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.

“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.

Elementary General Music Teachers’ Preparation in Classroom Management

2021 ◽  
pp. 105708372110621
Author(s):  
Jennifer Potter Gee
Keyword(s):  
Music Education ◽  
Classroom Management ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
General Music ◽  
Course Content ◽  
Elementary General Music ◽  
Management Preparation

The purpose of this study was to examine elementary general music teachers’ classroom management preparation within music teacher education programs. Participants ( N = 341) were active elementary general music teachers as identified by the National Association for Music Education (NAfME). Descriptive data included frequencies, percentages, and cross-tabulations. The most frequently reported sources of classroom management preparation were mentoring from a licensed teacher and supervised fieldwork, while creating classroom rules and expectations and teaching procedures were the most frequent examples of within-course content. Participants were most satisfied with their preparation received through licensed teacher mentoring and supervised fieldwork. Implications for music teacher educators are presented.

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

Improving music teaching and learning through online service: A case study of a synchronous online teaching internship

2016 ◽  
Vol 35 (1) ◽  
pp. 107-117 ◽  
Author(s):  
Pamela D. Pike
Keyword(s):  
Service Learning ◽  
Music Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Distance Teaching ◽  
Service Learning Projects ◽  
Musical Understanding ◽  
Synchronous Online

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects.

Reflection, theory and practice

2008 ◽  
Vol 25 (3) ◽  
pp. 223-232 ◽  
Author(s):  
Keith Swanwick
Keyword(s):  
British Journal ◽  
Music Education ◽  
Reflective Practice ◽  
Theory And Practice ◽  
The Arts ◽  
Reflection Theory ◽  
The Uk ◽  
Relationship Of ◽  
The Relationship

A brief review of the state of music education in the UK at the time of the creation of the British Journal of Music Education (BJME) leads to a consideration of the range and focus of topics since the initiation of the Journal. In particular, the initial requirement of careful and critical enquiry is amplified, drawing out the inevitability of theorising, an activity which is considered to be essential for reflective practice. The relationship of theory and data is examined, in particular differentiating between the sciences and the arts. A ‘case study’ of theorising is presented and examined in some detail and possible strands of future development are identified.

Building a Broad View of Technology in Music Teacher Education

2017 ◽  
pp. 122-128
Author(s):  
Heidi Partti
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
Music Teacher ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Use Of Technology ◽  
Musical Practices ◽  
Collaborative Skills

In addition to innovative policy schemes, program visions, and curricular changes, the transformation of the school classroom necessitates also the development of teacher education. Inspired by the Core Perspective chapters in this section of the handbook, this chapter discusses issues related to the use of technology in supporting the cultivation of creative and collaborative skills in music teaching, particularly from the viewpoint of music teacher education. The chapter argues that there is a gap between the potential that technology could provide for music teaching and learning processes and the cultivation of this potential in schools. To bridge this gap, a holistic approach to technology and its use in music education is required. According to this approach, technology is viewed as a powerful way to facilitate more possibilities to participate in different musical practices and to use musical imagination.

At the intersection of belief and practice: A mixed-methods study of elementary general music educator praxis

2021 ◽  
pp. 030573562110506
Author(s):  
Karen Salvador ◽  
Christina Svec ◽  
Jessica Glaser ◽  
Amy Sierzega ◽  
Alice Broadway
Keyword(s):  
Mixed Methods ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Linear Models ◽  
Descriptive Analysis ◽  
Music Educators ◽  
General Music ◽  
Music Teaching ◽  
Time Sampling ◽  
Elementary General Music

Recent research describing the practices of specialist elementary general music teachers and students is limited, and few research studies specifically examine how practicing music educators think about their music teaching practices. In this mixed-methods case study, we bridged these areas of research by examining music educators’ expressed beliefs about music teaching and learning in light of descriptive analysis and hierarchical linear models (HLM) of time sampling data of their teaching practices in elementary music classrooms. Participants ( N = 7) shared beliefs that everyone is musical and that music educators must therefore create an environment in which children develop their musicianship by singing, moving, and playing. Time sampling data indicated that teachers spent most of their time talking, while students spent most of their time sitting still and silent. Children in younger grades spent significantly more time in movement activities than those in older grades. HLM analyses provided predictive implications for teachers’ use of singing and movement. In this article, we present findings from qualitative analysis of planning artifacts, reflections, and interviews and from HLM of time sampling data, and discuss potential meanings for music teaching and music teacher education.

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.

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.

Overcoming the Octave Displacement: Vocal Modeling Strategies for Male Elementary General Music Teachers

2018 ◽  
Vol 31 (3) ◽  
pp. 66-72
Author(s):  
Tiger Robison
Keyword(s):  
Music Teachers ◽  
Cognitive Strategies ◽  
Music Teacher ◽  
General Music ◽  
Singing Voice ◽  
Vocal Health ◽  
Elementary General Music ◽  
Instrumental Accompaniment ◽  
Vocal Modeling

The purpose of this article is to address the issue that children’s natural singing voices and pitch perception are in a treble range, and a male elementary general music teacher’s natural singing voice is an octave below. There are many strategies to overcome this significant but manageable obstacle in daily teaching, including monitoring of vocal health, use of instrumental accompaniment, encouragement of student vocal modeling, specific vocal exercises and cues, and cognitive strategies to help students discern between child and adult voices. Specific games, prompts, and rubrics are also included in this article to help guide any male elementary general music teacher to the most appropriate long-term vocal modeling solutions.

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