Pub Date : 2022-03-08DOI: 10.1177/27527646221079642
Edward Varner
The purpose of this column is to promote the use of group drumming as an important access point to improved self and community relationships that naturally develops the competencies of student self-awareness and social awareness in the general music classroom. Group drumming is a far-reaching activity with the capacity to improve and transform many of the traumatic life experiences endured by our students. The promise of group drumming to enhance individual well-being while simultaneously developing an inclusive community environment is a readily available tool within reach of almost every general music teacher. The approach can be used to enhance self-awareness in the moment, reduce anxiety, and provide access to successful experiences for students. Group drumming exposes participants to new ways of understanding themselves and others around them while creating important entry points to the SEL (social and emotional learning) competencies of both social awareness and self-awareness.
{"title":"Group Drumming as Conduit to Enhanced Self and Community Relationships","authors":"Edward Varner","doi":"10.1177/27527646221079642","DOIUrl":"https://doi.org/10.1177/27527646221079642","url":null,"abstract":"The purpose of this column is to promote the use of group drumming as an important access point to improved self and community relationships that naturally develops the competencies of student self-awareness and social awareness in the general music classroom. Group drumming is a far-reaching activity with the capacity to improve and transform many of the traumatic life experiences endured by our students. The promise of group drumming to enhance individual well-being while simultaneously developing an inclusive community environment is a readily available tool within reach of almost every general music teacher. The approach can be used to enhance self-awareness in the moment, reduce anxiety, and provide access to successful experiences for students. Group drumming exposes participants to new ways of understanding themselves and others around them while creating important entry points to the SEL (social and emotional learning) competencies of both social awareness and self-awareness.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125843654","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 : 2022-03-08DOI: 10.1177/27527646221079641
E. Draper
Students with disabilities often have difficultly applying information learned in one context to another, also called transfer. Music teachers can provide opportunities for students to transfer and make connections between classes to enhance their learning and encourage students to think differently about the content. By including nonmusic ideas, concepts, and skills, music teachers can reinforce learning for all students. This article includes suggestions for how general music teachers can include various nonmusic ideas, concepts, and skills in music instruction as well as specific ideas for inclusive music classrooms with students with disabilities.
{"title":"Connecting to the General Curriculum: Supporting Nonmusic Goals for Students With Disabilities","authors":"E. Draper","doi":"10.1177/27527646221079641","DOIUrl":"https://doi.org/10.1177/27527646221079641","url":null,"abstract":"Students with disabilities often have difficultly applying information learned in one context to another, also called transfer. Music teachers can provide opportunities for students to transfer and make connections between classes to enhance their learning and encourage students to think differently about the content. By including nonmusic ideas, concepts, and skills, music teachers can reinforce learning for all students. This article includes suggestions for how general music teachers can include various nonmusic ideas, concepts, and skills in music instruction as well as specific ideas for inclusive music classrooms with students with disabilities.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124528325","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 : 2021-12-07DOI: 10.1177/27527646211060294
Edward Varner
The purpose of this column is to promote the use of focused breathing and singing as access points to improved student self-awareness in the general music classroom. Singing is a holistic activity with the healing potential to improve and transform many traumatic life experiences endured by our students. Similarly, mindfulness breathwork is a holistic approach used to enhance self-awareness in the moment and can reduce anxiety. Both pursuits have the potential to help students overcome difficulties of fear, stress, and anxiety. Both practices expose participants to new ways of understanding themselves and the world around them while creating important access points to mindfulness and self-awareness.
