scholarly journals Insights on K-12 Music Teachers’ Retention in Rural, Geographically Isolated Areas: Stories of Success

2021 ◽  
Keyword(s):  
Music Teachers ◽  
K 12 ◽  
Geographically Isolated

Teachers as Agents of the Repatriation of Music and Cultural Heritage

2018 ◽  
pp. 282-302
Author(s):  
Patricia Shehan Campbell ◽  
J. Christopher Roberts
Keyword(s):  
Cultural Heritage ◽  
Music Teachers ◽  
Children's Music ◽  
Home Culture ◽  
Field Recordings ◽  
Child Centered ◽  
Culture Centered ◽  
K 12 ◽  
Culture Of Origin ◽  
Musical Heritage

As the movement to repatriate music from archives gathers steam, the question of how to effectively disseminate the music to people in the culture of origin becomes a pressing issue. This chapter argues that K–12 teachers have a distinctive ability to reintroduce archival music, through three major approaches. In “close-by child-songs by children,” teachers design lessons that incorporate field recordings of children’s music from their home culture, making the music child-centered (and culture-centered). In “child-songs from further afield,” lessons include archived children’s music that is not from the home cultures of the students; such lessons can highlight the similarities across cultures of children’s music. In “adult cultural heritage music,” teachers use the recordings of adults’ musicking experiences in the culture of origin. As such, the music of children is not represented, but the adult musical heritage is disseminated. Examples of these pedagogical approaches to repatriation are provided.

Professional Development for the Experienced Music Educator: A Review of Recent Literature

2018 ◽  
Vol 37 (3) ◽  
pp. 12-19
Author(s):  
Karen Koner ◽  
John Eros
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Music Teachers ◽  
Recent Literature ◽  
Music Educators ◽  
Initial Examination ◽  
Professional Development Needs ◽  
Emerging Themes ◽  
Teachers Professional Development ◽  
K 12

There is a rich body of literature on professional development in music education, including research that has examined the professional development needs of experienced music teachers specifically. In fact, music teachers’ professional development needs may be affected by their degree of experience in the profession. The purpose of this literature review is to examine scholarship during the period 2007 to 2017 about the professional development needs of experienced K–12 music educators. Initial examination of literature in this area shows two emerging themes, including changing needs throughout the career and informal interactions among music educators, being highly effective.

Transforming Music Teaching via Technology: The Role of Professional Development

2003 ◽  
Vol 51 (4) ◽  
pp. 289-301 ◽  
Author(s):  
William I. Bauer ◽  
Sam Reese ◽  
Peter A. McAllister
Keyword(s):  
Professional Development ◽  
Music Teachers ◽  
Effective Means ◽  
Music Technology ◽  
Music Teaching ◽  
Demographic Information ◽  
Teaching Music ◽  
K 12

The purpose of this study was to determine if 1-week technology workshops can be an effective means for the professional development of music teachers in using technology for instruction. The results indicate that three indicators of effectiveness—teacher knowledge, teacher comfort, and frequency of teacher use—can he significantly improved in these settings. Participants ( N = 63) were music teachers enrolled in summer music technology workshops. At the beginning of the workshops, participants completed a questionnaire designed to provide demographic information and assess their knowledge of music technology, degree of comfort with music technology, and the frequency with which they used music technology in their teaching. Following an intensive weeklong workshop dealing with strategies for teaching music to K—12 students using music technology, participants completed a second questionnaire that was parallel to the first. Participants completed another similar questionnaire 9 to 10 months after the workshop. Significant differences were found between the pre-and. postworkshop questionnaires, between the preworkshop and follow-up questionnaires, and, between the postworkshop and follow-up questionnaires in all three areas. There was also a moderate correlation ( r = .43, p = .00) between participants' frequency of technological use and the degree to which they reported their access to technological resources.

Modern Band, Songwriting, and Curricular Innovation

2019 ◽  
pp. 880-891
Author(s):  
Clint Randles
Keyword(s):  
Teacher Educators ◽  
Music Teachers ◽  
Curricular Innovation ◽  
Curricular Development ◽  
Disruptive Technologies ◽  
And Performance ◽  
Cover Songs ◽  
K 12

This chapter seeks to provide a rationale and practical steps for teacher educators to begin a process of curricular development centered on songwriting and modern band as a means of diversifying curricular offerings in K–12 schools. Songwriting is presented as a primary avenue for curricular growth when preceded by quality authentic musical experiences centered on the arrangement and performance of cover songs. Suggestions are presented for how to begin teaching preservice music teachers how to write songs. The chapter concludes by emphasizing the importance of continuing to develop the quality of our sustaining technologies—widespread musical offerings such as standardized band, choir, and orchestra—while working to bring disruptive technologies more and more into the mainstream.

