players. Brass and woodwind players scored higher than percussionists, vocalists, pianists, and string players in both brass and woodwind teaching. Implications for music teacher education are discussed.

Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

Characteristics of Early Childhood and Elementary General Music Methods Coursework for Preservice Music Teachers

2021 ◽  
pp. 105708372110245
Author(s):  
Karen Salvador ◽  
Mara E. Culp
Keyword(s):  
Early Childhood ◽  
Teacher Candidates ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
General Music ◽  
Music Teacher Education ◽  
Music Methods ◽  
Elementary General Music

Although many music teacher candidates begin university studies planning to teach secondary ensembles, most will ultimately be certified to teach younger children and may be called to do so. The purpose of this study was to examine how music teacher education programs prepare preservice music educators to teach music to children from birth through elementary school through coursework. We emailed survey invitations to representatives from 512 institutions accredited by the National Association of Schools of Music to prepare music educators. We received 134 usable responses (response rate = 26%). Nearly all respondents offered elementary general music methods (EGMM), and over three quarters required EGMM for all students in initial licensure programs. Only about one in ten responding institutions offered early childhood music methods (ECMM). We describe findings on EGMM and ECMM course structures, content, and materials as well as the employment status, degree background, and other qualifications of the person who typically taught this coursework

scholarly journals VALUES CREATED BY MUSIC EDUCATION IN GENERAL COMPREHENSIVE SCHOOLS

2021 ◽  
Vol 2 ◽  
pp. 318-329
Author(s):  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel ◽  
Kristi Kiilu ◽  
Kadi Kaja ◽  
Anu Sepp
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
School Students ◽  
Creative People ◽  
Content Integration ◽  
Service Music ◽  
Further Development

This is the final part of research started in 2014 when development of the new National Curricula (NC) was initiated. The role of music education had to be mapped to prove its meaning as a traditional mandatory subject in the NC. According to the research program, different aspects, related to music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc.), were analysed. The research of 2020 is summarising the values music education can provide for development of educated, responsible, ethical and creative people. The data collected from essays of school students and (future and in-service) music teachers (n=166), were analysed by qualitative methods. The values were classified by the following categories: social, cultural, cognitive, moral, aesthetic, personal. The research results can be used as arguments for developing music education syllabi in the NCs from kindergartens to gymnasia. The whole program of research is already being used for further development of music teacher education.  

scholarly journals The Research of the Relationship of Preferred Musical Styles and Personal Features of Music Teachers

2019 ◽  
Vol 7 (2) ◽  
pp. 41-56 ◽  
Author(s):  
Anna A. Kharzhevskaia
Keyword(s):  
Classical Music ◽  
Music Teachers ◽  
Positive Influence ◽  
Educational Process ◽  
Personal Resources ◽  
Education Psychology ◽  
Relationship Of ◽  
The Relationship ◽  
Musical Styles ◽  
Musical Preferences

The present article researches the relationship of musical preferences of adolescence (pop, rock and rap) and modernity (classical, pop, rock, music lovers) with the display of personal features, such as empathy, emotional exhaustion, state and trait anxiety, pedagogical style and coping strategies. The musical genres and trends are considered as musical preferences and precedential musical phenomenon revealed empirically during the self-analysis by the subjects. The experimental study was carried out on the basis of Moscow Pedagogical State University and consisted of 4-5th-year students of Music Department. The connections between personal features and preferred musical styles of modernity were detected. The students considering classical music to be their favorite musical direction having a high level of personal resources. These results display the positive influence of classical music to the personal resources of future music teachers. This phenomenon demands further investigations and using in the field of musical education psychology. These results highlight necessity of detailed consideration on classical music relationship and personal features of bachelor students musical department during the educational process.

Factors Influencing a Persons Reaction to Informed Consent

1984 ◽  
Vol 54 (1) ◽  
pp. 112-114 ◽  
Author(s):  
Linda L. Gertson ◽  
J. Regis McNamara
Keyword(s):  
Informed Consent ◽  
School Setting ◽  
Demand Characteristics ◽  
Research And Practice ◽  
Initial Decision ◽  
Informed Consent Form ◽  
Study Participants ◽  
Relationship Of ◽  
Oral Presentations ◽  
The Relationship

The present study examined how social and physical demand characteristics influenced the willingness of 128 volunteer undergraduates to participate in a drug experiment. Subjects read an informed consent form about an experiment and then received different amounts of supplemental information about the study presented orally by a physician-confederate in a medical school setting. After making an initial decision about participation in the study, participants were tested for their comprehension about the experiment. All subjects who indicated an interest in the project were asked to attend a second meeting in the Psychology Department when they were asked if they wished to change their original decisions. Because high trust was placed in the physician-confederate, there were no differences, no effect for the differing oral presentations was found. However, a significant number of subjects changed their decisions to participate at the second session. The relationship of these and other findings to clinical research and practice were discussed.

scholarly journals Kisspeptin: new biomarker of pregnancy

2019 ◽  
Vol 8 (8) ◽  
pp. 3021
Author(s):  
Priyanka Meena ◽  
Rati Mathur ◽  
Mohan L. Meena
Keyword(s):  
Pregnant Women ◽  
Gestational Age ◽  
Positive Relationship ◽  
Elisa Method ◽  
Medical College ◽  
Obstetrics And Gynaecology ◽  
Study Participants ◽  
Relationship Of ◽  
The Relationship ◽  
Single Blood Sample

