Pub Date : 2022-03-01DOI: 10.1177/00274321221087938
Corin T. Overland
{"title":"A Note from the Academic Editor: Two Generations of Tanglewood","authors":"Corin T. Overland","doi":"10.1177/00274321221087938","DOIUrl":"https://doi.org/10.1177/00274321221087938","url":null,"abstract":"","PeriodicalId":18823,"journal":{"name":"Music Educators Journal","volume":"1 1","pages":"7 - 9"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87455478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00274321221090928
Ryan D. Shaw
Teacher-focused accountability started to ramp up in the United States in 2007–2010 as the focus of accountability shifted from schools to individual teachers. Since that time, there has been a remarkable amount of change to the way that teachers are evaluated, and music teachers have been placed squarely under the microscope of accountability. In this article, I focus on high-stakes teacher evaluation (HSTE), a collection of reforms that are among the most hot-button issues of the past ten years. I argue that despite the intentions of these reforms, they were mostly “high stakes” only on paper. However, HSTE reforms have been far from inconsequential, with numerous negative effects on teachers. I first review the origins and logic of the HSTE reforms and discuss how music teachers were considered in such policy conversations. I then demonstrate how the reforms were mostly characterized by bluster and incomplete/subverted implementation, and I attempt to explain the reasons for the sputtering of HSTE. Finally, I discuss the negative consequences of HSTE and offer recommendations for music teachers as they navigate teacher evaluation in the future.
{"title":"High Stakes without the Stakes: Positioning Music Educators amid Teacher Evaluation Reforms","authors":"Ryan D. Shaw","doi":"10.1177/00274321221090928","DOIUrl":"https://doi.org/10.1177/00274321221090928","url":null,"abstract":"Teacher-focused accountability started to ramp up in the United States in 2007–2010 as the focus of accountability shifted from schools to individual teachers. Since that time, there has been a remarkable amount of change to the way that teachers are evaluated, and music teachers have been placed squarely under the microscope of accountability. In this article, I focus on high-stakes teacher evaluation (HSTE), a collection of reforms that are among the most hot-button issues of the past ten years. I argue that despite the intentions of these reforms, they were mostly “high stakes” only on paper. However, HSTE reforms have been far from inconsequential, with numerous negative effects on teachers. I first review the origins and logic of the HSTE reforms and discuss how music teachers were considered in such policy conversations. I then demonstrate how the reforms were mostly characterized by bluster and incomplete/subverted implementation, and I attempt to explain the reasons for the sputtering of HSTE. Finally, I discuss the negative consequences of HSTE and offer recommendations for music teachers as they navigate teacher evaluation in the future.","PeriodicalId":18823,"journal":{"name":"Music Educators Journal","volume":"520 1","pages":"38 - 46"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77359088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00274321221088474
Kaleena Black
{"title":"Link to the Library of Congress: Connecting with History through the National Jukebox","authors":"Kaleena Black","doi":"10.1177/00274321221088474","DOIUrl":"https://doi.org/10.1177/00274321221088474","url":null,"abstract":"","PeriodicalId":18823,"journal":{"name":"Music Educators Journal","volume":"11 1","pages":"15 - 17"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79721292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00274321221087737
K. Salvador, Mara E. Culp
To increase equity in music education, teachers can strive to know each student as a whole child, proactively remove barriers to learning, and seek to honor students’ multifaceted and intersectional identities. In this article, we first define intersectionality and examine demographics in music education. Then, we summarize three asset-based pedagogical approaches (Universal Design for Learning, Culturally Responsive Education, and Trauma-Informed Education) and synthesize their similarities. Finally, we present implications in the form of generative ideas for music educator praxis, or values-guided action. We hope our suggestions help music educators create music experiences where students (and families) feel seen, safe, welcomed, and valued as musicians and people. We also hope our suggestions can contribute to music teacher collegiality and collaboration by providing educators with tools to develop positive relationships with colleagues who are different from themselves.
