Author: Lisa Heller
Publisher:
ISBN:
Category : Music teachers
Languages : en
Pages : 254

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Book Description

Author: Colleen Conway
Publisher: Oxford University Press
ISBN: 0190671416
Category : Music
Languages : en
Pages : 656

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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: Margaret Schmidt
Publisher: R & L Education
ISBN: 9781607093268
Category : Music
Languages : en
Pages : 0

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Book Description
Collaborative Action for Change presents new directions in the preparation and lifelong professional development of music educators. The book's chapters are based on some of the most effective presentations from the 2007 Symposium on Music Teacher Education. The Symposium focused on examples of successful partnerships and collaborations between music teacher educators, classroom teachers, school and district administrators, and other individuals and organizations. Two invited keynote addresses, given by Marilyn Cochran-Smith (Boston College) and Don Gibson (Florida State University), raise important questions for music teacher educators to consider in shaping and assessing preservice teachers' learning experiences and curricula. Three chapters encourage expansion of college curricula to facilitate genuine interaction among preservice teachers, teacher educators, and the musics and cultures of their own and their students' worlds. Beginning teachers' socialization and skill development is explored by three authors. Examples of two effective university-school partnerships, as well as a collaborative effort among university faculty, discuss the challenges and rewards encountered in pursuing such cooperative ventures. Also included are descriptions of two different mentoring programs for novice and experienced music teachers, and suggestions for better preparing future music teacher educators. Together, the book's authors present concrete visions of music educators engaged in music teaching and learning, growing from discussions in classes, over coffee, and/or (often tedious) meetings, and taking individual and collective action for change in music teacher education.

Author: Jacquelyn Paglialonga
Publisher:
ISBN:
Category : Music
Languages : en
Pages :

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Book Description
The purpose of this study was to compare and contrast music teacher preparation programs across the United States. Demographic and curricular information about fifty-one schools in each of the nine regions (N=51) established by National Association of Schools of Music was collected. These data were compared to each other and to the requirements set forth by NASM. Questionnaires were completed by music education faculty of those schools and compared to questionnaires completed by music education alumni of each of those schools. Data were analyzed both qualitatively and quantitatively to determine the most important components of an undergraduate music teacher preparation program. Results of this study indicate that music teacher preparation programs have many of the same requirements and courses as they did 100 years ago. Curricular change needs to occur in order for music teaching to meet the needs of a 21st century society. Suggestions for improvement to music teacher preparation programs are that: (a) music faculty engage in serious discussion about the state of the music education degree program; (b) more time be allotted in the degree program for those courses music teachers find to be the most useful in the field, and (c) field experiences be based in authentic contexts such as those of held in professional development partnerships.

Author: Louis S Kugelman
Publisher:
ISBN:
Category :
Languages : en
Pages : 142

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Book Description
Most states in the country have adopted a broad P-12 licensure for music teacher certification (Henry, 2005). This broad licensure puts a strain on music teacher education programs. Faculty create degree programs which must include coursework from internal and external influencers, all while trying to create a curriculum for preservice teachers that incorporates a wide breadth of topics, balanced with enough depth for teachers to be prepared for success in the profession. Harsh criticisms have risen about music teacher education programs shortfalls in trying to strike a balance between breadth and depth (Forsythe, et. al., 2007; Legette, 2013; Leonhard,1985). Much of the content within a music teacher education program reflect guidance from and is approved by a single external influence-the National Association of Schools of Music (NASM). The NASM is the national accrediting agency for schools of music who voluntarily choose to subscribe to this oversight. Their accreditation standards are the most recognized and supported in the country, and because of that accrediting function, NASM has great power and influence over music programs in higher education (Ester & Brinkman, 2005). However, research informing the requirements from the NASM and their effectiveness are scarce (Forsythe et. al., 2007). The purpose of this research is to explore early-career music educators' perceptions of the value, effectiveness, and relevance of their NASM accredited undergraduate music studies in preparation for teaching. A marketing research approach and subsequent analysis provides empirical evidence of novice music educator's perception of the efficacy of teacher preparation curricula as they correspond to each NASM guideline. Study participants (n=36) were early-career teachers (1-3 years professional experience) from the National Association for Music Educators Northeast Region who responded to a survey request. In the survey, participants used a 1-5 Likert-type scale to rate the importance of NASM competencies to their first years of teaching and the instructional performance of their music teacher education program. Lastly, participants rated the overall importance and performance of their music teacher education programs. Survey results indicate the overall average perceived importance of all music competencies from the NASM in music teacher education programs (MTEP) are rated higher than the overall perceived performance of instruction (3.61, 2.81). Analysis of the results also revealed a discouraging gap between the high importance of general, vocal, and instrumental music curriculum knowledge and the less than sufficient performance by music teacher education programs. A similar gap in laboratory and field teaching experiences in individual, small group, and whole group settings was identified. The results of this study indicate a need for more reflective research into music teacher education programs and the competencies required by the National Association of Schools of Music.

