Considerations With Virtual Secondary Music Students

2021 ◽  
Vol 35 (2) ◽  
pp. 29-35
Author(s):  
Elizabeth Bucura
Keyword(s):  
Learning Environments ◽  
Home Environment ◽  
Music Teachers ◽  
Well Being ◽  
Music Students ◽  
Music Learning ◽  
Secondary Music ◽  
Home Learning ◽  
Learning Platforms ◽  
Teaching Music

The global COVID-19 pandemic disrupted learning environments, adding significantly to an already-challenging time for adolescents. In many cases, students and teachers have abruptly shifted to online learning platforms that may occur entirely in a home environment. Music often plays a significant role in adolescents’ processes of identity-building and social connection. Music classes might play an important role in coping during these times, even when learning is virtual. Music teachers may question students’ well-being and their own mentorship roles. This article includes concerns about teaching music with adolescents, specifically when adapted to virtual technologies. Considerations are detailed for pedagogical care and possible benefits of at-home learning that might enhance students’ music learning experiences.

scholarly journals Navigating Music Teaching in Uncertain Times

2020 ◽  
pp. 104837132096138
Author(s):  
Chiao-Wei Liu
Keyword(s):  
Peer Relationships ◽  
Classroom Climate ◽  
Music Teachers ◽  
Well Being ◽  
Thinking Skills ◽  
Virtual Classroom ◽  
Critical Thinking Skills ◽  
Music Teaching ◽  
Music Learning ◽  
Teacher Student

As schools reopen and students return back to the classrooms, music teachers are faced with the challenge of how and what we could do (and continue to do) to support the well-being and music learning of our students in crises. I suggest that teachers take into consideration the various elements involved in creating engaging learning experiences. Recognize the changing classroom climate and student-teacher/student-peer relationships in the virtual classroom, it is necessary that we consider how to spark students’ motivation and generate meaningful dialogue, what strategies we apply to help our students develop critical thinking skills; how we connect with our students and address their emotional well-being while being physically separated from each other. As trivial as these ideas may appear on the surface, I believe that only when we truly listen and attend to the needs of our students will we provide the space for our students to flourish.

Teaching Music to Support Students: How Autonomy-Supportive Music Teachers Increase Students’ Well-Being

2020 ◽  
Vol 68 (1) ◽  
pp. 97-119 ◽  
Author(s):  
Arielle Bonneville-Roussy ◽  
Emese Hruska ◽  
Hayley Trower
Keyword(s):  
Music Education ◽  
Autonomy Support ◽  
Music Teachers ◽  
Music Performance ◽  
Well Being ◽  
Music Students ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Performance Teachers

According to self-determination theory (SDT), the learning experiences of music students can be explained partly by the autonomy-supportive style adopted by their music teachers. To provide the first in-depth understanding of how music performance teachers support the autonomy of their students and how this support is related to students’ well-being, we adopted SDT and the PERMA model of well-being. We provide answers to three fundamental questions about teacher-student relationships in music: (1) Do music performance teachers support the autonomy of their students in higher music education? (2) How do students perceive this support? and (3) How does autonomy support affect music students’ well-being? Music performance teachers ( n = 35) and students ( n = 190) were recruited from higher music education institutions in the United Kingdom. Analyses included mean comparisons of teachers’ and students’ answers to survey questions, correlational analyses of teacher-student dyads’ responses on measures, and qualitative analyses of open-ended questions. Results showed that teachers and students mostly agreed that teachers provide autonomy support to their students. Teachers’ transmission of passion for music and autonomy-supportive behaviors were related to students’ well-being, whereas controlling behaviors hindered well-being. Qualitative results showed that although students put well-being at the core of their concerns, music teachers seemed unaware or ill-prepared to face those concerns.

scholarly journals Music Education and Post-Secondary Music Studies in Canada

2013 ◽  
Vol 21 (1) ◽  
pp. 76-90
Author(s):  
Wayne D. Bowman
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Collective Responsibility ◽  
Well Being ◽  
Musical Life ◽  
Post Secondary ◽  
Disciplinary Boundaries ◽  
Secondary Music ◽  
School Music ◽  
Sphere Of Influence

This essay questions the efficacy of conventional disciplinary boundaries in post-secondary music studies, boundaries that reductively define music education as a training ground for public school music teachers. Our expectations of music education and its sphere of influence have been far too modest. To the extent we segregate music education from the goals and objectives of music studies more broadly, we neglect our collective responsibility for the musical life of our country. We have focused inwardly, engrossed in our specialties, leaving the design of school music curricula and the fragile environments in which they must compete for survival to the whims of non-musician bureaucrats and politicians. We have been less than successful in our collective obligation to enhance the musical well-being of the country. Changing these circumstances is among our greatest challenges in the decades ahead.

Towards a Model of Effective Communication: A Case for Structured Teaching of Conducting

1994 ◽  
Vol 11 (1) ◽  
pp. 57-76 ◽  
Author(s):  
Colin Durrant
Keyword(s):  
Higher Education ◽  
Music Teachers ◽  
Research Literature ◽  
Music Students ◽  
Research Project ◽  
Musical Activity ◽  
Secondary Music ◽  
Structured Teaching ◽  
General Expectation ◽  
Instrumental Ensembles

Recent teaching with PGCE secondary music students has revealed that conducting ensembles is a musical activity in which they have variable knowledge, skills and experience. It is a general expectation, nevertheless, that music teachers still conduct choral and instrumental ensembles as part of their job in schools, and some may also undertake such roles in the wider community. This paper seeks to identify from research literature aspects of effective conducting that warrant greater attention. This forms part of a research project which is exploring definitions of effective conducting and making an analysis and case for more structured teaching in this area within higher education.