Background: The recently identified hormone kisspeptin has been suggested to play an important regulatory role in placentation. The aim and objective of the study is the measurement of serum kisspeptin level in asymptomatic pregnant women and to find out the association of serum kisspeptin with gestational age in women with early pregnancy.Methods: This was a longitudinal study to the evaluation of 178 asymptomatic pregnant women with a gestation of 6 to 16 weeks attending routine antenatal booking visit recruited as study participants from the Antenatal Clinical of Obstetrics and Gynaecology Department, S.M.S. Medical College and Attached Hospitals, Jaipur, Rajasthan, India.Results: After initial clinical examination of every participant, a single blood sample was taken for the measurement of serum kisspeptin. Serum kisspeptin measurement test was performed by ELISA method and results were expressed as ng/ml. Pregnancy outcome was recorded prospectively. Mean serum kisspeptin level of study participants was 2.80±1.87ng/ml and median were 2.41 (Range 0.244-14.06ng/ml). Our result showed the relationship of serum kisspeptin with gestational age (GA) (p<0.000).Conclusions: serum kisspeptin level increases in pregnancy and showed positive relationship with gestational age significantly (p<0.000).

Instrumental Opportunities: Music for All

2020 ◽  
Vol 38 (3) ◽  
pp. 48-57
Author(s):  
Linda Thornton ◽  
Mara E. Culp
Keyword(s):  
Instrumental Music ◽  
Music Teachers ◽  
Music Teacher ◽  
Future Research ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Inclusive Settings ◽  
Instrumental Music Teachers ◽  
Teacher Students ◽  
The Face

Although resources exist to help instrumental music teachers assist learners in inclusive settings, students’ voices may be absent from those resources. As such, music teachers may struggle to honor the needs and experiences of students with physical differences. Students with physical differences may be steered away from instrumental music or toward an instrument that may not be the student’s preference. The purpose of this study was to understand the stories of students with physical differences and their teacher to examine how participation in instrumental music was enabled in this setting. Data were generated through examining artifacts and completing interviews with the instrumental music teacher, students, and students’ parents. Interview data were analyzed using process/action coding. Main themes that emerged were (a) previous experiences and prior knowledge, (b) recognizing strengths and challenges, (c) perseverance toward desires in the face of uncertainty, (d) help and support from others, and (e) materials. Implications for future research and possible applications to music teaching and music teacher education are discussed.

scholarly journals Informal and non formal music experience: power, knowledge and learning in music teacher education in Chile

2019 ◽  
Vol 37 (2) ◽  
pp. 272-285 ◽  
Author(s):  
Carlos Poblete ◽  
Adrian Leguina ◽  
Nicolás Masquiarán ◽  
Bárbara Carreño
Keyword(s):  
Teacher Education ◽  
Musical Training ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Structured Interviews ◽  
Music Learning ◽  
Mediating Role ◽  
Learning Contexts ◽  
The Relationship

Previous research recognizes the importance of musical experiences on music teacher education. However, current efforts do not provide a comprehensive view of the way their students learn music before starting university. The objective of this study is to portray their musical experiences, identifying the distinctive mechanisms underlying the relationship between practices, repertoires, and training contexts for music learning. A combination of pedagogical, social and musical dimensions, inspired by sociological theories of P. Bourdieu and B. Bernstein, examine the pre-university musical experiences and the mediating role of students’ sociocultural origins. Empirically, multimodal information from four Chilean universities ( n = 55) was collected through the application of a survey questionnaire and semi-structured interviews, and analyzed using a set of mixed techniques, including descriptive statistics, text mining, and content analysis. Findings reveal relevant associations between practices, repertoires, and learning contexts, especially in terms of the specialized nature of musical training and the habitus and cultural dispositions of practitioners. Particularly relevant is the predominance of informal and non-formal learning contexts and their translation into specific types of learning. These challenge current perspectives and contribute a tool kit for the understanding of the relationship between power and knowledge in future professional teachers.

scholarly journals Estimation of C∗-Integral for Central Cracked Plate Under Biaxial Loading

2020 ◽  
Vol 12 (07) ◽  
pp. 2050079
Author(s):  
Yanwei Dai ◽  
Fei Qin ◽  
Yinghua Liu ◽  
Weizhe Feng ◽  
Guian Qian
Keyword(s):  
Loading Condition ◽  
Biaxial Loading ◽  
Classical Method ◽  
Creep Crack ◽  
Cracked Plate ◽  
Reference Stress ◽  
Creep Time ◽  
Relationship Of ◽  
The Relationship ◽  
Better Than

The reference stress method (RSM) is a classical method to estimate [Formula: see text]-integral of creep crack. An extended reference stress method (ERSM) is given for the central cracked plate (CCP) under biaxial loading in this paper. The applicability and verification for the proposed ERSM is given. The study finds that the solutions with the proposed ERSM agree better than those of RSM under biaxial loading condition. A theoretical form to predict the relationship of [Formula: see text]-integral between biaxial loading and uniaxial loading is discussed. Relation between [Formula: see text]-integral and creep time under biaxial loading is validated and discussed.

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