Solution Search for Expansion of Gifted Education in the Applied Music from the Gifted Music Education in Korea

2021 ◽  
Vol 28 ◽  
pp. 171-201
Author(s):  
Hee Sun Kim
Keyword(s):  
Music Education ◽  
Gifted Education ◽  
Applied Music

Expertise in applied studio teaching: Teachers working with multiple levels of learners

2020 ◽  
Vol 38 (2) ◽  
pp. 283-298
Author(s):  
Jennifer Blackwell
Keyword(s):  
College Students ◽  
Music Education ◽  
Positive Feedback ◽  
Music Teachers ◽  
Applied Music ◽  
Teacher Modeling ◽  
Video Recordings ◽  
Multiple Levels ◽  
Different Levels ◽  
Formal Recognition

One-to-one lessons are ubiquitous in music education, and thus understanding the components of effective teaching in this environment is essential for student learning. This study explored whether the teaching elements identified in previous studies were evident with applied music teachers working with both college and pre-college students, and if those elements differed as a function of the level of the students. In addition, these teachers were asked to provide commentary on what they deemed important to effective studio teaching. I examined video recordings of 18 lessons given by two applied teachers who had received formal recognition for outstanding teaching. Many of the observations in this study were consistent with previous findings; however, higher rates of low magnitude positive feedback and student errors that did not elicit stops were present. One element regarding physical proximity was added. The findings indicate important differences in the way these teachers approach students at different levels, particularly regarding side coaching during performance, teacher modeling, feedback, and correction of errors. Participants also emphasized the importance of rapport and positive relationships.

An Exploration of Potential Factors Affecting Student Withdrawal From an Undergraduate Music Education Program

2012 ◽  
Vol 60 (3) ◽  
pp. 310-323 ◽  
Author(s):  
Russell B. Gavin
Keyword(s):  
Music Education ◽  
Education Program ◽  
Qualitative Methodology ◽  
Applied Music ◽  
Factors Affecting ◽  
Life Issues ◽  
Potential Factors ◽  
The Individual ◽  
Music Education Majors ◽  
Personal Career

The purpose of this study was to examine the degree withdrawal patterns of undergraduate music education majors, with a specific focus on the individual experiences of students withdrawing from the major. Data from recently withdrawn students ( N = 14) were assembled using a qualitative methodology that included semistructured interviews, questionnaires, researcher journals, and meetings with experienced researchers. The data were analyzed and coded, generating a number of categories for discussion and analysis. Students’ experiences during college were diverse, with concerns focused on the applied music component of the degree surfacing as important to many students. The reasons given for withdrawal from the music education program also were diverse, including dismissal from the applied music studio, erosion of personal confidence as a musician, realizations about their feelings toward music versus their feelings about teaching in general as it related to their personal career goals, and personal life issues. Following withdrawal from the music education curriculum, all interviewed students reported that they remained actively involved in music in some way. Implications of these results are discussed in relation to individual experiences and the function of those experiences within the context of current models of student persistence.

Skype music lessons in the academy: Intersections of music education, applied music and technology

2013 ◽  
Vol 6 (1) ◽  
pp. 43-60 ◽  
Author(s):  
Nathan B. Kruse ◽  
Steven C. Harlos ◽  
Russell M. Callahan ◽  
Michelle L. Herring
Keyword(s):  
Music Education ◽  
Applied Music ◽  
Music Lessons ◽  
Music And Technology

Administrators' Ratings of Competencies for an Undergraduate Music Education Curriculum

1978 ◽  
Vol 26 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Joel R. Stegall ◽  
Jack E. Blackburn ◽  
Richard H. Coop
Keyword(s):  
Music Education ◽  
General Education ◽  
Student Teaching ◽  
Professional Education ◽  
Undergraduate Curriculum ◽  
Education Curriculum ◽  
Applied Music ◽  
Education Professional ◽  
Music Ensembles ◽  
Teaching Music

The purpose of this study was to develop ratings by National Association of Schools of Music member institutions of competencies for an undergraduate curriculum in music education. Competencies were limited to the cognitive aspects of basic musicianship, applied music, and music education methods. Competencies in general education, professional education (including student teaching), music ensembles, and competencies in the affective and psychomotor domains were excluded. Testing conditions and criteria also were excluded. A questionnaire composed of 99 competencies was mailed to each of the NASM schools believed to offer undergraduate degrees in music education. The respondents were asked to indicate their opinion of the value of each competency by rating it on a scale from one (low) to five (high). The result of the study is a list of 84 competencies with a mean rating of 3.5 or higher.

scholarly journals Applicability of an applied music notation system: A case study of Figurenotes

2019 ◽  
Vol 37 (4) ◽  
pp. 654-666 ◽  
Author(s):  
Sanna Kivijärvi
Keyword(s):  
Music Education ◽  
General Education ◽  
Educational Practice ◽  
Music Notation ◽  
Structured Interviews ◽  
Voluntary Work ◽  
Applied Music ◽  
Educational Method ◽  
Notation System ◽  
Learning And Teaching

The purpose of this study is to examine the applicability of an applied music notation system, Figurenotes, by using the concept of educational method as theoretical lens. Figurenotes is examined through this lens at two levels: the micro level of music educational practice and the macro level of advancement of educational policies. The study is based on semi-structured interviews with experts in music education, special and general education, educational policy, music therapy, voluntary work, and music business as well as with students, clients, parents, and the developers of Figurenotes. The findings emphasise that the application of Figurenotes lowers the threshold for learning and teaching music, and is especially applicable in educational situations where the student’s cognitive load needs to be lessened. It is concluded that Figurenotes can be seen both as a pedagogical approach and as a method for advancing educational equity.

Beliefs of Applied Studio Faculty on Desirable Traits of Prospective Music Education Majors

2017 ◽  
Vol 65 (2) ◽  
pp. 219-236 ◽  
Author(s):  
Natalie Steele Royston ◽  
D. Gregory Springer
Keyword(s):  
Music Education ◽  
Selection Criteria ◽  
The United States ◽  
Future Research ◽  
Education Majors ◽  
Applied Music ◽  
Professional Dispositions ◽  
Music Faculty ◽  
Music Education Majors ◽  
Admissions Process

The purpose of this study was to examine the beliefs of applied music faculty on desirable traits of prospective music education majors. Respondents ( N = 326), who were sampled from 73 National Association of Schools of Music–accredited institutions in the United States, completed a survey instrument developed to determine the characteristics of the admissions process at their institutions, their perceptions of various professional dispositions for entering music education majors, and their perceptions of various selection criteria for entering music education majors. Results indicated that music education faculty hold little or no responsibility for admissions decisions and that admissions decisions are primarily made by applied music faculty at many institutions. They also reported that “demonstrates a passion for music” and “is responsible and dependable” are the most desirable professional dispositions for entering freshmen music education majors and that “desire to be a music educator” and “teachability” are the most important selection criteria used when admitting freshmen music education majors. Free-response data suggest that applied faculty members consider various facets during the admissions process, including a prospective music education major’s personal characteristics, musical characteristics, academic characteristics, and prior teaching/leadership experience. Implications for music educators are discussed, and suggestions for future research are proposed.

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