An Educational Model for Music Therapy: The Case for a Continuum

2000 ◽  
Vol 14 (1) ◽  
pp. 41-46 ◽  
Author(s):  
James Robertson
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Therapeutic Potential ◽  
Music Teacher ◽  
Music Teaching ◽  
Alternative Route ◽  
Special Educational Needs ◽  
Educational Model ◽  
Close Proximity ◽  
Educational Climate

This paper proposes that an educational dimension to music therapy in both training and practice should be considered. The rationale of recent and forthcoming curricular developments in music teaching would seem to imply that the perceived boundaries between music education and music therapy are becoming less distinct. It is thus likely that the two professions begin to be curious, at least, about such close proximity. Yet the therapeutic potential of music is not exclusive to the profession after which it is named. Furthermore, it would appear that the responsibilities of the music teacher in the present educational climate require a more inclusive (and therapeutic) approach as pupils with special needs, increasingly, are integrated into the mainstream sector. It is probable, therefore, that the teacher, rather than the therapist, will be inclined to meet these needs. While the boundaries between the professions necessarily prevail, a re-alignment (by means of a continuum) might be appropriate. This paper represents the personal views of the author as to how such an adjustment could be made and certain parallels are drawn with the profession of art therapy. The outline of a case is then presented for the consideration of educational music therapy. This would enable teachers of music to follow a modular programme of study which, while confined to the special educational needs sector, could provide an alternative route to a music therapy qualification.

scholarly journals Music Teacher Rankings of Selected Core Teaching Practices

2019 ◽  
Vol 29 (1) ◽  
pp. 86-99
Author(s):  
J. Si Millican ◽  
Sommer Helweh Forrester
Keyword(s):  
Music Education ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teaching ◽  
Pedagogical Content ◽  
Technical Vocabulary ◽  
History Of ◽  
Service Music

There is a decades-long history of music education researchers examining characteristics and skills associated with effective teaching and assessing how preservice music teachers develop those competencies. Building on studies of pedagogical content knowledge and the professional opinions of experienced music educators, researchers are now attempting to identity a body of core music teaching practices. We asked experienced in-service music teachers ( N = 898) to think about the skills beginning music teachers must possess to investigate how respondents rated and ranked selected core music teaching practices in terms of their relative importance. Developing appropriate relationships with students, modeling music concepts, and sequencing instruction were the top core teaching practices identified by the group. Results provide insights into knowing, naming, and framing a set of core teaching practices and offer a common technical vocabulary that music teacher educators might use as they design curricula and activities to develop these foundational skills.

scholarly journals Policy and the K–12 Music Teacher: A Literature Review

2018 ◽  
Vol 37 (1) ◽  
pp. 20-29
Author(s):  
Ronald P. Kos
Keyword(s):  
Music Education ◽  
Classroom Practice ◽  
Policy Research ◽  
Policy Implications ◽  
Music Teacher ◽  
Professional Lives ◽  
Music Teaching ◽  
Policy Awareness ◽  
Education Profession ◽  
K 12

Music teaching lies at the intersection of policy, research, and practice. An awareness of policy context and how policies affect teachers is essential for those in the music education profession. In particular, such an understanding can allow teachers to better adapt to and implement policies so that they might maintain and grow their programs and feel more satisfied in their jobs. This review of literature investigates scholarly literature published in music education research journals with implications for teachers’ classroom practice and their professional lives. It includes studies of resources, organizations, and educational reform, teachers and teaching, institutions and actors, and access, in addition to descriptions of policy. Implications for teachers related to policy awareness, access for all students to a variety of musical activities, and music education advocacy are discussed.

scholarly journals Music Teacher Dispositions: Self-Appraisals and Values of University Music Students

2018 ◽  
Vol 66 (1) ◽  
pp. 111-125 ◽  
Author(s):  
Robert H. Woody ◽  
Danni Gilbert ◽  
Lynda A. Laird
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Music Students ◽  
Music Majors ◽  
Education Majors ◽  
Music Teaching ◽  
Education Students ◽  
Music Education Majors

