Even a School Music Teacher Can Be Human

1945 ◽  
Vol 32 (2) ◽  
pp. 46-46
Author(s):  
Ruth Jenkin
Keyword(s):  
1982 ◽  
Vol 69 (2) ◽  
pp. 40
Author(s):  
Fred Schouten

2019 ◽  
pp. 1-8
Author(s):  
Rena Upitis

The opening section of the book describes the relationship between the first edition and the second, written more than thirty years apart, which document the author’s experiences as the elementary-school music teacher at an inner-city school in Boston, Massachusetts. The school partnered with the Massachusetts Institute of Technology (MIT) in a professional development and research project. The author also describes her role as an academic at MIT and relates it to her present university position and to her lifelong work as a music educator. The conversational style of the opening section foreshadows the remaining chapters and the retrospective approach that is taken throughout, as the author explores why the pedagogy described in the first edition has endured so well over the years, not only in terms of her classroom-teaching experiences but also in her role as a preservice educator and music-education researcher.


2019 ◽  
Vol 105 (3) ◽  
pp. 17-22
Author(s):  
Amanda R. Draper

Including democratic principles in a traditional public school general music program can be challenging, but the benefits are significant, including greater student independence and motivation for learning. Democratic practice is both an approach to teaching and an outcome of the experience. It prepares students to be participants in society by providing space for student voices and encouraging students to think deeply and ask challenging questions. It also involves negotiating a rebalance of control in which the music teacher is more of a teacher-facilitator, learning alongside the students and allowing their choices and decisions to be a driving force in the learning process. This article presents one model for incorporating democratic ideals in middle school general music.


Tempo ◽  
1988 ◽  
pp. 22-27 ◽  
Author(s):  
Christopher Tinker

Few Musicians know of Imogen Hoist's work as a composer. She entered the R.C.M. in 1926, won an open scholarship for composition in 1927, the Cobbett Prize of 1928 with a Phantasy String Quartet, and an Octavia travelling scholarship in 1929. She was in league with the rising number of women musicians in London at the time, composing for the Anne Macnaghten Quartet, Victoria Reid and Sylvia Spencer among others; her works were performed and broadcast along with those of Lutyens and Maconchy. She was also developing her career as a pianist, undertaking much accompaniment work. Neuritis put an end to this, and, as she remained unmarried, she needed to find work to support herself financially. She joined the staff of the English Folk Dance and Song Society and began work as a school music teacher. An enormous quantity of arrangements ensued, most of which were published. As a result, her output became best known in the field of folk song arrangement, either for educational purposes or for the EFDSS. During the 1930's the only compositions she undertook were little pieces to help in her teaching. Her list of compositions did grow substantially in the following decade (during which she founded and directed the music department at Dartington), but the quantity and quality of them remained little recognized.


2010 ◽  
Vol 27 (2) ◽  
pp. 151-170 ◽  
Author(s):  
Dimitra Kokotsaki

This study aims to assess the perceived impact of Post-Graduate Certificate in Education (PGCE) music students' engagement in music making outside school on their teaching. Fifty-one students training to become secondary school music teachers in England were asked to report on the perceived impact that their participation in music making outside school had on their lives during their training and on its expected impact as a qualified music teacher. They believed that being musically involved outside school has both personal and professional benefits for them as it has the potential to increase their anticipated job satisfaction as qualified teachers and help them become better teachers. They all expressed a desire to be involved in such musical activities as qualified music teachers because they felt that these can help them maintain their enthusiasm, be more confident and motivated, and keep their technique and performance standards to a high level.


2005 ◽  
Vol 22 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Janet Mills

While most of the students who graduate each year from the Royal College of Music (RCM) in London build performance-based portfolio careers that include some teaching, very few of them enter secondary school class music teaching. This article describes how young musicians' concerns about the career of secondary class music teacher develop as they move from sixth former to first year RCM undergraduate to third year undergraduate, and proposes some ways in which these concerns may be addressed. RCM students often agree strongly with statements consistent with a positive attitude to teaching, such as feeling a sense of achievement when pupils learn, and considering that teaching is about helping pupils realise their musical potential. However, they also tend to think that secondary class music teaching is not ‘doing music’. Successful secondary music teachers may take a different view, and the effect on RCM students of working with such teachers is reported descriptively.


2019 ◽  
Vol 38 (4) ◽  
pp. 593-612
Author(s):  
Debra G. Hedden

The purpose of this naturalistic case study was to uncover beliefs and behaviors of successful teachers who produced excellent children’s singing in Lithuania. The research questions guiding the study were: What particular beliefs did music teachers hold about their ability to teach children to sing and the necessary components to teach children good singing? What specific behaviors did music teachers exhibit and embrace in public and singing school music classes to achieve good singing that is accurate, tuneful, resonant, expressive, and in head voice? In this naturalistic case study, data from informants ( N =18) consisted of interviews ( n = 12) and observations in their classrooms ( n = 22) and concerts ( n =7) in an urban area in a city in Lithuania. The conceptual framework underpinning the study was supported by the data, relating to their beliefs and behaviors about their knowledge and skill in teaching, their use of a variety of teaching strategies, and their use of highly sequenced literature. Of most importance was that they emphatically lived their beliefs in order to achieve success with children’s singing. Implications are offered that relate to music teacher preparation.


Author(s):  
Edward Venn

Nicholas Maw was one of the leading British composers of his generation. His music balances modernist sensibilities with musical and expressive impulses derived from Late Romanticism, often on a large scale and with reference to traditional genres. In later life he relocated to the United States of America, where he died from heart failure. Though born into a musical family in Grantham, Lincolnshire, Maw only began composing at the instigation of a school music teacher at the age of 15. Later he studied at the Royal Academy of Music (1955–58) with Lennox Berkeley. Both the Academy and London in general provided an environment in which he could encounter early-twentieth-century modernist music for the first time (in particular that of the Second Viennese School) and more contemporary idioms. Supported by a French Government scholarship, Maw continued his education in France with Nadia Boulanger (who helped him secure the Lili Boulanger Prize, which allowed him to remain in Paris for a further six months) and Max Deutsch. Though Maw’s earliest works, such as the Eight Chinese Lyrics (1956) and Nocturne (1957–58), already demonstrated familiarity with the music of the Second Viennese School (as well as that of Britten), the compositions that Maw produced on his return to England, such as the Six Chinese Songs (1959), revealed a Boulezian influence.


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