{"title":"Intersections in Music Education: Implications of Universal Design for Learning, Culturally Responsive Education, and Trauma-Informed Education for P–12 Praxis","authors":"K. Salvador, Mara E. Culp","doi":"10.1177/00274321221087737","DOIUrl":"https://doi.org/10.1177/00274321221087737","url":null,"abstract":"To increase equity in music education, teachers can strive to know each student as a whole child, proactively remove barriers to learning, and seek to honor students’ multifaceted and intersectional identities. In this article, we first define intersectionality and examine demographics in music education. Then, we summarize three asset-based pedagogical approaches (Universal Design for Learning, Culturally Responsive Education, and Trauma-Informed Education) and synthesize their similarities. Finally, we present implications in the form of generative ideas for music educator praxis, or values-guided action. We hope our suggestions help music educators create music experiences where students (and families) feel seen, safe, welcomed, and valued as musicians and people. We also hope our suggestions can contribute to music teacher collegiality and collaboration by providing educators with tools to develop positive relationships with colleagues who are different from themselves.","PeriodicalId":18823,"journal":{"name":"Music Educators Journal","volume":"94 1","pages":"19 - 29"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78097531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00274321221085132
A. Bull
{"title":"Equity in Music Education: Getting It Right: Why Classical Music’s “Pedagogy of Correction” Is a Barrier to Equity","authors":"A. Bull","doi":"10.1177/00274321221085132","DOIUrl":"https://doi.org/10.1177/00274321221085132","url":null,"abstract":"","PeriodicalId":18823,"journal":{"name":"Music Educators Journal","volume":"2 3 1","pages":"65 - 66"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88750413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00274321221088014
Mackie V. Spradley
{"title":"Believe in the Power of Great Teachers","authors":"Mackie V. Spradley","doi":"10.1177/00274321221088014","DOIUrl":"https://doi.org/10.1177/00274321221088014","url":null,"abstract":"","PeriodicalId":18823,"journal":{"name":"Music Educators Journal","volume":"9 1 1","pages":"5 - 6"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86948919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/00274321221087742
Jeffrey M. Torchon
A priority of music educators across the globe continues to be the incorporation of music from various cultures into the classroom. In this article, the term authenticity is introduced as it applies to music education. Authentic music teaching experiences for use in the classroom from the West African Ewe music, Cuban cha-cha-chá, and Indonesian gamelan traditions are discussed. These examples can give music educators ways to set manageable expectations for student success in their classrooms.
{"title":"Teaching Music Authentically: Strategies for Successful Implementation in the Music Classroom","authors":"Jeffrey M. Torchon","doi":"10.1177/00274321221087742","DOIUrl":"https://doi.org/10.1177/00274321221087742","url":null,"abstract":"A priority of music educators across the globe continues to be the incorporation of music from various cultures into the classroom. In this article, the term authenticity is introduced as it applies to music education. Authentic music teaching experiences for use in the classroom from the West African Ewe music, Cuban cha-cha-chá, and Indonesian gamelan traditions are discussed. These examples can give music educators ways to set manageable expectations for student success in their classrooms.","PeriodicalId":18823,"journal":{"name":"Music Educators Journal","volume":"18 1","pages":"30 - 37"},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81713854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.1177/00274321211060554
Douglas C. Orzolek
{"title":"Another Perspective: The Lens of Who and Music Education","authors":"Douglas C. Orzolek","doi":"10.1177/00274321211060554","DOIUrl":"https://doi.org/10.1177/00274321211060554","url":null,"abstract":"","PeriodicalId":18823,"journal":{"name":"Music Educators Journal","volume":"36 1","pages":"60 - 63"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74309338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.1177/00274321211060046
Hyesoo Yoo
A framework of cultural humility has three core tenets: (a) commitment to lifelong, critical self-reflection; (b) recognition and mitigation of power imbalances; and (c) accountability to individuals and institutions. In this article, the author provides a brief definition of cultural humility and apply the concept to frame my analysis of intercultural contexts of music education. By adopting the concept of cultural humility, music teachers can acknowledge their own biases, values, prejudices, and beliefs in relation to intercultural contexts of music education. A commitment to a lifelong process of introspection through self-reflection can help them redress power imbalances that exist in music education and can encourage the building of bidirectionality of relationships with students and communities.
{"title":"Cultural Humility and Intercultural Contexts of Music Education","authors":"Hyesoo Yoo","doi":"10.1177/00274321211060046","DOIUrl":"https://doi.org/10.1177/00274321211060046","url":null,"abstract":"A framework of cultural humility has three core tenets: (a) commitment to lifelong, critical self-reflection; (b) recognition and mitigation of power imbalances; and (c) accountability to individuals and institutions. In this article, the author provides a brief definition of cultural humility and apply the concept to frame my analysis of intercultural contexts of music education. By adopting the concept of cultural humility, music teachers can acknowledge their own biases, values, prejudices, and beliefs in relation to intercultural contexts of music education. A commitment to a lifelong process of introspection through self-reflection can help them redress power imbalances that exist in music education and can encourage the building of bidirectionality of relationships with students and communities.","PeriodicalId":18823,"journal":{"name":"Music Educators Journal","volume":"84 1","pages":"36 - 43"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85559286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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