scholarly journals Editorial

2021 ◽  
Vol 2 (2) ◽  
pp. 1-4
Author(s):  
Guro Gravem Johansen ◽  
Anna Houmann ◽  
Danielle Treacy
Keyword(s):  
Music Education ◽  
Primary School ◽  
Music Teachers ◽  
Current Issue ◽  
Research Articles ◽  
Teacher Qualifications ◽  
Intercultural Music ◽  
Music Activities

The current issue of Nordic Research in Music Education presents six research articles that in various ways call into question beliefs and established truths within music education, such as perceptions of teacher qualifications for music activities in preschool and primary school, and and who institutions select and educate to become music teachers. Furthermore, the articles address how notions of diversity, intercultural music education and genre categorizations influence the construction of content in music education, and what happens when these categories travel between music cultures and their reconstruction as content in the classroom.

scholarly journals Attitudes of primary school teachers in Croatia toward Music as a school subject / Stališča osnovnošolskih učiteljev na Hrvaškem do glasbe kot šolskega predmeta

2021 ◽  
Vol 17 (34) ◽  
pp. 13-27
Author(s):  
Snježana Dobrota ◽  
Antonija Vrančić ◽  
Ivana Križanac
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Education ◽  
Work Experience ◽  
Leisure Time ◽  
Classical Music ◽  
School Teachers ◽  
School Subject ◽  
Primary School Teachers ◽  
Music Activities

The paper explores the influence of years of work experience, professional qualifications, additional music education, engaging in music activities in leisure time, and going to the theatre/classical music concerts on the attitudes of primary school teachers toward the school subject Music. The research was conducted on a sample of primary education teachers from all Croatian counties (N = 233), using a questionnaire composed of two parts: The General Data Questionnaire and Attitudes Toward Music as a School Subject. The results confirm that primary school teachers with fewer years of work experience have more positive attitudes toward the Curriculum of Music Education for Primary Schools and for Grammar Schools in the Republic of Croatia, while in other aspects of attitudes no difference was found. Furthermore, no differences were found in the attitudes of primary school teachers toward the subject Music with regard to their professional qualifications. Primary education teachers who have attended additional music classes, who engage in music activities in leisure time and who often attend theatre/classical music concerts, consider Music to be an important school subject that relaxes the students, and consider themselves more competent to teach music. The obtained results have significant implications in terms of music pedagogy, with regard to organizing the music education of preservice primary teachers and their lifelong learning.

A Content Analysis of Update: Applications of Research in Music Education (1989–2017)

2019 ◽  
Vol 38 (1) ◽  
pp. 55-62
Author(s):  
Brian A. Silvey ◽  
Wendy L. Sims ◽  
Gretchen Pohlman ◽  
Bradley J. Regier
Keyword(s):  
Music Education ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Music Teachers ◽  
School Personnel ◽  
Research Articles ◽  
Literature Reviews ◽  
Service Music ◽  
Interest In Research ◽  
Over Time

We analyzed the article types, participants, and topics represented in Update articles published between 1989 and 2017 ( N = 379), beginning when MENC (now NAfME) took over publication of the journal. Quantitative research articles (46.42%) and literature reviews (28.84%) accounted for the largest portion of articles published. The percentage of qualitative research articles published has increased over time, while the percentage of historical articles and essays has decreased. Journal authors investigated a large variety of topics ( N = 68), with teaching methods and techniques (7.14%) and teaching students with exceptionalities (4.51%) representing the most frequent article topics. Authors most frequently recruited public school personnel, special populations, and college/university students as participants. These data provide insights into the article types, participants, and topics of interest in research designed to inform in-service music teachers, provide guidance for authors seeking publication venues, and help students and researchers know where to find various types of articles and topics.

scholarly journals Globalización económica, cultural y educativa: perspectivas docentes en el aula de educación musical / Economic, Cultural and Educational Globalization: Perspectives of Teachers in the Classroom Music Education

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
María del Mar Bernabé Villodre
Keyword(s):  
Elementary Education ◽  
Music Education ◽  
Cultural Diversity ◽  
Education System ◽  
Music Teachers ◽  
Educational Practices ◽  
Regional Structure ◽  
Migration Process ◽  
Educación Primaria ◽  
Intercultural Music

ABSTRACTThe subject of Music in Elementary Education has seen big changes, because the regional structure and the migration process, which showed the shortcomings of the education system to address diversity. This article reflects on the influences of the globalization process in the educational practices of music teachers Primary and shows how they need to be trained to meet this cultural diversity. The analysis aims to show how multicultural interventions framed in intercultural denominations, which are due to poor training and terminological rules on multicultural educational contexts are developed. Summarizing, in Spain, intercultural music education has the potential to become a common and convenient practice, just that teachers be trained in accordance with its principles from the universities.RESUMENLa asignatura de Música de Educación Primaria ha presenciado grandes modificaciones, debido a la estructuración autonómica y al proceso migratorio, que mostró las carencias del sistema educativo para poder atender a la diversidad. Este artículo reflexiona sobre las influencias del proceso globalizador en las prácticas educativas de los docentes de música de Primaria y muestra cómo necesitan ser formados para atender a esa diversidad cultural. El análisis realizado pretende mostrar cómo se desarrollan intervenciones multiculturales, enmascaradas en denominaciones interculturales, que se deben a la escasa formación terminológica y normativa sobre los contextos educativos pluriculturales. Sintetizando, en España, la educación musical intercultural tiene posibilidades de convertirse en una práctica habitual y cómoda, basta con que el profesorado sea formado de acuerdo con sus principios desde las universidades.

Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference?

2016 ◽  
Vol 22 (2) ◽  
pp. 196-223 ◽  
Author(s):  
Alfredo Bautista ◽  
Guo-Zheng Toh ◽  
Joanne Wong
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Primary School ◽  
Music Teachers ◽  
Nationwide Survey ◽  
Music Teacher ◽  
Widespread Agreement ◽  
School Music ◽  
Teachers Professional Development ◽  
Music Education Majors

There is widespread agreement that one-size-fits-all professional development (PD) has limited potential to foster teacher learning and that PD should be ‘responsive’ to the demands of teachers with different profiles. The purpose of this exploratory study was to analyze the PD motivations, needs, and preferences of Singapore primary school music teachers according to their level of specialization in music education. This variable has been relatively unexplored within the field of music-teacher PD. A nationwide survey was run to collect the data. Participants were 286 primary music teachers (about 40% of the entire population), who were split into three groups based on their music education background (Major = 113, Minor = 64, Generalist = 109). Findings indicated that the three groups of teachers had different motivation levels to participate in music-specific PD (e.g., generalists being the least motivated), various needs for further training (e.g., music education majors being the most interested in improving their music content knowledge), and different preferences regarding PD providers and learning formats (e.g., generalists preferring to learn from other fellow colleagues within informal settings). We concluded that the level of specialization in music education plays a major role in determining teachers’ PD motivations, needs, and preferences. This study has the potential to inform the design of more responsive PD initiatives.

Leisure-Time Music Activities from the Perspective of Musical Agency

2017 ◽  
Author(s):  
Sidsel Karlsen
Keyword(s):  
Music Education ◽  
Leisure Time ◽  
Learning Trajectories ◽  
Binary Opposition ◽  
Sociology Of Music ◽  
Music Production ◽  
Music Consumption ◽  
Musical Taste ◽  
Specific Concept ◽  
Music Activities

This chapter aims to understand the phenomenon of leisure-time music activities from the perspective of musical agency. It explores how individuals’ and groups’ recreational practices involving music can be seen as a means for expanding their capacities for acting in the lived-in world. The exploration proceeds through theoretical and experiential accounts. It first draws on literature from general sociology, music sociology, and the sociology of music education in order to elaborate on the broader notion of agency, as well as the more field-specific concept of musical agency. It then explores various music-related agency modes through narrating the author’s own experiences of participating in, leading, and observing leisure-time music activities. The chapter aims to dissolve the binary opposition between recreational music production and music consumption. It argues that the two poles instead can be understood as inseparably intertwined venues for the constitution of agency, musical taste and music-related learning trajectories.

Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities

2021 ◽  
pp. 1321103X2097480
Author(s):  
Melissa Bremmer ◽  
Carolien Hermans ◽  
Vincent Lamers
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Teaching Practice ◽  
Meaning Making ◽  
Multiple Disabilities ◽  
Children's Music ◽  
Four Dimensions ◽  
Music Lessons ◽  
Multiple Case ◽  
Teaching Music

This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in this study. Individual and collective video reflections and microanalysis were applied to gather data about their multimodal teaching practice. The data were analyzed through Schmid’s framework (2015) of “multimodal dimensions of children’s music experiences,” developed for general music education. This framework consists of four dimensions: narrativity, sociality, materiality, and embodiment. Based on the findings, Schmid’s framework could be revised for special education, thus providing music teachers with a tool for designing multimodal music lessons for pupils with severe or multiple disabilities.

The method of emotional education in music teaching

2021 ◽  
pp. 002072092098355
Author(s):  
Hui Hong ◽  
Weisheng Luo
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Aesthetic Education ◽  
Music Teaching ◽  
True Meaning ◽  
School Music ◽  
Teaching Music ◽  
Emotional Education

Wang Guowei, a famous scholar and thinker in our country, thinks that “aesthetic education harmonizes people's feelings in the process of emotional music education, so as to achieve the perfect domain”, “aesthetic education is also emotional education”. Therefore, in the process of music education, emotional education plays an important role in middle school music teaching, and it is also the highest and most beautiful realm in the process of music education in music teaching. Music teachers should be good at using appropriate teaching methods and means. In the process of music education, they should lead students into the emotional world, knock on their hearts with the beauty of music, and touch their heartstrings. Only when students' hearts are close to music in the process of music education, can they truly experience the charm of music and realize the true meaning of music in the process of music education. Only in this way can music classes be effectively implemented The purpose of classroom emotion teaching.

Sign in / Sign up

Export Citation Format

Share Document