Author: J.L. Aróstegui
Publisher: Springer Science & Business Media
ISBN: 9460915035
Category : Education
Languages : en
Pages : 229

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Book Description
Educating Music Teachers for the 21st Century discusses a range of teacher education programmes in music across Europe and Latin America reflecting about the shifting conditions, causes and factors in which pre-service teachers construct their musical and educational knowledge. It presents seven case studies carried out in Argentina, Brazil, Mexico, Portugal, Spain, and Sweden in order to understand the general and specific elements of new thinking in music education, and the ways these relate to the profound changes all of these countries are experiencing, within the era of cultural globalisation. In this way, this book does not only analyse specific programmes but also seeks to explore a range of issues relating to the education of music teachers that is of interest both to scholars working within music education and music teacher training, and to a wider educational audience of readers interested in such topics as changing youth cultures, globalisation, educational evaluation and teacher education.

Author: Constance L. McKoy
Publisher: Routledge
ISBN: 1317600843
Category : Music
Languages : en
Pages : 160

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Book Description
Culturally Responsive Teaching in Music Education presents teaching methods that are responsive to how different culturally specific knowledge bases impact learning. It is a pedagogy that recognizes the importance of including students’ cultural references in all aspects of learning. Designed to be a supplementary resource for teachers of undergraduate and graduate music education courses, the book provides examples in the context of music education, with theories presented in Section I and a review of teaching applications in Section II. Culturally Responsive Teaching in Music Education is an effort to answer the question: How can I teach music to my students in a way that is culturally responsive? This book serves several purposes, by: • Offering theoretical/philosophical frameworks of social justice • Providing practical examples of transferring theory into practice in music education • Illustrating culturally responsive pedagogy within the classroom • Demonstrating the connection of culturally responsive teaching to the school and larger community

Author: Dr Eva Georgii-Hemming
Publisher: Ashgate Publishing, Ltd.
ISBN: 1409473023
Category : Music
Languages : en
Pages : 366

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Book Description
The complexity of the various forms of knowledge and practices that are encountered by teachers, university lecturers, teacher trainers, student teachers, policy makers and researchers, demands careful thought and reflection. Professional Knowledge in Music Teacher Education focuses on how knowledge is understood, what theories are held and the related assumptions that are made about teachers and learners, as well as how theory and practice can be understood, with useful and imaginative connections made between the two in music teacher education. Internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around knowledge, practice, professionalism, and learning and teaching in music as well as considering how all these elements are influenced by economic, cultural and social forces. The book demonstrates how research can inform pedagogical approaches in music teacher education; methods, courses and field experiences, and prepare teachers for diverse learners from a range of educational settings. The book will appeal to those interested in the development of appropriate professional knowledge and pedagogic practices in music teacher education.

Author: Alice Hammel
Publisher:
ISBN: 9780190201616
Category : Music
Languages : en
Pages : 0

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Book Description
Winding it Back: Teaching to Individual Differences in Music Classroom and Ensemble Settings is a collaborative effort written by practicing music educators, teacher educators, pedagogy experts, researchers, and inclusion enthusiasts with a combined one hundred plus years in the field of music education. The framework of this text is centered on three core principles: Honoring the individual learning needs of all students; providing multiple access points and learning levels; and providing adequate learning conditions for all students within the music classroom. Topics include early childhood music, creative movement, older beginners, rhythm, and tonal development as well as secondary choral and instrumental music. All chapters focus on meeting the needs of all students and all learning levels within the music classroom. This book is ideal for practicing music educators, teacher educators, and arts integration specialists and enthusiasts alike. It provides specific musical examples both within the text and on the extended companion website including musical examples, lesson ideas, videos, assessment tools and sequencing ideas that work. The aim of this book is to provide one resource that can be used by music educators for all students in the music classroom both for classroom music education and music teacher preparation. Visit the companion website at www.oup.com/us/windingitback

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.