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Author: Publisher: ISBN: Category : Languages : en Pages : 22
Book Description
Pre-service music teachers' undergraduate preparation is often geared towards formal music making (i.e., large conductor-led ensembles). However, recent research suggests that many school-aged students are making music in informal settings (e.g. garage bands) outside of school. Despite a recent influx of research in informal music learning, there is little information on pre-service music teacher's opinions towards and preparedness in incorporating informal music making into the classroom. The purpose of this study was to examine how pre-service music teachers' informal music learning experiences shaped their perspectives on the importance of informal music learning and its role in the classroom. For this study, I observed six undergraduate music education majors at a public university in the mid-Atlantic region who participated in a student-created informal music learning organization over the course of one semester. Students each selected a new instrument and worked in small groups to aurally learn songs of their choosing. I interviewed participants before and after their involvement in this organization. Through their participation in IMC, these pre-service music teachers each developed an understanding and appreciation of an approach to music learning that is far different from what they were used to. The participants also developed musical skills such as learning music by ear and secondary instrument proficiency. I suggest that pre-service music teachers should experience and learn to teach many different approaches to learning music, including informal music learning techniques, as a part of their required coursework. Future research is necessary in order to learn more about informal music learning and its role in music classrooms and undergraduate music education curricula.
Author: Publisher: ISBN: Category : Languages : en Pages : 22
Book Description
Pre-service music teachers' undergraduate preparation is often geared towards formal music making (i.e., large conductor-led ensembles). However, recent research suggests that many school-aged students are making music in informal settings (e.g. garage bands) outside of school. Despite a recent influx of research in informal music learning, there is little information on pre-service music teacher's opinions towards and preparedness in incorporating informal music making into the classroom. The purpose of this study was to examine how pre-service music teachers' informal music learning experiences shaped their perspectives on the importance of informal music learning and its role in the classroom. For this study, I observed six undergraduate music education majors at a public university in the mid-Atlantic region who participated in a student-created informal music learning organization over the course of one semester. Students each selected a new instrument and worked in small groups to aurally learn songs of their choosing. I interviewed participants before and after their involvement in this organization. Through their participation in IMC, these pre-service music teachers each developed an understanding and appreciation of an approach to music learning that is far different from what they were used to. The participants also developed musical skills such as learning music by ear and secondary instrument proficiency. I suggest that pre-service music teachers should experience and learn to teach many different approaches to learning music, including informal music learning techniques, as a part of their required coursework. Future research is necessary in order to learn more about informal music learning and its role in music classrooms and undergraduate music education curricula.
Author: Colleen Conway Publisher: Oxford University Press ISBN: 0190671424 Category : Music Languages : en Pages : 656
Book Description
The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for change in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators actively work to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music teachers, researchers, policy makers, and music teacher educators to take up that challenge. Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which new teachers can advocate for and adapt to changes in contemporary school settings. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing music education boundaries.
Author: Publisher: ISBN: Category : Autonomy (Psychology) Languages : en Pages : 0
Book Description
Authors have studied informal music learning with different age groups. Lucy Green (2005) studied the topic with adolescents and identified it an intuitive and natural way children learn. Chad West and Radio Cremata (2016) studied informal music learning at the collegiate level, and Martina Vasil (2019) studied secondary music teachers who implemented informal music learning strategies in their teaching practices. Informal music learning in adults is relatively under-explored compared to adolescent and collegiate age groups. Utilizing lenses drawn from John Dewey's curricular ideas to help students find meaning in learning and motivation as viewed through Self-Determination Theory, I sought to investigate informal music learning practices of professional musicians. The purpose of this phenomenological study was to explore the informal music learning experiences and current practices of professional musicians based in Virginia. Four research questions guided the interview questions and analysis: 1) What informal music learning experiences were formative to professional musicians who perform live music? 2) How did participants utilize informal music learning in their practices? 3) What are the challenges of informal music learning? 4) What are the benefits of informal music learning? I interviewed eight professional musicians about their informal music learning experiences in individual interviews as well as a focus group interview, and conducted a rehearsal observation. I used an iterative coding process to analyze interview transcriptions and the following themes emerged: Self-Teaching, Autonomy, and Collaboration.
