Early childhood fieldwork for music education majors

2020 ◽  
Vol 15 (2) ◽  
pp. 199-215 ◽  
Author(s):  
Christa R. Kuebel
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Music Educators ◽  
Critical Examination ◽  
Education Majors ◽  
Musical Settings ◽  
Pedagogical Content ◽  
Early Childhood Music ◽  
Music Education Majors ◽  
Preparedness To Teach

Fieldwork experiences for undergraduate music education majors provide opportunities to gain pedagogical content knowledge as well as a deeper understanding of child development and musical behaviour. Early childhood music fieldwork experiences are vital to preservice music educators in order to gain insight into the specific needs of young learners and increase preparedness to teach in a variety of musical settings. Critical examination of the fieldwork opportunities provided to undergraduate music education majors in the early childhood music setting could benefit all preservice music educators. This article will describe one early childhood fieldwork placement and its impacts on the preparation of three undergraduate music education majors. Implications related to the importance of early childhood music education fieldwork experiences for preservice music educators are discussed.

Integrating Cantonese Nursery Rhymes Into Early Childhood Music Classrooms: A Lesson for Learning Music, Language, and Culture

2021 ◽  
pp. 104837132110262
Author(s):  
Yingying Pan
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Cultural Awareness ◽  
Lesson Plan ◽  
Music Educators ◽  
World Music ◽  
Language And Culture ◽  
Early Childhood Music ◽  
Chinese Music ◽  
Music Classrooms

As cultural diversity is increasingly celebrated in classrooms, multicultural learning in music education has become more essential and meaningful. Therefore, this article emphasizes the integration of Cantonese nursery rhymes into early childhood music classrooms by providing a detailed lesson plan and some teaching suggestions. This effort aims to enhance students’ cultural awareness and knowledge of world music by integrating Chinese music elements into general music learning. It also serves to provide inspiration and suggests possibilities for music educators who wish to incorporate multicultural elements in music education.

Comparisons of Higher-Order Thinking Skills among Prospective Freshmen and Upper-Level Preservice Music Education Majors

2005 ◽  
Vol 53 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Deborah A. Sheldon ◽  
Gregory DeNardo
Keyword(s):  
Music Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Music Educators ◽  
Higher Order ◽  
Entrance Examination ◽  
Education Majors ◽  
Higher Order Thinking Skills ◽  
Upper Level ◽  
Music Education Majors

High school students aspiring to become music educators ( N=116) and upper-level music education majors ( N=130) took part in this investigation comparing higher-order thinking skills in an observation analysis task. We used certain procedures from previous investigations (Sheldon & DeNardo, 2004; Standley & Madsen, 1991). Upperclassmen demonstrated greater higher-order thinking skills, measured by success in providing descriptive and inferential statements in an observation task, compared to prospective freshmen. This outcome is consistent with those of prior studies (Sheldon & DeNardo, 2004; Standley & Madsen, 1991) and suggests that the continued development of higher-order thinking skills among prospective music educators can be cultivated within an undergraduate music education degree program. When entrance examination variables of prospective freshmen were analyzed for relationships, few strong correlations were found. February 27, 2004 December 14, 2004.

A Comparison of the Basic Song Repertoire of Vocal/Choral and Instrumental Music Education Majors

2000 ◽  
Vol 48 (1) ◽  
pp. 5-9 ◽  
Author(s):  
Carol A. Prickett ◽  
Madeline S. Bridges
Keyword(s):  
Music Education ◽  
Choral Music ◽  
Instrumental Music ◽  
Music Educators ◽  
Education Majors ◽  
Education Students ◽  
Song Repertoire ◽  
Instrumental Music Education ◽  
Significant Difference ◽  
Music Education Majors

Following up on an earlier study, an audiotape of the tunes of 25 standard songs, assumed to be known by everyone who has finished 6th grade, was played for 135 undergraduate instrumental music education students and 79 undergraduate vocal/choral music education students. There was no significant difference in the ability of either group to identify the songs. The means for both groups indicated that neither had developed a strong repertoire of standard songs outside the college classroom. Several songs that music educators have stated are very important for children to learn could not be identified by even half the students in either group. It is recommended that professors preparing music education students for their future careers consider adding activities to music education courses that build a strong song repertoire.

