Author: Suzanne Hattala Wasilewski
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 158
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Book Description
"Since the implementation of the New York State Common Core Standards, two primary problems have arisen for elementary instrumental music teachers. First, instrumental music teachers' time to work with students is diminishing. The demands of the rigorous curriculums developed to teach the Common Core Standards create a climate where English Language Arts and Math have precedence over all other subject areas. Music is a core subject in New York State but how it appears in the school day can vary from school district to school district. Second, students are assigned so much more homework causing parents to have reservations about engaging them in other activities but many still involve their children in music. These parents have a set of acquired dispositions of thought, behavior, and taste regarding music or a musical habitus (Bourdieu & Wacquant, 1992; Rimmer, 2006). This study identifies and explores the musical habitus of parents of students at a K-5 elementary school within a large economically diverse suburban school district in upstate New York. General music classes are part of each elementary school's master schedule and families have the option to participate in an elementary band or orchestra program. Specifically, the author seeks to understand the musical habitus of parents whose children are participating in the elementary orchestra. The analytical and theoretical framework used by the author for this research is grounded in Bourdieu's (1986, 1992) theory of capital, with a focus on his notion of habitus and Epstein's (2010) theory of overlapping spheres of influence. Bourdieu's concept of habitus has been extended into the arts in general and to music in particular to examine the way in which people's individual histories, class origins, family backgrounds and educational opportunities interact to compose their ongoing relationship with the arts. Rimmer (2006) describes a musical habitus as an active, adaptive and generative action in sustaining musical meanings, and the structures in which they are embedded. Epstein's work focuses on one part of Bourdieu's concept of field by uniting home and school for the families involved. Understanding the level at which these three areas must interact will be a focus in the analysis of data. Together, they served as a lens to understand the musical habitus of the parents and why music is valued. This study challenges orchestra directors and administrators to understand why parents encourage and perpetuate their child's participation in instrumental music when balancing the daily schedules of their students."--Page vi.
Author: Robert A. Cutietta
Publisher: Oxford University Press
ISBN: 0199342954
Category : Music
Languages : en
Pages : 291
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Book Description
Does music make kids smarter? At what age should a child begin music lessons? Where should you purchase an instrument? What should parents expect from a child's teachers and lessons? How can you get kids to practice? Raising Musical Kids answers these and many other questions as it guides parents through everything from assembling a listening library for kids, to matching a child's personality with an instrument's personality, to finding musical resources in your community. Knowing that children can--and often do--get most of their music education from their school, parent and educator Robert Cutietta explores the features and benefits of elementary and secondary school programs, and shows how parents can work with the schools to provide the best possible music program. Throughout the book, Cutietta emphasizes the joy of participating in music for its own sake. The first edition of Raising Musical Kids delighted and informed parents to equal degrees, and this fully-revised second edition is a book that parents everywhere will treasure as a complete road map for developing their child's musical abilities.
Author: Beth Luey
Publisher: Open Road Media
ISBN: 1504029747
Category : Family & Relationships
Languages : en
Pages : 249
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Book Description
Children are naturally musical, but many parents don’t know when or how to begin their child’s formal musical education. Whether you wish to encourage your child’s musical growth, or would like to plan more advanced study, this book provides insight and guidance for parents of children from toddlers to teenagers. Beth Luey and Stella Saperstein walk you through the basics of finding the right instrument and instructor for your child, the ins and outs of music lessons, and successful ways to manage practice time. Along the way, they let you know what questions to ask and why. This is the place to find practical, friendly, and knowledgeable advice about marching band, orchestra, and recitals—even the possibility of a musical career. With a thorough list of resources and a glossary, this guide will help you encourage your child to channel that joyful ruckus into beautiful music.
Author: Adrienne M Wills
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to examine the musical home environment of preschool children aged 3 to 5 years enrolled in an early childhood music class. This study also examined how the musical home environment was affected by demographic characteristics, parental musical experience, and early childhood music instruction. Parents and primary caregivers (N = 103) of preschool children enrolled in three university-based early childhood music programs in Florida, New York, and Ohio were surveyed using a researcher-constructed measure, "Parents' Use of Music with Preschool Students" (PUMPS). The PUMPS was intended to gather data related to demographic characteristics of the sample, participants' experiences in early childhood music programs, the personal music experience of participants and information about how music was used in the home. Participants demonstrated that they provided a rich musical home environment for preschool children, having a variety of musical interactions with their children on a weekly basis (i.e., singing, listening to music, playing instruments, moving to music, utilizing music class activities and composition) and had a variety of musical materials in their homes including music instruments, musical toys, and music listening devices. Participants reported a higher frequency of singing, listening to music, and dancing in the home and a lower frequency of playing instruments, performing music class activities, and composing or reading music. Most of the sample had participated in music during their lifetime but the vast majority of the participants did not engage in musical activities at the time of the study. They did, however, value music and attend musical events. Factor analysis of the PUMPS subsets revealed three factors for musical home environment (Music Interactions, Musical Materials, and Child Attendance at Musical Events), two factors related to parental music experience (Music Participation and Value of Music), and one factor related to Early Childhood Music Experiences. Several independent variables significantly predicted musical home environment factors. Musical Interactions were related to adult gender, child age, ethnicity, and parent valuing music. Musical materials in the home were related to parental musical participation and ethnicity, while no significant predictors were found for child attendance at musical events. Ethnicity, child age, parental musical participation, and musical materials accounted for 37.8% of the variance in composite musical home environment scores, yielding a medium effect size.
