Pub Date : 2022-11-14DOI: 10.1177/27527646221127972
Susan A. Davis
General music class is a space for students to engage in honest dialogue and reflection about the societal, cultural, and historical contexts of music, even when the subject matter is difficult. General music teachers can support students by opening “courageous conversations” about race, culture, and complex histories as they intersect with meaningful repertoire. The purpose of this article is to provide music educators with repertoire ideas and resources to assist in the process. Selections from Rhiannon Giddens’ album Freedom Highway are explored as a point of entry for dialogue about race, culture, courage, and justice in the secondary general music classroom. Songs about the Civil War, the Civil Rights era, and the Black Lives Matter movement are linked to inquiry-based strategies and the national music standards.
{"title":"Freedom Highway: Lessons in Courage and Justice From Rhiannon Giddens","authors":"Susan A. Davis","doi":"10.1177/27527646221127972","DOIUrl":"https://doi.org/10.1177/27527646221127972","url":null,"abstract":"General music class is a space for students to engage in honest dialogue and reflection about the societal, cultural, and historical contexts of music, even when the subject matter is difficult. General music teachers can support students by opening “courageous conversations” about race, culture, and complex histories as they intersect with meaningful repertoire. The purpose of this article is to provide music educators with repertoire ideas and resources to assist in the process. Selections from Rhiannon Giddens’ album Freedom Highway are explored as a point of entry for dialogue about race, culture, courage, and justice in the secondary general music classroom. Songs about the Civil War, the Civil Rights era, and the Black Lives Matter movement are linked to inquiry-based strategies and the national music standards.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131636827","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 : 2022-11-03DOI: 10.1177/27527646221134042
E. Draper
There are many models for structuring peer interactions in the music classroom. From peer mentoring to peer tutoring, to other structured interaction models that have emerged from other areas of education, music teachers have many options when considering how to include structured peer interaction activities. This article describes the various models of structured peer interaction activities that can be used in music classrooms and provides strategies for implementing these activities in ways that support students with disabilities.
{"title":"Working Together: Peer Interactions to Support Students with Disabilities in the Music Classroom","authors":"E. Draper","doi":"10.1177/27527646221134042","DOIUrl":"https://doi.org/10.1177/27527646221134042","url":null,"abstract":"There are many models for structuring peer interactions in the music classroom. From peer mentoring to peer tutoring, to other structured interaction models that have emerged from other areas of education, music teachers have many options when considering how to include structured peer interaction activities. This article describes the various models of structured peer interaction activities that can be used in music classrooms and provides strategies for implementing these activities in ways that support students with disabilities.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130851761","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 : 2022-11-02DOI: 10.1177/27527646221130314
Rachel Grimsby
There are many barriers to collaborative planning between music educators and special education paraprofessionals (SEPs). While allocated collaborative planning time would be best, the reality for many music educators and SEPs is that they are not given this time. I provide three alternatives to collaborative planning that were suggested by music educators and SEPs who participated in an informal learning community. Suggestions for advocacy as well as an advocacy sidebar are provided.
{"title":"Alternative Avenues for Collaborating With Special Education Paraprofessionals","authors":"Rachel Grimsby","doi":"10.1177/27527646221130314","DOIUrl":"https://doi.org/10.1177/27527646221130314","url":null,"abstract":"There are many barriers to collaborative planning between music educators and special education paraprofessionals (SEPs). While allocated collaborative planning time would be best, the reality for many music educators and SEPs is that they are not given this time. I provide three alternatives to collaborative planning that were suggested by music educators and SEPs who participated in an informal learning community. Suggestions for advocacy as well as an advocacy sidebar are provided.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115214015","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 : 2022-10-30DOI: 10.1177/27527646221130320
Edward Varner
General music education, if practiced with intentionality, has the potential to be a passionate act of hope with tremendous implications for the academic, social, and emotional needs of students. General music specialists have the capacity to expose students to the very best parts of life itself: joy, playfulness, respect, gratitude, creativity, persistence, resilience, curiosity, and so much more. The general music teacher is well positioned to help students develop relationships with long-held human insights and best practices in living an art filled, meaningful life. A few key skills students can learn in the general music classroom include cooperation, communication, positive peer interactions, recognition and support of the rights of others, dependability, responsibility, focus of personal attention, impulse control, delayed gratification, and acceptance of consequences. All 21st-century life skills that are integral to education and human development.
{"title":"SEL, Mindfulness, and the Art of General Music Education","authors":"Edward Varner","doi":"10.1177/27527646221130320","DOIUrl":"https://doi.org/10.1177/27527646221130320","url":null,"abstract":"General music education, if practiced with intentionality, has the potential to be a passionate act of hope with tremendous implications for the academic, social, and emotional needs of students. General music specialists have the capacity to expose students to the very best parts of life itself: joy, playfulness, respect, gratitude, creativity, persistence, resilience, curiosity, and so much more. The general music teacher is well positioned to help students develop relationships with long-held human insights and best practices in living an art filled, meaningful life. A few key skills students can learn in the general music classroom include cooperation, communication, positive peer interactions, recognition and support of the rights of others, dependability, responsibility, focus of personal attention, impulse control, delayed gratification, and acceptance of consequences. All 21st-century life skills that are integral to education and human development.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"28 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114025350","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 : 2022-10-01DOI: 10.1177/27527646221138219
R. Lyda
{"title":"From the Chair","authors":"R. Lyda","doi":"10.1177/27527646221138219","DOIUrl":"https://doi.org/10.1177/27527646221138219","url":null,"abstract":"","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126224481","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 : 2022-10-01DOI: 10.1177/27527646221130312
Emily Hatch
Music surrounds us and students have plenty of experience in passive listening. However, they need to be deliberately taught how to deeply and critically listen to music. The National Core Arts Standards do not specifically measure listening as a skill but to evaluate musical works, critical listening skills are essential. This article outlines considerations for teaching this invisible skill and provides ideas for student responses to their listening to make the invisible process of listening visible and accessible to teachers to assess and evaluate.