Assessing Music in Early Childhood

2019 ◽  
pp. 444-476
Author(s):  
Maria Runfola
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Deep Understanding ◽  
Children's Music ◽  
National Network ◽  
Music Assessment ◽  
Early Childhood Music ◽  
Utilitarian Value

In this chapter, pros and cons of assessing young children’s music skills and content knowledge are explored. An integrative literature review is included as well as a thematic review lending support to core themes. Several reasons were identified as to the importance of promoting student assessment as children participate in early childhood music. Use of music assessments in the classroom and for research should consider practices consistent with musical age as well as chronological age. Increased recognition of the importance of music in total development of the child supports need for effective early childhood assessment systems especially by the music education research community as they continue to gather evidence regarding the utilitarian value of music in early childhood. Researchers need to be aware of environmental factors that may impact early music learning and cognizant of current best practices in music education for early childhood. Researcher-developed criterion measures often are not investigated for quality characteristics, and thus rigorous guidelines for such criterion measures are needed. It appears there are no definitive policy or ethics statements regarding early childhood music assessment but both should be considered vital priorities for the profession. Most likely only those scholars with profound interest in assessment and teachers with deep understanding of the role of assessment in teaching and learning will volunteer to respond. Everything developed in such a national network will be useful, providing we start with clearly defined, intended outcomes and then develop assessments to document student attainment of those musical outcomes.

Music Therapy Knowledge and Interest: A Survey of Music Education Majors

2020 ◽  
Vol 57 (4) ◽  
pp. 455-474
Author(s):  
Lori F Gooding ◽  
D Gregory Springer
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Music Teachers ◽  
Degree Programs ◽  
Education Majors ◽  
Education Students ◽  
Career Option ◽  
Key Factor ◽  
Career Options ◽  
Music Education Majors

Abstract Music teachers play an important role in exposing students to career options in the field of music. As a result, there is a need to explore music education students’ interest in and knowledge of music therapy. The purpose of this study was to investigate music education students’ exposure to, knowledge of, and willingness to promote music therapy as a career option for prospective collegiate students. A survey was given to 254 music education majors from four research institutions, two with and two without music therapy degree programs. Participants answered demographic, yes/no, Likert-type scale, and open-ended questions about their exposure to, knowledge of, and willingness to promote careers in music therapy. Results indicate that exposure to music therapy occurred in both pre-collegiate and college settings, and that music teachers appear to be influential in exposing students to music therapy. Students often sought out information on music therapy independently, which played an important role in how individuals learned about music therapy, though it has the potential of providing misinformation. Significant differences were found in participants’ knowledge and willingness to promote music therapy as a career option based on the presence of music therapy degree programs. Exposure seemed to be a key factor in music therapy knowledge and promotion; thus, music therapists need to ensure accurate dissemination of music therapy-related information in both pre-collegiate and college settings. Increasing the visibility of the field has the potential to expand interest and potentially attract young musicians well suited for a career in music therapy.

An Observational Study of Score Study Practices Among Undergraduate Instrumental Music Education Majors

2017 ◽  
Vol 65 (1) ◽  
pp. 52-71 ◽  
Author(s):  
Brian A. Silvey ◽  
Mark Montemayor ◽  
Christopher M. Baumgartner
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Education Majors ◽  
Preparation Programs ◽  
Score Study ◽  
Instrumental Music Education ◽  
Study Session ◽  
Significant Difference ◽  
Model Condition ◽  
Music Education Majors

The purpose of this study was to investigate undergraduate instrumental music education majors’ score study practices as they related to the effectiveness of their simulated conducting. Participants ( N = 30) were video recorded in two sessions in which they completed a 20-min score study session and a simulated conducting performance. In the first score study session, all 30 conductors studied Mini-Suite for Band, Movement 1. In Session 2, participants studied Portrait of a Clown but this time either with a model recording ( n = 15) or without one ( n = 15). We computed the overall duration of participants’ score study behaviors for both pieces. Additional data included graduate students’ evaluations of participants’ post–score study conducting performances and an inventory of participants’ score study markings. We found a significant difference in the proportion of time spent in score studying activities between the model and no-model condition conductors, with more time spent in gesturing when studying along with a model. Evaluations of participants’ conducting revealed no differences between those conductors who used a model and those who did not while studying Portrait of a Clown. Our analysis of conductors’ score markings revealed a small number of notable differences between stronger/weaker conductors and between model/no-model conditions. Implications for undergraduate conductor preparation programs are discussed.

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