{"title":"Intro to What? Interrogating Introduction to Music Education Courses","authors":"Ryan D. Shaw, Stuart Chapman Hill","doi":"10.1177/10570837241277546","DOIUrl":null,"url":null,"abstract":"In this article, we analyze a course type common to music education degree plans: the “introduction to music education” (IME) course. Known as “intro to music ed” or by a variety of other names related to “foundations” and foundational thinking, this course type is ubiquitous. However, the aims, content, and possibilities are rarely interrogated. We first situate IME courses in broader discourses around teacher preparation and then discuss historical developments around IME coursework in music teacher education. Next, we describe empirical findings related to IME courses. Then, we discuss curricular options for IME and make specific recommendations for how IME courses accommodate progressive concerns of the field related to teacher socialization, philosophy and sociology, and diversity, equity, inclusion, and belonging (DEIB).","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"22 1","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Music Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/10570837241277546","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In this article, we analyze a course type common to music education degree plans: the “introduction to music education” (IME) course. Known as “intro to music ed” or by a variety of other names related to “foundations” and foundational thinking, this course type is ubiquitous. However, the aims, content, and possibilities are rarely interrogated. We first situate IME courses in broader discourses around teacher preparation and then discuss historical developments around IME coursework in music teacher education. Next, we describe empirical findings related to IME courses. Then, we discuss curricular options for IME and make specific recommendations for how IME courses accommodate progressive concerns of the field related to teacher socialization, philosophy and sociology, and diversity, equity, inclusion, and belonging (DEIB).
本文分析了音乐教育学位计划中常见的一种课程类型："音乐教育入门"（IME）课程。这门课程被称为 "音乐教育入门 "或其他各种与 "基础 "和基础思维相关的名称，它无处不在。然而，其目的、内容和可能性却鲜有人问津。我们首先将 IME 课程置于教师准备的广泛论述中，然后讨论音乐教师教育中 IME 课程的历史发展。接下来，我们介绍与 IME 课程相关的实证研究结果。然后，我们讨论了国际音乐教师教育的课程选择，并就国际音乐教师教育课程如何适应该领域对教师社会化、哲学和社会学以及多样性、公平、包容和归属感（DEIB）的渐进关注提出了具体建议。
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