For music teachers to be most effective, they must possess the dispositions that best facilitate their students’ learning. In this article, we present and discuss the findings of a study in which we sought to explore music majors’ self-appraisals in and the extent to which they value the disposition areas of reflectivity, empathic caring, musical comprehensiveness, and musical learnability orientation. Evidence from a survey of 110 music majors suggested that music education students possess and value the dispositions of reflectivity, musical comprehensiveness, and musical learnability orientation more highly after they have matured through their college careers. Additionally, based on their responses to music teaching scenarios, it appears that senior music education majors possess greater empathic caring than do their freshman counterparts.

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.

scholarly journals An Analysis of the Path of Music Education Reform in Colleges and Universities from the Perspective of National Cultural Heritage

2021 ◽  
Vol 3 (3) ◽  
pp. 44
Author(s):  
Li Li
Keyword(s):  
Music Education ◽  
Education Reform ◽  
National Culture ◽  
Colleges And Universities ◽  
Quality Education ◽  
Music Teacher ◽  
Music Teaching ◽  
New Era ◽  
Musical Literacy

Music education is one of the most important contents in the process of quality education in colleges and universities. With the deepening of the education system, how to make students have high musical literacy is particularly important. As a music teacher in colleges and universities in the new era, we should pay attention to the irreplaceable role of national culture in the reform of music teaching. From the perspective of national culture, this paper discusses the reform of music teaching, hoping to promote the development of music education in colleges and universities.

scholarly journals PROMOTION OF SELF-CONFIDENCE OF A PROSPECTIVE MUSIC TEACHER AS A PERFORMER

2020 ◽  
Vol 2 ◽  
pp. 268
Author(s):  
Asta Rauduvaitė ◽  
Guanhua Bi
Keyword(s):  
Music Education ◽  
Self Regulation ◽  
Influential Factors ◽  
Music Teacher ◽  
Music Teaching ◽  
Education Students ◽  
Self Confidence ◽  
Key Factor ◽  
Major Factors ◽  
Performance Results

Self-confidence is a key factor that influences stage performance. To form a positive state while performing on the stage, self-confidence becomes the most important aspect, as it is one of the main guarantees of successful performing. However, in music teaching, many students lack self-confidence when performing, which in most cases hinders their performance results. The aim of the study is to reveal the peculiarities of promoting self-confidence of students as performers. A questionnaire and an interview with music education students were used to collect the data. The results of the questionnaire allow concluding that experience as a performer, physical and psychological preparation, and self-regulation are the three major factors influencing students’ lack of confidence during the performance. Additionally, the responses from the interview indicated other equally prominent and influential factors such as performing environment, practice level and stage experience. Lastly, the interviewed students proposed ways to boost self-confidence, which include gaining more music knowledge and improving their music skills, practicing harder and applying self-regulation.

Change in Music Teacher Education

2019 ◽  
pp. 66-84
Author(s):  
David J. Elliott ◽  
Marissa Silverman
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Music Teacher ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Philosophical Perspective ◽  
Pedagogical Content

This chapter offers a philosophical perspective on the central aims and values of music teacher education with a specific focus on the ethical dimensions of music teaching and learning. Drawing on the work of music education scholars, philosophers of mind, and philosophers of education, the chapter builds an argument for the view that music teacher education should be ethically guided and ethically applied in practice. Additionally, it suggests that “pedagogical content” should include dialogical discussions and activities related to the role of ethics in music teacher education because, among many values, the professional work of future music educators involves highly refined ethical sensibilities and opportunities for their own students to learn the nature of and strategies for acting rightly, appropriately, and responsibly in their future circumstances. Indeed, ethically guided music teacher education offers the profession rich opportunities to develop “ethically right” compassion, caring, and generosity toward others.

