Teachers’ Perceptions on Current Piano Use in the Elementary General Music Classroom

2016 ◽  
Vol 35 (2) ◽  
pp. 23-29 ◽  
Author(s):  
Valerie A. Baker
Keyword(s):  
Music Teachers ◽  
Elementary Music ◽  
Future Research ◽  
General Music ◽  
Teachers Perceptions ◽  
Music Classroom ◽  
Teacher Opinion ◽  
Younger Age ◽  
Piano Lessons ◽  
Elementary General Music

The purpose of this study was to identify teacher opinion of piano use, the amount of piano use, and current purposes for pianos in elementary general music classrooms. A geographically diverse sample of general music teachers ( N = 189) completed a piano use survey. The data indicated that teachers felt piano was an important part of elementary music and that the piano should be used for accompaniment more than any other purpose. Pianos were most commonly used on a weekly basis. Teachers who began piano lessons at a younger age also tended to use more piano in their classrooms. Qualitative statements made about piano use were positive and enthusiastic. This study provides direction for future research in the investigation of relationships between amount of piano use and teacher variables, and the amount of a cappella singing in the elementary classroom.

Elementary General Music Performances and Teachers’ Perceptions of Stress

2021 ◽  
pp. 875512332110104
Author(s):  
Jennifer Potter
Keyword(s):  
Time Management ◽  
Music Teachers ◽  
Management Control ◽  
Elementary Music ◽  
General Music ◽  
Teachers Perceptions ◽  
Time Control ◽  
Elementary General Music ◽  
And Performance ◽  
The Impact

The purpose of investigation was to examine the perceptions of elementary music teachers concerning the preparation of elementary music performances and the impact on their perceived stress. Participants were practicing elementary general music teachers ( N = 3) representing three different elementary schools from a metropolitan area in the Midwest. All participants were interviewed twice over a period of two months via Zoom. Data were analyzed through an open coding process (Gibbs, 2007), which yielded three themes: time management, control, and isolation. Facets of time management included strategic planning, organizational techniques, and instructional time; control concerned scheduling, repertoire selection, equipment, and performance venues; and isolation pertained to relationships with colleagues and administrators and an overwhelming amount of responsibility. These findings indicate the importance of acknowledging various stressors affecting music educators and how those might positively and negatively affect teachers and students.

Integrating Social-Emotional Learning Into Our “New Normal” Teaching Elementary General Music

2020 ◽  
pp. 104837132096137
Author(s):  
Taryn Raschdorf ◽  
Brittany Nixon May ◽  
Amie Searcy
Keyword(s):  
Music Teachers ◽  
Social Emotional Learning ◽  
Music Educators ◽  
Emotional Learning ◽  
General Music ◽  
Music Curriculum ◽  
Social Emotional ◽  
Building Relationships ◽  
Music Classroom ◽  
Elementary General Music

As social-emotional learning (SEL) initiatives are being adopted by many states and school districts, many music teachers have been actively and successfully integrating SEL into their elementary general music curriculum. Whether teaching in person or remotely music educators can create an environment conducive to SEL by practicing mindfulness, building relationships with and between students, encouraging family music engagement, and engaging in inclusive music activities. In this column, you will find resources and ideas about SEL, discover how it looks and functions in the music classroom (virtual or not), and hear from music educators who currently incorporate SEL in their teaching.

“Anything Is Better than Nothing!” Inservice Teacher Preparation for Teaching Students with Disabilities

2019 ◽  
Vol 29 (3) ◽  
pp. 77-90
Author(s):  
Rachel Grimsby
Keyword(s):  
Students With Disabilities ◽  
Music Teachers ◽  
Assistive Technologies ◽  
Elementary Music ◽  
General Music ◽  
Education Professionals ◽  
Instrumental Case Study ◽  
Preservice Preparation ◽  
Special Education Professionals ◽  
Elementary General Music

The purpose of this instrumental case study was to examine three elementary music teacher’s perceptions of preparation to work with students with disabilities. Research questions included the following: How do elementary general music teachers define preparedness for working with students with disabilities? What challenges do elementary general music teachers face in their work with students with disabilities? What resources do general music teachers identify as helpful? Based on major themes that emerged from the analysis, I concluded general music teachers need more preservice preparation and ongoing professional development focused on students with disabilities, more time to collaborate with special education professionals, more consistent communications and recommendations about how to work with students who have disabilities, and access to assistive technologies.

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.

Preparedness of Instrumental Music Majors Teaching Elementary General Music

2019 ◽  
Vol 67 (3) ◽  
pp. 304-322
Author(s):  
Christa R. Kuebel
Keyword(s):  
Instrumental Music ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Music Teachers ◽  
Elementary Music ◽  
Degree Programs ◽  
General Music ◽  
Multiple Case ◽  
Field Notes ◽  
Elementary General Music

The purpose of this multiple-case study was to examine the career development, choices, and goals of elementary general music teachers who identified as instrumental majors during their undergraduate degree programs. Data collection included a questionnaire, interviews, participant journals, and observation field notes; data were organized using the theoretical framework of social cognitive career theory. Themes are presented in two categories: internal influences (self-efficacy and perceived differences between elementary music and instrumental music) and external influences (economy, undergraduate preparation, and working in elementary general music). Implications regarding the development of self-efficacy and preparation for teaching outside of one’s specialization are discussed.