{"title":"Listening: Considerations in Teaching an Invisible Skill","authors":"Emily Hatch","doi":"10.1177/27527646221130312","DOIUrl":"https://doi.org/10.1177/27527646221130312","url":null,"abstract":"Music surrounds us and students have plenty of experience in passive listening. However, they need to be deliberately taught how to deeply and critically listen to music. The National Core Arts Standards do not specifically measure listening as a skill but to evaluate musical works, critical listening skills are essential. This article outlines considerations for teaching this invisible skill and provides ideas for student responses to their listening to make the invisible process of listening visible and accessible to teachers to assess and evaluate.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129419271","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 : 2022-10-01DOI: 10.1177/27527646221133370
R. Rajan
{"title":"Musical Literacy","authors":"R. Rajan","doi":"10.1177/27527646221133370","DOIUrl":"https://doi.org/10.1177/27527646221133370","url":null,"abstract":"","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130614959","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 : 2022-09-30DOI: 10.1177/27527646221110863
Maria Papazachariou-Christoforou
Active bodily involvement in music is a key component of musical understanding. Rudolf von Laban developed a movement framework introducing the “effort elements” of time, space, weight, and flow. He proposed that by experiencing combinations of these elements, individuals internalize a movement vocabulary that fosters expressive music performance. In this article, I discuss findings that have confirmed the importance of active bodily engagement in enhancing musical comprehension, and share practical considerations drawn from my experience in conducting preschool music classes based on Laban’s movement framework. The suggested playful activities provide music educators with a new perspective on incorporating movement in preschool music classes.
{"title":"Movement Experiences in Preschool Music Classes","authors":"Maria Papazachariou-Christoforou","doi":"10.1177/27527646221110863","DOIUrl":"https://doi.org/10.1177/27527646221110863","url":null,"abstract":"Active bodily involvement in music is a key component of musical understanding. Rudolf von Laban developed a movement framework introducing the “effort elements” of time, space, weight, and flow. He proposed that by experiencing combinations of these elements, individuals internalize a movement vocabulary that fosters expressive music performance. In this article, I discuss findings that have confirmed the importance of active bodily engagement in enhancing musical comprehension, and share practical considerations drawn from my experience in conducting preschool music classes based on Laban’s movement framework. The suggested playful activities provide music educators with a new perspective on incorporating movement in preschool music classes.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130664368","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 : 2022-09-15DOI: 10.1177/27527646221106745
Amalia A. Allan
Implementing culturally responsive teaching is helpful when singing songs in different languages in the general music classroom. Two main hurdles exist when planning music lessons that include songs in different languages—maintaining musical authenticity and overcoming language barriers. One must then find a way to balance an aim for authenticity while also meeting instructional objectives. To help with the planning and execution of culturally responsive lessons that use songs from different countries, the author has included lesson plan examples and music notations for two types of songs in different languages—traditional and translated. There is also a table with online sources for world music.
{"title":"Singing World Music: Issues and Ideas for Culturally Responsive Teaching","authors":"Amalia A. Allan","doi":"10.1177/27527646221106745","DOIUrl":"https://doi.org/10.1177/27527646221106745","url":null,"abstract":"Implementing culturally responsive teaching is helpful when singing songs in different languages in the general music classroom. Two main hurdles exist when planning music lessons that include songs in different languages—maintaining musical authenticity and overcoming language barriers. One must then find a way to balance an aim for authenticity while also meeting instructional objectives. To help with the planning and execution of culturally responsive lessons that use songs from different countries, the author has included lesson plan examples and music notations for two types of songs in different languages—traditional and translated. There is also a table with online sources for world music.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125354989","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 : 2022-09-15DOI: 10.1177/27527646221110867
Hyesoo Yoo
In today’s global community, 21st century skills are essential for all students. In addition, in a digital world, technology is expected to be part of students’ educational experiences. In this article, I provide practical strategies and ideas for incorporating technology into general music curriculum to promote students’ 21st century skills. In particular, I offer specific practices that utilize technology to meet 21st century skills—creativity, critical thinking, collaboration, communication, global awareness, and technology literacy.
{"title":"Building 21st Century Skills Through Technology in General Music Classes","authors":"Hyesoo Yoo","doi":"10.1177/27527646221110867","DOIUrl":"https://doi.org/10.1177/27527646221110867","url":null,"abstract":"In today’s global community, 21st century skills are essential for all students. In addition, in a digital world, technology is expected to be part of students’ educational experiences. In this article, I provide practical strategies and ideas for incorporating technology into general music curriculum to promote students’ 21st century skills. In particular, I offer specific practices that utilize technology to meet 21st century skills—creativity, critical thinking, collaboration, communication, global awareness, and technology literacy.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122727384","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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