Then and Now

2017 ◽  
pp. 80-86
Author(s):  
David A. Williams
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Music Teachers ◽  
New Music ◽  
Music Programs ◽  
School Music ◽  
Education Profession ◽  
K 12 ◽  
Musical Styles

Fear of change is deeply embedded in the music education profession. It is a fear of the unknown—a fear of losing control over that with which music teachers are comfortable and confident. As a whole the music education profession resists the use of new music technologies. We are a profession that resists change, and this resistance has hurt us. This resistance is fast making us irrelevant in a musical world that is ever changing. Students currently in K–12, as well as in higher education, have grown up with new music technologies and related musical styles that are quite different from what they encounter in schools. The vast majority of these students see no place for themselves in school music programs. We are missing out on exciting opportunities that would be made possible by embracing new music technologies, especially when used in conjunction with corresponding pedagogies.

scholarly journals A narrative of K-12 rural tenured music teachers : stories of those who stay the course

2020 ◽  
Author(s):  
◽  
Amy Haddock
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Future Research ◽  
Institutions Of Higher Education ◽  
Rapport Building ◽  
Field Notes ◽  
Emerging Themes ◽  
Rural Music ◽  
Service Music ◽  
K 12

This qualitative study examined the stories of tenured rural K-12 music teachers in northwest Missouri. The study sought to determine the reasons tenured teachers remain in rural public settings. Guided by the conceptual underpinnings of retention, rural education, and rural music education, the researcher conducted interviews with teachers and administrators, analyzed documents, and analyzed field notes collected from the six school district building sites employing the participants. Completed research helped to identify three emerging themes: (a) scheduling, (b) administration, and (c) culture. The six participating music teachers agreed the frustrations associated with scheduling could be overcome when transparent communication with administration was coupled with continual student rapport building over time. Recommendations for rural administrators, professors of pre-service music teachers at institutions of higher education, and implications for future research relevant in rural music education settings were included.

Vocal Health Implications for Music Teachers: A Literature Review

2021 ◽  
pp. 875512332110611
Author(s):  
Rhonda S. Hackworth
Keyword(s):  
Literature Review ◽  
Music Teachers ◽  
Voice Disorders ◽  
Daily Basis ◽  
Teaching Profession ◽  
Vocal Health ◽  
Vocal Hygiene ◽  
Teacher Training Programs ◽  
K 12 ◽  
Hygiene Education

The purpose of this literature review was to identify scholarship pertaining to teachers’ vocal health and to discuss implications for music teachers. The review includes studies where researchers have addressed vocal health issues for K–12 teachers of all subjects as well as issues unique to music teachers. Risk factors, measurement, and treatments for teachers’ voice disorders were also explored. Much is written about the prevalence and treatment of voice disorders in the teaching profession, but there is less information about the prevention of the disorders. More research is needed that specifically concentrates on prevention, and vocal hygiene education in teacher training programs should be increased. Education about vocal health is needed, coupled with strategies for ensuring that teachers make the connection between what they learn in vocal hygiene education and how they manage their vocal health on a daily basis.

The integration of music technology into popular music ensembles: Perspectives of modern band teachers

2019 ◽  
Vol 12 (3) ◽  
pp. 297-310 ◽  
Author(s):  
Bryan Powell
Keyword(s):  
New York ◽  
Music Education ◽  
Popular Music ◽  
Music Teachers ◽  
The United States ◽  
Music Technology ◽  
Student Agency ◽  
Music Ensembles ◽  
School Music ◽  
K 12

The increased presence of technology into music education classrooms has coincided to some extent with the increased presence of popular music into school music spaces, especially in the United States. This study examined the integration of music technologies into K-12 (ages 5‐18) popular music programmes in New York City (NYC). One hundred sixty-eight music teachers responded to a survey, all of whom had previously participated in a modern band workshop as part of the Amp Up NYC initiative. Results of the study found that many of the challenges of incorporating music technology into modern bands, including lack of access to technology or faulty hardware, are not unique to popular music ensembles. Some of the successes mentioned by the teachers, including songwriting, beat-making and increased student agency, provide a glimpse into the benefits that integrating music technology into modern band classrooms can offer.

Exploring Relationships Between K–12 Music Educators’ Demographics, Perceptions of Intrapreneuring, and Motivation at Work

2017 ◽  
Vol 65 (3) ◽  
pp. 309-327 ◽  
Author(s):  
Josef Hanson
Keyword(s):  
New York ◽  
Music Teachers ◽  
New York State ◽  
Teaching Experience ◽  
Organizational Factors ◽  
Sampling Frame ◽  
Online Questionnaire ◽  
Contextual Support ◽  
Support Teacher ◽  
K 12

Gifford Pinchot III coined the term intrapreneur to recognize “dreamers who do”: individuals who transform ideas into new endeavors within existing organizations. The purpose of this study was to gauge the salience of intrapreneuring for K–12 music teachers and examine how its attributes and behaviors relate to teachers’ workplace motivation and demographics. From a sampling frame of 1,351 public school music teachers in New York State, 576 teachers completed an online questionnaire for a response rate of 42.6%. Results showed statistically significant differences in teachers’ intrapreneurial orientation depending on teaching experience, level and specialization of teaching position, and school affluence. Higher levels of confidence in and contextual support for intrapreneuring predicted stronger teacher motivation. Respondents who self-identified as intrapreneurs facilitated collaborations between their students and guest musicians, piloted new approaches for teaching creativity and improvisation, and developed innovative curricula. While respondents generally felt autonomous, they did not feel they had adequate resources for launching new endeavors, and they perceived low levels of tolerance for risk and mistakes within their school organizations. Findings of this study may help isolate specific intrapreneurial attributes and organizational factors that could support teacher-driven pedagogy and reduce teacher demotivation and attrition.

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