Factors Impacting Elementary General Music Teachers’ Career Decisions: Systemic Issues of Student Race, Teacher Support, and Family

2021 ◽  
pp. 002242942199489
Author(s):  
Tiger Robison ◽  
Joshua A. Russell
Keyword(s):  
Teacher Support ◽  
Music Teachers ◽  
Future Research ◽  
Mentoring Program ◽  
General Music ◽  
Family Responsibilities ◽  
Career Plans ◽  
Number Of Children ◽  
Teaching Awards ◽  
Elementary General Music

The purpose of this study was to examine factors that may influence the projected career plans of elementary general music teachers. Survey participants ( N = 972) completed a questionnaire designed to elicit responses about multiple factors and projected career plans in 1 year and in 5 years. The vast majority of participants planned to remain in their position the following year, yet a little under half of them planned on remaining in their positions in 5 years. The variables associated with teacher migration or attrition in 5 years were issues of teacher support (i.e., participation in a mentoring program and recognition in the form of teaching awards), student race, and family responsibilities (i.e., number of children at home). Movers were also more likely to have received a teaching award than those who intended to stay in their current positions or those who planned to leave the profession. Implications for the profession as well as for practice and future research are discussed.

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

Research-to-Resource: Developing a Culturally Responsive Mind-Set in Elementary General Music

2018 ◽  
Vol 37 (2) ◽  
pp. 11-14 ◽  
Author(s):  
Jacqueline Kelly-McHale
Keyword(s):  
Culturally Responsive ◽  
Community Context ◽  
General Music ◽  
Practical Applications ◽  
Music Classroom ◽  
School Teaching ◽  
Elementary General Music ◽  
Cultural Responsivity ◽  
Mind Set ◽  
Context Specific

The terms culturally responsive teaching and culturally responsive pedagogy have become more common in the vernacular of public-school teaching. However, practical applications of cultural responsivity are not often clearly presented due to the nature of being responsive. Responsivity requires knowledge of students and community (context) specific to each teaching context. Content and materials should then be derived from the development of the contextual understanding. This is why presenting a tool box of culturally responsive practices is not possible when seeking to become more culturally responsive in the classroom. This article seeks to situate cultural responsivity as a mind-set as opposed to an approach or method within the elementary general music classroom. Practical steps that can be taken toward the development of this mind-set are then presented with a focus on context and content.

Perceived Factors Impacting School Music Programs

2014 ◽  
Vol 62 (4) ◽  
pp. 344-361 ◽  
Author(s):  
Carlos R. Abril ◽  
Julie K. Bannerman
Keyword(s):  
School District ◽  
Music Teachers ◽  
Music Programs ◽  
Elementary Music ◽  
Substantial Impact ◽  
Teachers Perceptions ◽  
Or Groups ◽  
School Music ◽  
Micro Level ◽  
Teaching Positions

The purpose of this study was to examine elementary music teachers’ perceptions of factors impacting their music programs and teaching positions as well as the actions these teachers take in response to those factors. The following research questions guided the study: (1) What factors are perceived to impact music programs and teaching positions? (2) What is the nature of these factors? (3) How and within what socioecological levels do teachers act on behalf of their programs or positions? (4) To what degree are specific actions, people, and/or groups thought effective in impacting music programs? U.S. music teachers ( N = 432) responded to a survey designed to answer these questions. A socioecological framework was used in the design of the survey and analysis of the data. Results suggest that teachers perceive micro-level factors (school) to have a substantial impact on their programs. Teachers’ actions were mostly focused on the micro level although many teachers considered meso-level (school district) engagement to be vital for maintaining or improving music programs in a given school district. Besides music-specific policies, macro-level issues (state and national) were not viewed as impacting programs in substantive ways. The further removed a factor from the micro level, the less impact was felt and the fewer actions were taken.

scholarly journals General Music Today Music Ideas Series: Viewpoints in Secondary General Music—Article Two: Power Trio: Three Ideas for Renewed Success With Classroom Ensembles

2019 ◽  
Vol 33 (1) ◽  
pp. 6-14
Author(s):  
Virginia Wayman Davis ◽  
Laura Singletary ◽  
Kimberly VanWeelden
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Practical Experience ◽  
Upper Elementary ◽  
Elementary Music ◽  
General Music ◽  
Music Classroom ◽  
Music Ensembles ◽  
Music Class ◽  
Instrumental Ensembles

In this second of three in the series, we explore methods for incorporating instrumental ensembles into your music classroom. Experiences such as performing on ukulele, bucket drums, and in modern popular music ensembles are excellent ways to provide meaningful, relevant music education to students of all ages. Using both research-based information and practical experience, we will discuss ideas for three common instrumental ensembles. The techniques and resources provided in this article are starting points, appropriate for various levels and configurations of music classes: upper elementary music classes, secondary general music classes, afterschool or extracurricular music groups, or for teachers seeking to start an alternative ensemble or rebrand an existing nonperformance music class.

Sign in / Sign up

Export Citation Format

Share Document