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.

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.

“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.

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.

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

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.

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.

scholarly journals Resource-Based View and SMEs Performance Exporting through Foreign Intermediaries: The Mediating Effect of Management Controls

2019 ◽  
Vol 11 (12) ◽  
pp. 3241 ◽  
Author(s):  
Juan Manuel Ramon-Jeronimo ◽  
Raquel Florez-Lopez ◽  
Pedro Araujo-Pinzon
Keyword(s):  
Export Performance ◽  
Management Control ◽  
Mediating Effect ◽  
Relationship Building ◽  
Customer Relationship ◽  
Behavior Control ◽  
Resource Based View ◽  
And Performance ◽  
Building Capability ◽  
The Impact

Following the resource-based view, this research empirically explores the role of formal and informal management control in mobilizing export resources to develop export capabilities, influencing the export performance of small and medium-sized enterprises (SMEs) in an interorganizational relationship context. Empirical data were collected using a survey administrated online to finance managers in Spanish SMEs which use foreign intermediaries to access export markets. In this setting, evidence mainly suggests, first, that management control systems (MCSs) play a relevant mediating role between the effect of, on the one hand, resources on capabilities, and, on the other hand, resources and capabilities on performance. Second, that MCSs and capabilities play a interrelated double mediating effect between the impact of resources on performance; more specifically, a significant double indirect effect is found (1) between financial resources, behavior control, customer relationship building capability and performance, and (2) between physical resources, behavior control, customer relationship building capability and performance.

scholarly journals Factors of academic stress: Do they impact English academic performance?

2021 ◽  
Vol 10 (4) ◽  
pp. 1446
Author(s):  
Erlinda D. Tibus ◽  
Sybill Krizzia G. Ledesma
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Correlation Analysis ◽  
Time Management ◽  
Academic Stress ◽  
Moderate Level ◽  
Exploratory Research ◽  
Personal Stress ◽  
And Performance ◽  
The Impact

<span>This study investigated the college students’ level of academic performance and determined the impact of academic stress on their English academic performance. This employed a descriptive-exploratory research design with Exploratory Factor Analysis (EFA) and correlation analysis (Pearson r) as main analyses using statistical software. The result suggested that the students (N=250) have a moderate level of stress. Likewise, seven factors were generated through EFA but were reduced to four factors using parallel analysis, the factors are perceived personal stress, classroom stress, performance stress, and time management stress. In the correlation analysis, it was found out that perceived personal stress, classroom stress, and performance stress are significantly correlated except for time management stress. Moreover, these factors were found to have no significant relationship with the English grades of the students. With this result, it is concluded that despite having a moderate level of academic stress, students were able to manage them by using a plethora of coping mechanisms available. The institutions should offer prevention and intervention services that directly address the academic stress of the students to ensure academic success.</span>

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.

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