Addressing the NASM Health and Safety Standard through Curricular Changes in a Brass Methods Course: An Outcome Study

2014 ◽  
Vol 29 (3) ◽  
pp. 136-143 ◽  
Author(s):  
Amy Laursen ◽  
Kris Chesky
Keyword(s):  
Music Education ◽  
Health Risks ◽  
Performing Arts ◽  
Health And Safety ◽  
Methods Course ◽  
Safety Standard ◽  
Methods Courses ◽  
Performing Arts Medicine ◽  
Course Objectives ◽  
Schools Of Music

The National Association of Schools of Music (NASM) recently ratified a new health and safety standard requiring schools of music to inform students about health concerns related to music. While organizations such as the Performing Arts Medicine Association have developed advisories, the exact implementation is the prerogative of the institution. One possible approach is to embed health education activities into existing methods courses that are routinely offered to music education majors. This may influence student awareness, knowledge, and the perception of competency and responsibility for addressing health risks associated with learning and performing musical instruments. Unfortunately, there are no known lesson plans or curriculum guides for supporting such activities. Therefore, the purpose of this study is to (1) develop course objectives and content that can be applied to a preexisting brass methods course, (2) implement course objectives into a semester-long brass methods course, and (3) test the effectiveness of this intervention on students’ awareness, knowledge, perception of competency, and responsibly of health risks that are related to learning and performing brass instruments. Results showcase the potential for modifying methods courses without compromising the other objectives of the course. Additionally, students’ awareness, knowledge, perception of competency, and responsibility were positively influenced as measured by changes in pre to post responses to survey group questions.

Health Promotion Courses for Music Students: Part 1

2007 ◽  
Vol 22 (1) ◽  
pp. 26-29
Keyword(s):  
Health Promotion ◽  
Performing Arts ◽  
Physical Therapists ◽  
Performing Arts Medicine ◽  
Music Schools ◽  
Health Promotion In Schools ◽  
Health Course ◽  
Schools Of Music ◽  
Future Work ◽  
The Impact

The September 2006 issue of MPPA included a Special Article and an Editorial on health promotion in schools of music, based on work done by the Performing Arts Medicine Association (PAMA) and the National Association of Schools of Music (NASM). Consensus was reached on four declarations/recommendations at the Health Promotion in Schools of Music Conference in 2004. The second recommendation, reported in the Special Article, was to "develop and offer an undergraduate occupational health course for all music majors." The Editorial contained a call for descriptions of courses that have been developed and offered for this purpose. Below are the descriptions of five courses from music schools across the country. The courses are notable for their diversity in faculty, ranging from musician-educators to occupational and physical therapists to physicians. Readers will note some common areas of content among the courses. Student feedback is included in the first course description. Future work in this area should focus on evaluation of the impact of this type of coursework, which is now part of the NASM accreditation standards.

Health Promotion Courses for Music Students: Part III

2007 ◽  
Vol 22 (3) ◽  
pp. 116-119
Keyword(s):  
Health Promotion ◽  
Performing Arts ◽  
Music Students ◽  
Music Majors ◽  
Performing Arts Medicine ◽  
The Third ◽  
Health Promotion In Schools ◽  
Health Course ◽  
Schools Of Music ◽  
Work Done

The September 2006 issue of MPPA contained a Special Article and editorial on health promotion in schools of music, based on work done by the Performing Arts Medicine Association and the National Association of Schools of Music. Among the conclusions reached at the Health Promotion in Schools of Music Conference in 2004 was the recommendation to "develop and offer an undergraduate occupational health course for all music majors." This series of Special Articles in MPPA contains descriptions of courses that have been developed and offered for this purpose. This is the third and final part of the series.

Promoting Health in Post-Secondary Music Schools

2006 ◽  
Vol 21 (3) ◽  
pp. 95-96
Author(s):  
Ralph A Manchester
Keyword(s):  
Health Promotion ◽  
Injury Prevention ◽  
Performing Arts ◽  
Music Students ◽  
College Level ◽  
Performing Arts Medicine ◽  
Performing Artists ◽  
Accreditation Standard ◽  
Health Promotion In Schools ◽  
Schools Of Music

The Special Article in this issue of Medical Problems of Performing Artists has the potential to usher in a new era in improving the lives of musicians (and potentially other performing artists) around the world. The Health Promotion in Schools of Music conference that was held in Texas in the fall of 2004 brought together a rich mixture of music and performing arts medicine professionals. Stimulated by the new National Association of Schools of Music accreditation standard that requires undergraduate music students to receive instruction in injury prevention and occupational health promotion, participants in the conference worked diligently for 3 days to discuss what we know, what we don't know, and how to approach the vital yet immensely complex issue of health promotion and injury prevention for college-level music students. While the recommendations in the Special Article are intentionally broad and allow each school to develop its own program, they are based on a true state of the art analysis of the field.

Discourses of diversity in music education: The curriculum framework of the Norwegian Schools of Music and Performing Arts as a case

2019 ◽  
Vol 42 (2) ◽  
pp. 270-290 ◽  
Author(s):  
Live Weider Ellefsen ◽  
Sidsel Karlsen
Keyword(s):  
Music Education ◽  
Performing Arts ◽  
Educational Opportunities ◽  
Cultural Backgrounds ◽  
The Social ◽  
Curriculum Framework ◽  
The Everyday ◽  
Teachers And Students ◽  
Micro Level ◽  
Schools Of Music

In this article, we enquire into the language of diversity as it is currently in use in the field of music education, by way of exploring the social and educational ambitions of the Norwegian system of extra-curricular, Schools of Music and Performing Arts. We take as our case the recently launched governing document of this particular educational system, named Curriculum framework for schools of music and performing arts: Diversity and deeper understanding. Analysing this document as a discursive statement, and through a Foucauldian theoretical lens, we investigate the meanings of “diversity” enacted within and across the various textual-discursive contexts of the curriculum framework, identifying and exploring four nodal points of signification, namely: 1) diversity understood as difference in students’ ethno-cultural backgrounds; 2) diversity of educational opportunities and modes of expression; 3) diversity and/or/as deeper understanding; and 4) diversity of learning arenas and contexts: entrepreneurial expectations. The discussion of the findings is conducted in dialogue with a historical understanding of the Norwegian Schools of Music and Performing Arts’ societal mandate and approach to diversity as well as various understandings of diversity within the international field of music education research. We conclude by pointing out that the macro-level institutional strategy and aim of emphasising and encouraging diversity cannot be understood as fulfilled before it has been sufficiently operationalised and has trickled down into the everyday actions of teachers and students. Only then is it implemented as a tool accessible on the micro-level and with the potential to enhance students’ participation and agency.

2009 SAE-P: Sports and Performing Arts Medicine

PM&R ◽  
2009 ◽  
Vol 1 ◽  
pp. S88-S91
Author(s):  
Michelle S. Gittler ◽  
Joseph M. Ihm ◽  
Theresa J. Lie-Nemeth ◽  
Maria Regina Reyes ◽  
Vivian C. Shih
Keyword(s):  
Performing Arts ◽  
Performing Arts Medicine

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

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