Educating the Future Workforce

2018 ◽  
pp. 81-100 ◽  
Author(s):  
Sofia Mysirlaki ◽  
Fotini Paraskeva
Keyword(s):  
Learning Environments ◽  
Soft Skills ◽  
Educational Experiences ◽  
Computational Thinking ◽  
Well Being ◽  
Hard Skills ◽  
Challenge Based Learning ◽  
The Future ◽  
E Learning ◽  
Learning Platforms

The future workforce is a generation that was brought up in a technology immersed world, participating in communities, such as social networks and MMOGs and learning via e-learning platforms. These experiences have enabled them with a numerous set of needs and skills. Hard skills, such as computational thinking and problem solving, are thought to be crucial for the future labor marker, highlighting the importance of STEM education. Moreover, soft skills, such as collaboration and leadership, are considered to be essential for a person's both career and well-being. These skills and needs of today's learners can be utilized in order to engage students in technology based learning environments that meet students' needs and develop the needed skills for the future. However, education is often subject-oriented and focuses on the development of hard skills rather than soft skills. This chapter highlights the importance of these skills and provides a framework, based on Challenge-Based Learning and Activity Theory, for designing educational experiences for developing hard and soft skills.

The Occupational Identity of In-Service Secondary Music Educators

2012 ◽  
Vol 60 (2) ◽  
pp. 145-165 ◽  
Author(s):  
Joshua A. Russell
Keyword(s):  
Identity Development ◽  
Random Sample ◽  
Music Teachers ◽  
Music Educators ◽  
Occupational Identity ◽  
Music Students ◽  
Positive Interactions ◽  
Secondary Music ◽  
Positive Experiences ◽  
Service Music

In order to explore the factors that inform the occupational identity development of in-service music educators and to compare the identities of in-service teachers with those of preservice music educators as examined in previous research, the purposes of this study were to examine the reported occupational identity of in-service secondary music educators and identify the interpersonal interactions and activities that help form occupational identity. A stratified random sample of secondary music teachers ( N = 300) completed a questionnaire based on previous research. Participants reported a majority of integrated (view of self and perceived view of others) professional roles, although participants believed themselves to be musicians more than they felt others believed them to be. Participants reported positive interactions with music students and other music educators and that directing ensembles and attending music conferences were the most positive experiences. Participants who reported positive relationships with other music educators and music students were likely to develop an educator identity. External musician identity was predicted by relationships with other teachers as well as with students outside of music. Participants with positive administration relationships were less likely to exhibit an internal musician identity. As teachers move from preservice to in-service, their musician identities may transform from being relatively integrated to becoming more differentiated.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities

2021 ◽  
pp. 1321103X2097480
Author(s):  
Melissa Bremmer ◽  
Carolien Hermans ◽  
Vincent Lamers
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Teaching Practice ◽  
Meaning Making ◽  
Multiple Disabilities ◽  
Children's Music ◽  
Four Dimensions ◽  
Music Lessons ◽  
Multiple Case ◽  
Teaching Music

This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in this study. Individual and collective video reflections and microanalysis were applied to gather data about their multimodal teaching practice. The data were analyzed through Schmid’s framework (2015) of “multimodal dimensions of children’s music experiences,” developed for general music education. This framework consists of four dimensions: narrativity, sociality, materiality, and embodiment. Based on the findings, Schmid’s framework could be revised for special education, thus providing music teachers with a tool for designing multimodal music lessons for pupils with severe or multiple disabilities.

The method of emotional education in music teaching

2021 ◽  
pp. 002072092098355
Author(s):  
Hui Hong ◽  
Weisheng Luo
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Aesthetic Education ◽  
Music Teaching ◽  
True Meaning ◽  
School Music ◽  
Teaching Music ◽  
Emotional Education

Wang Guowei, a famous scholar and thinker in our country, thinks that “aesthetic education harmonizes people's feelings in the process of emotional music education, so as to achieve the perfect domain”, “aesthetic education is also emotional education”. Therefore, in the process of music education, emotional education plays an important role in middle school music teaching, and it is also the highest and most beautiful realm in the process of music education in music teaching. Music teachers should be good at using appropriate teaching methods and means. In the process of music education, they should lead students into the emotional world, knock on their hearts with the beauty of music, and touch their heartstrings. Only when students' hearts are close to music in the process of music education, can they truly experience the charm of music and realize the true meaning of music in the process of music education. Only in this way can music classes be effectively implemented The purpose of classroom emotion teaching.

scholarly journals Understanding Students’ Experiences of Well-Being in Learning Environments

2016 ◽  
Vol 6 (3) ◽  
pp. 90 ◽  
Author(s):  
Alisa Stanton ◽  
David Zandvliet ◽  
Rosie Dhaliwal ◽  
Tara Black
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Experiences ◽  
Well Being ◽  
Institutions Of Higher Education ◽  
Interview Protocol ◽  
Post Secondary ◽  
Health Promoting ◽  
Qualitative Exploration ◽  
Insight Into

<p>With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and enhancing well-being, limited research has explored students’ own perceptions of well-being in learning environments. This article provides a qualitative exploration of students’ lived experiences of well-being in learning environments within a Canadian post-secondary context. A semi-structured focus group and interview protocol was used to explore students’ own definitions and experiences of well-being in learning environments. The findings illuminate several pathways through which learning experiences contribute to student well-being, and offer insight into how courses may be designed and delivered in ways that enhance student well-being, learning and engagement. The findings also explore the interconnected nature of well-being, satisfaction and deep learning. The relevance for the design and delivery of higher education learning experiences are discussed, and the significance of the findings for university advancement decisions are considered.</p>

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