{"title":"Mindfulness Access Points in General Music: Singing, Breathing, and Self-Awareness","authors":"Edward Varner","doi":"10.1177/27527646211060294","DOIUrl":"https://doi.org/10.1177/27527646211060294","url":null,"abstract":"The purpose of this column is to promote the use of focused breathing and singing as access points to improved student self-awareness in the general music classroom. Singing is a holistic activity with the healing potential to improve and transform many traumatic life experiences endured by our students. Similarly, mindfulness breathwork is a holistic approach used to enhance self-awareness in the moment and can reduce anxiety. Both pursuits have the potential to help students overcome difficulties of fear, stress, and anxiety. Both practices expose participants to new ways of understanding themselves and the world around them while creating important access points to mindfulness and self-awareness.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126790231","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 : 2021-12-07DOI: 10.1177/27527646211061498
Emily Hatch
Creating music increases student engagement, and drawing on students’ background knowledge is a respectful way to value students’ lived experiences. By challenging students to create music for the context of a video game world, teachers can build on students’ previous knowledge and bridge that knowledge to the elements of music and creating music for specific contexts and purposes. This column outlines a project for fourth graders to create video game music for specific contexts within the game.
{"title":"Music for a Boss Fight: Creating for the Context of Video Game Worlds","authors":"Emily Hatch","doi":"10.1177/27527646211061498","DOIUrl":"https://doi.org/10.1177/27527646211061498","url":null,"abstract":"Creating music increases student engagement, and drawing on students’ background knowledge is a respectful way to value students’ lived experiences. By challenging students to create music for the context of a video game world, teachers can build on students’ previous knowledge and bridge that knowledge to the elements of music and creating music for specific contexts and purposes. This column outlines a project for fourth graders to create video game music for specific contexts within the game.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"196 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124385015","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 : 2021-12-07DOI: 10.1177/27527646211066312
Karen Howard
The African Mexican music tradition of son jarocho comes from the Veracruz region of Mexico. As a performance practice, son jarocho has strong ties to social justice and civil rights, and is a thriving genre both in Mexico and in the United States. This article includes teaching suggestions for guitar or ukulele lessons in general music settings for elementary or middle school level students. The phases of World Music Pedagogy are applied to several son jarocho resources.
{"title":"From Veracruz to Los Angeles: The Tradition of Son Jarocho","authors":"Karen Howard","doi":"10.1177/27527646211066312","DOIUrl":"https://doi.org/10.1177/27527646211066312","url":null,"abstract":"The African Mexican music tradition of son jarocho comes from the Veracruz region of Mexico. As a performance practice, son jarocho has strong ties to social justice and civil rights, and is a thriving genre both in Mexico and in the United States. This article includes teaching suggestions for guitar or ukulele lessons in general music settings for elementary or middle school level students. The phases of World Music Pedagogy are applied to several son jarocho resources.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124211577","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 : 2021-12-07DOI: 10.1177/27527646211061501
Timothy David Norman
In this column, I reflect on my experiences teaching online during lockdown. In particular, I discuss the benefits and disadvantages of prerecorded lessons, when compared with live Zoom sessions, for elementary general music classes.
{"title":"Reflections on Teaching General Music Online During Lockdown","authors":"Timothy David Norman","doi":"10.1177/27527646211061501","DOIUrl":"https://doi.org/10.1177/27527646211061501","url":null,"abstract":"In this column, I reflect on my experiences teaching online during lockdown. In particular, I discuss the benefits and disadvantages of prerecorded lessons, when compared with live Zoom sessions, for elementary general music classes.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127113703","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 : 2021-12-07DOI: 10.1177/27527646211061504
E. Bucura
The global COVID-19 pandemic disrupted learning environments, adding significantly to an already-challenging time for adolescents. In many cases, students and teachers have abruptly shifted to online learning platforms that may occur entirely in a home environment. Music often plays a significant role in adolescents’ processes of identity-building and social connection. Music classes might play an important role in coping during these times, even when learning is virtual. Music teachers may question students’ well-being and their own mentorship roles. This article includes concerns about teaching music with adolescents, specifically when adapted to virtual technologies. Considerations are detailed for pedagogical care and possible benefits of at-home learning that might enhance students’ music learning experiences.
