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.

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.

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.

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.

Exploring Access, Intersectionality, and Privilege in Undergraduate Music Education Courses

2019 ◽  
Vol 29 (2) ◽  
pp. 22-37
Author(s):  
Samuel Escalante
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Education Students ◽  
Teachers Beliefs ◽  
Basic Qualitative Study ◽  
Education Courses

Music teacher educators often work to prepare preservice music teachers to be socially conscious and adopt dispositions toward teaching in socially just ways. Preservice teachers’ beliefs, attitudes, and dispositions toward social justice issues may not be sufficiently challenged, however, unless coursework is appropriately conceived. I designed a three-part workshop to introduce and explore the concepts of access, intersectionality, and privilege, and then conducted a basic qualitative study to examine undergraduate music education students’ understandings of and attitudes toward sensitive social justice issues, as well as their experiences with the workshop. I found that exploring sociological concepts related to social justice through interactive activities and allowing students safe methods for expressing themselves, such as journaling, may facilitate the adoption of positive dispositions among preservice teachers toward toward social justice issues.

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.

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.

Fantasies and Other Romanticized Concepts of Music Teaching: A Cross-Cultural Study of Chinese and North American Music Education Students’ Images of Music Teaching

2002 ◽  
Vol os-39 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Manny Brand ◽  
Lori Dolloff
Keyword(s):  
Music Education ◽  
North American ◽  
American Music ◽  
Education Majors ◽  
Music Teaching ◽  
Education Students ◽  
International Context ◽  
Cross Cultural Study ◽  
Teaching Music ◽  
Music Education Majors

Within an international context, this article reports on the use of drawings by Chinese and North American music education majors as a means of examining these students’ images, expectations, and emerging concepts of music teaching. By studying and discussing these drawings within the methods class, it is hoped that these music education majors could project their present orientation toward music teaching. Several common themes were seen in both the Chinese and North American drawings. Individual drawings are analyzed and included as evidence of archetypal images and signifiers. It is proposed that these students’ drawings might serve as a means of uncovering, analyzing, and challenging music education students as they begin the career-long task of reconciling romanticized notions with more realistic experiences in teaching music.

Influences on teacher efficacy of preservice music educators

2021 ◽  
pp. 025576142098624
Author(s):  
Ryan A Fisher ◽  
Nancy L Summitt ◽  
Ellen B Koziel ◽  
Armand V Hall
Keyword(s):  
Teacher Efficacy ◽  
Music Education ◽  
Scale Score ◽  
Music Performance ◽  
The United States ◽  
Music Teacher ◽  
Predictor Variables ◽  
Education Students ◽  
Education Programs ◽  
Convenience Sample

The purpose of this study was to explore the factors that influence preservice music teacher efficacy. Participants in this study were undergraduate music education students ( N = 124), a convenience sample taken from six mid-South university music education programs in the United States. To explore the factors influencing preservice music teacher efficacy, a survey was sent to participants. The survey consisted of demographic information (race, gender, classification, etc.), questions about the predictor variables, and the Preservice Music Teacher Efficacy Scale (PMTES). Multiple regression revealed that the predictor variables accounted for 38% ( R2 = .38; adjusted R2 = .33) of the variance in the PMTES. Professional Disposition Scale score (β = .35, p < .001) and Music Performance Efficacy Scale score (β = .39, p < .001) contributed the greatest to the regression model. Based on these findings, music teacher education programs may consider implementing a type of professional disposition measurement throughout music education students’ undergraduate education. The results also reinforce the importance of developing music performance skills as part of a music education program.

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.

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