Author: Barry E. Gross
Publisher:
ISBN: 9783384254573
Category :
Languages : en
Pages : 0
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Book Description
Author: SeungWon Suk
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
"The purpose of this research was to understand parental involvement in children's one-on-one instrumental music learning and to examine how parents' personal backgrounds influence their involvement. Parents with a child between 6 and 11 years old who takes classical one-on-one music lessons on a regular basis were recruited throughout Canada, and a sample of 71 participants completed an online questionnaire. The research sought to answer the following primary questions:a. How are parents involved in their children's instrumental learning in terms of (a) attending lessons, (b) supporting their child's home practice, (c) communicating with the teacher, (d) doing musical activities that are related to music learning and (e) hiring a teacher?b. Does the personal background of the parent make a difference in his or her involvement?The results suggest that parents' different backgrounds, such as number of children, culture and level of musical training, make a difference in how they engage in attending lessons, supervising home practice, communicating with the teacher, employing a teacher and providing a musical environment to the child. For instance, the number of children affected parental attendance at lessons while their musical training influenced how they supervise home practice and provide a musical environment for the child. As this study suggests that the parents' individual differences influence their involvement, instrumental teachers should be more aware of these factors to provide appropriate guidance on parental involvement according to the needs of each student and his or her parents. Regular communication about difficulties or expectations should play an essential role in the growth of the child's music learning." --
Author: Justine Marie Hansen
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 0
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Book Description
Despite the designation of music as a core subject by federal and many state education policies, instructional time for elementary music classes is disproportionately less than that allocated to other core subjects. The perceptions held by parents of elementary school children may indicate the extent to which elementary general music education is valued by the public, affecting the allocation of instructional time. At present, no research exists examining the views held by parents concerning the designation of music as a core subject and its role in a well-rounded education. The purpose of this study was to examine the perceptions held by parents pertaining to music education, which may affect the allocation of time and comprehensive curriculum in elementary general music classes. This qualitative phenomenological study analyzed responses collected from parents of elementary school students via open-ended questionnaires and focus groups. Questions gauged support for the designation of music education as a core subject, perceived effects of music education on academic achievement, and the ways in which parents defined “well-rounded education.” Responses were analyzed to investigate beliefs maintained by elementary school parents. Findings may inform advocates of music education as to levels of existing support, areas for targeted advocacy, and opportunities to increase music instructional time and resources. Implications for the field of education may include curricular reform and adjustments to instructional allocation across all subject areas.
Author: Linda M. Florjancic
Publisher:
ISBN:
Category : Child musicians
Languages : en
Pages : 101
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Book Description
"Parents of young musicians have a major effect on their children in regard to their chosen musical path. In order for some of these musicians to succeed, they have to be forced to improve their talents. Parents even turn into 'stage mothers and fathers' so their child can be successful. Research and even reality television has explored parental effect on young athletes and academics but little research has been completed with regard to young musicians. For this project, approximately 200 youth orchestra and college musicians were surveyed. For the youth orchestra sector, the members of the Cleveland Orchestra Youth Orchestra and Baldwin-Wallace Senior Youth Orchestra were chosen. In the college sector, Baldwin-Wallace College Symphony Orchestra and the University of Akron Symphony Orchestra were selected. The surveys consisted of 24 questions for the youth orchestra members and 20 questions for the college musicians. The questions address such issues as seating and financial support."--Abstract.
Author: Gloria Patricia Zapata Restrepo
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This thesis describes a research project undertaken in a school located in a deprive neighbourhood of Bogota, the capital of Colombia. The project investigated the effects of musical experiences on social and musical development by means of a mixed methods approach involving children, parents, and teachers. The project comprises three studies: an experimental intervention study; and interviews study and a psycho-musicological study. The experimental intervention study was carried out with two groups of 52 children between six to eight years old; the experimental group followed a music programme of a singing workshop in which children made musical improvisations. The interviews study carried out interviews with the children, parent and teacher conducted during the intervention programme. The psycho-musicological case study analyse the musical improvisations of six of the children. Data analysis includes the statistical analysis of the children's tests (Harter ́s Perceived Competence Scale for Children, 1999)and Self-Efficacy in Music, Hargreaves et al., 2002), qualitative analysis of parents', children's and teachers' interviews and a psycho-musicological analysis of children's musical improvisations (Ockelford, 2007) and its relation to children's cognitive and socio-emotional development. The principal findings are that the cognitive component of the self-identity of children who undertook the music programme increased. This appears to be related to the children's cultural environment, their parents' attitudes, and the idiosyncratic ways in which they use music to express themselves. Music appears to help them to be resilient, to manage the challenges they face, and to adapt to changes in the environment.
Author: Heidi Westerlund
Publisher: Springer Nature
ISBN: 3030210294
Category : Education
Languages : en
Pages : 224
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Book Description
This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.