Author: James Tully Publisher: ISBN: Category : Music Languages : en Pages : 0
Book Description
This qualitative study analyzed the current required coursework of pre-service music educators to prepare for teaching students with special needs at Pennsylvania degree-granting institutions. It surveyed graduates of Pennsylvania degree-granting institutions on their experience in preparing teaching students with special needs and the challenges and barriers faced as in-service teachers. An additional survey targeted the perceptions of current Pennsylvania music education professors and their thoughts on preparing pre-service music educators for teaching students with special needs. The surveys explore the answers to whether coursework designed for pre-service music educators to teach students with special needs successfully are adequate. The current literature on in-service teachers teaching music to students with special needs targets in-service teacher professional development on the topic. While there is research on the perceptions of music teachers teaching students with special needs and inclusion, very little research exists on examining the undergraduate level coursework required to successfully teach music to special needs students. Data collected identifies deficiencies in specific music courses on teaching students with special needs in the undergraduate curriculum, as well as the need for field experience. Findings include the quality of the current coursework in the undergraduate curriculum, in-service teachers’ perceptions and attitudes toward their individual preparedness for teaching special needs students, intersection with music therapy, and calls for future research. Future research includes revising curricula at higher education institutions, targeted professional development for in-service music educators, and collaboration with music therapists and special educators.
Author: Brian Bersh Publisher: ISBN: Category : Instrumental ensembles Languages : en Pages :
Book Description
As music educators search for ways to engage their students in musical practice that is culturally and socially relevant, the use of informal music practices as a means of instruction is gaining popularity. The purpose of this research was to understand the perspectives of adolescent music students as they engaged in informal music learning experiences within the context of their school music ensembles. Specifically, the research examined to what extent participation in informal learning contexts impact student practice, musical achievement, the quality of students' experiences in their school music ensemble, and students' self-perceptions. Data included participant journal entries, video and audio taped rehearsals, semi-structured interviews with students and teachers, field notes, and pre- and post-project questionnaires. The researcher found that students who were actively engaged within informal learning contexts developed new strategies for music learning, and students perceived that they gained greater confidence in their ability to learn independently, recognized benefits from collaborations with peers, were more thorough in their practice and became more productive in their school ensembles. The researcher recommends that teachers situate learning contexts in ways that encourage student ownership over aspects of their learning, develop students' communication skills, and enhance students' awareness of the skills that they possess.
Author: Katelyn M. Cross Publisher: ISBN: Category : Music Languages : en Pages : 67
Book Description
The purpose of this study was to determine what musical skills and activities undergraduate students studying to be early childhood educators, middle childhood educators, and learning intervention specialists perceived to be the most beneficial for their teaching situations, following their participation in a music fundamentals course, and if a relationship existed between the activities they perceived to be the most beneficial and their previous musical experiences. A total of 29 preservice teachers were surveyed about their previous musical experiences and musical skills and activities from the course curriculum. Global curricular concepts addressed in both courses included (a) singing in the classroom, (b) use of classroom instruments, (c) use of guided music listening activities, (d) introduction and reinforcement of musical elements through instruction in recorder playing and throughout course activities and (e) music lesson planning. A total of eight students were interviewed on a volunteer basis, also regarding their previous musical experiences and musical skills and activities from the course curriculum. The interview data informed the survey data. The survey data were coded, analyzed for themes and the results presented in sections including, (a) previous musical experiences, (b) use of musical activities in the classroom, (c) comfort incorporating musical elements in the classroom and (d) interview data. Overall, preservice early childhood teachers and learning intervention specialists responded that they would be more likely to use music activities in their future classrooms than the preservice middle childhood teachers, with the exception of listening activities. This increases the importance and responsibility of music fundamental courses to include instruction for preservice middle childhood teachers in the incorporation of music activities into their classrooms, and provide understanding of the benefits of incorporating music into their classrooms. Results also suggest a lack of singing experience in young adult life and that participants were not comfortable incorporating activities centering on pitch, even following participation in the course. This may increase the significance of including and developing singing in secondary classrooms. Rhythm and tempo were the only musical elements that participants felt truly comfortable incorporating. Participation in this skill-based music curriculum did not seem to strengthen the musical identities of participants who had less musical experience, and participants reported having more concrete ideas of how to incorporate music into their classrooms following their participation in the course.
Author: Charles R. Jackson Publisher: ISBN: Category : Classroom management Languages : en Pages : 150
Book Description
"The purpose of this research was to investigate the contribution of preservice courses and experiences toward self-efficacy in the area of classroom management among novice music educators. The study involved 89 music educators currently employed in the areas of band, orchestra, chorus, and general music in grades K through 12 from a large metropolitan school district in the southeastern region of the United States. The researcher addressed perceived levels of preparation for classroom management in music classrooms as a result of preservice music teacher education experiences, system-sponsored induction programs for inservice teachers, and experiences with mentor teachers. Chi-square analyses resulted in data used to compare perceived preparedness with other variable data. Music educators perceived being inadequately prepared to face the challenges of classroom management during the early years of teaching. The recommended course of study, based on participant responses, is provided to address the expressed needs of the respondents.
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Author: Ruth Wright
Author: Colleen Conway
Author: Abigail L. Harvey
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Author: James Tully
Author: Brian Bersh
Author: Tami Jones Draves
Author: Katelyn M. Cross
Author: Charles R. Jackson