Certain Attitudes Toward Occupational Status Held by Music Education Majors

1992 ◽  
Vol 40 (2) ◽  
pp. 104-113 ◽  
Author(s):  
Martin J. Bergee
Keyword(s):  
Elementary Education ◽  
Music Education ◽  
Peer Group ◽  
Occupational Status ◽  
Education Majors ◽  
Elementary Education Majors ◽  
Elementary Education Students ◽  
Mixed Messages ◽  
Negative Messages ◽  
Music Education Majors

Educators today often receive mixed messages about their occupational status. The purposes of this study were (a) to identify sources of negative messages aimed at music education undergraduates, and (b) to investigate undergraduates for a response to negative messages involving systematic elevation of self over typical music educators or fellow students. Ninety-six undergraduates from three major universities responded to a questionnaire containing items based on the purposes just listed. Results indicated sources of negative messages to be newspapers, family, friends, peer group, and educational personnel (e.g., counselors). Subjects demonstrated a significant elevation of self over others in 10 of 11 hypothesized self-over-others situations. To account for a generalized tendency to elevate self over others, the author compared music education majors' responses with responses obtained from a group of elementary education majors. Elementary education students exhibited a less generalized tendency to elevate self over others; results indicated significant differences on 3 of the 11 hypotheses.

scholarly journals COLLABORATIVE VIDEO LOGS: VIRTUAL COMMUNITIES OF PRACTICE AND ALIVENESS IN THE MUSIC CLASSROOM

2019 ◽  
Vol 2019 ◽  
Author(s):  
Christopher Cayari
Keyword(s):  
Elementary Education ◽  
Music Education ◽  
Communities Of Practice ◽  
Virtual Communities ◽  
Education Majors ◽  
Or Education ◽  
Elementary Education Majors ◽  
Music Classroom ◽  
Virtual Communities Of Practice ◽  
Music Education Majors

A vlog or videoblog is a series of videos that feature someone speaking to the camera to present entertainment, reflection, opinion, or education. Collaborative vlogs (CVLs) involve multiple people taking joint ownership of a vlog through asynchronous interaction, discussion, and expression. This paper explores how online video helped create communities of practice both within the classroom and beyond through developing connections with each other that extended their interactions from the classroom to the Internet. Additionally, they creatively explored new ways to express themselves, developed their identities, and discussed pertinent topics regarding music, technology, and education. To explore the sociological vectors of culture and identity, I adapted a framework of aliveness within communities of practice developed by Wenger, McDermott, and Snyder (2002) to analyze seven semesters of student reflections on CVL projects in music courses that serviced music education majors, elementary education majors, and students from a variety of majors. Through CVLs, students have explored mediated musical practices and shared their lives and experiences in ways that classmates and instructors do not get to see when limited to the classroom. Students and vloggers alike deal with issues of trust within our digital society, and by critically analyzing how the participants in this study developed relationships with each other and me as their instructor, we can better understand how to move forward in the classroom and through social media, video broadcasting sites, and blogging. While the participants in this study were music students, CVLs can be applied to any discipline.

Familiarity with Basic Song Repertoire: Music Education/Therapy Majors versus Elementary Education Majors

1998 ◽  
Vol 46 (4) ◽  
pp. 461-468 ◽  
Author(s):  
Carol A. Prickett ◽  
Madeline S. Bridges
Keyword(s):  
Elementary Education ◽  
Music Education ◽  
Music Therapy ◽  
Music Educators ◽  
Education Majors ◽  
Education Students ◽  
Song Repertoire ◽  
Elementary Education Majors ◽  
Elementary Education Students ◽  
Teaching Music

An audiotape of the tunes of 25 standard songs assumed to be known by everyone who has finished Grade 6 was played for 273 undergraduate music therapy and music education students and 306 elementary education students who were beginning a music skills class. Music majors identified significantly more tunes than did elementary education majors, but 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 those preparing elementary education students emphasize building a song repertoire and that those teaching music therapy and education students consider adding this goal to appropriate courses.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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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