scholarly journals Pedagogical potential of art-therapeutic influence of musical art

2019 ◽  
Vol 66 (3) ◽  
pp. 139-143
Author(s):  
Erika Kutsyn
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Educational Environment ◽  
Educational Process ◽  
Creative Expression ◽  
Social Adaptation ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Innovative Technologies ◽  
The Individual

The article considers the problem of the introduction into the educational process of art-therapeutic technologies as a means of psychological and pedagogical adaptation of the individual in the conditions of society globalization. The role of musical art in influencing the emotional and sensual sphere of revealing and development of natural abilities, creative expression of personality is revealed, the expediency of using varieties of music therapy in music-creative activity of younger students is clarified. Music education, vocal therapy, receptive perception of music, rhythm therapy, which contribute to overcoming psychological discomfort in students' educational activities, encourage the creative expression of personality, the child's knowledge of the art world.The education system in Ukraine requires updating and enriching the content of the pedagogical process on the basis of humanization, which will contribute to the full development of the individual, the formation of vital competences for the maximum disclosure of his or her natural inclinations and creative potential. It is in the primary school that the foundations for the formation of the experience of educators (younger students), their needs, which motivate learning, knowledge and skills, which are formed in different educational environment, different social situations and condition the formation of attitude to them, are laid. The state normative document (The Law of Ukraine "On Education") emphasizes the need for students to acquire key competences that enable the development of successful learning, self-expression, self-knowledge, social adaptation and preservation of their physical and mental state. Such development of education in Ukraine makes it necessary to actively introduce into the educational process the innovative technologies and modern pedagogical approaches, among which artpedagogy is a new trend that integrates theoretical knowledge and methodological developments in psychology, art and pedagogy. With the help of music, drawing, fairy tales, theatre teachers can unite the class, identify problems of the child in time, form their life values, motivate them to study. The professional activity of a music art teacher in the context of educational reform and the introduction of inclusive education as a form of providing equal access to quality education for children with special educational needs, presupposes the need to master innovative technologies for the use of musical art as a method of comprehensive and multidimensional stimulation of personality development, child's condition, behavioural abnormalities, and also as a form of art treatment. One of the effective ways of solving the set tasks before the educational industry is the introduction of innovative, art-therapeutic – humanistic-oriented technology in the educational process, which involves the creation of a psychologically-comfortable educational environment by updating the pedagogical potential by means of art education (vocal therapy, art therapy, music therapy, (etc.)

Intergenerational music teaching and learning among preservice music teachers and senior adult musicians

2021 ◽  
pp. 1321103X2097754
Author(s):  
Samuel Tsugawa
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teaching ◽  
Music Teacher Education ◽  
New Horizons ◽  
Senior Adult ◽  
Senior Adult Musicians

The purpose of this study was to examine the intergenerational interactions between preservice music teachers and senior adult musicians engaged in music teaching and learning in a New Horizons ensemble within one university’s music teacher preparation program. This intrinsic qualitative case study included written reflections and observational data of 16 current undergraduate music education students and verbatim interview transcripts of 5 current and former students serving as teaching assistants who taught and conducted their university’s New Horizons ensemble. Findings distilled from the data included (a) how younger-aged preservice music teachers responded to generational differences while learning how to interact with senior adult musicians, (b) the pedagogical content knowledge (PCK) learned and developed by participants as a result of teaching in a New Horizons ensemble, and (c) the connections made by participants teaching senior adults to their future careers as professional music educators. Future discussion and directions from this study highlight emerging connections of research between adult and community music settings and music teacher education. Implications include (a) how to create best practices so that the missions and objectives of both music teacher education programs and cooperating community adult ensembles support and enhance each other, (b) fostering outcomes that prepare music education majors for experiences in adult music education, and (c) reimagining New Horizons and music teacher education partnerships that result in more national, racial, cultural, and musical diversity and inclusion.

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