{"title":"Considerations With Virtual Secondary Music Students","authors":"E. Bucura","doi":"10.1177/27527646211061504","DOIUrl":"https://doi.org/10.1177/27527646211061504","url":null,"abstract":"The global COVID-19 pandemic disrupted learning environments, adding significantly to an already-challenging time for adolescents. In many cases, students and teachers have abruptly shifted to online learning platforms that may occur entirely in a home environment. Music often plays a significant role in adolescents’ processes of identity-building and social connection. Music classes might play an important role in coping during these times, even when learning is virtual. Music teachers may question students’ well-being and their own mentorship roles. This article includes concerns about teaching music with adolescents, specifically when adapted to virtual technologies. Considerations are detailed for pedagogical care and possible benefits of at-home learning that might enhance students’ music learning experiences.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129460759","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 : 2021-11-26DOI: 10.1177/27527646211061500
Chiao-Wei Liu
As more states pass bills banning critical race theory in schools, it is especially important for teachers to understand what critical race theory is and the implications of such bills. To understand what critical race theory is and intends to do. I look at its origins and how it has been employed in the field of education. Recognizing the legacy of European colonialism in music education, I propose that teachers critically examine our own subjectivities and engage with students’ counterstories to disrupt the dominant narrative.
{"title":"What Does Critical Race Theory Have to do With Music Education?","authors":"Chiao-Wei Liu","doi":"10.1177/27527646211061500","DOIUrl":"https://doi.org/10.1177/27527646211061500","url":null,"abstract":"As more states pass bills banning critical race theory in schools, it is especially important for teachers to understand what critical race theory is and the implications of such bills. To understand what critical race theory is and intends to do. I look at its origins and how it has been employed in the field of education. Recognizing the legacy of European colonialism in music education, I propose that teachers critically examine our own subjectivities and engage with students’ counterstories to disrupt the dominant narrative.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126986635","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 : 2021-11-26DOI: 10.1177/27527646211061495
E. Bucura, Rachel Brashier
This article discusses transformative learning in secondary general music (SGM), while considering students’ transitions from elementary to secondary music classes. SGM is uniquely situated for expanded pedagogies and musicianship, yet a gap in music activities persists between elementary and secondary classes and between home and school. The authors suggest that autonomous learning opportunities can foster ownership and meaning making for students toward lifelong musicianship as well as toward transformative learning. Three overlapping aspects of transformative SGM are discussed: skill-building, exploring contextual understandings, and making time and space for creativity and ownership. Emergent curricula that take students’ interests and experiences into account is encouraged. The authors advocate for projects that encourage collaboration beyond the school walls to foster purposeful connections to prior learning and personal music growth.
{"title":"Transformational Learning Strategies for the Secondary General Music Classroom","authors":"E. Bucura, Rachel Brashier","doi":"10.1177/27527646211061495","DOIUrl":"https://doi.org/10.1177/27527646211061495","url":null,"abstract":"This article discusses transformative learning in secondary general music (SGM), while considering students’ transitions from elementary to secondary music classes. SGM is uniquely situated for expanded pedagogies and musicianship, yet a gap in music activities persists between elementary and secondary classes and between home and school. The authors suggest that autonomous learning opportunities can foster ownership and meaning making for students toward lifelong musicianship as well as toward transformative learning. Three overlapping aspects of transformative SGM are discussed: skill-building, exploring contextual understandings, and making time and space for creativity and ownership. Emergent curricula that take students’ interests and experiences into account is encouraged. The authors advocate for projects that encourage collaboration beyond the school walls to foster purposeful connections to prior learning and personal music growth.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"os-58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127721371","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 : 2021-10-01DOI: 10.1177/10483713211051813
R. Lyda
{"title":"From the Chair","authors":"R. Lyda","doi":"10.1177/10483713211051813","DOIUrl":"https://doi.org/10.1177/10483713211051813","url":null,"abstract":"","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"277 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124455701","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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