Pub Date : 2023-04-25DOI: 10.1177/1321103x231157190
Han Meng, Jason Goopy
Initial teacher education plays an important role in preparing music teachers for schools. There is a growing interest in Chinese music teacher education, though limited research currently exists. This study investigated early-career teachers’ perspectives concerning the efficacy of the initial music teacher education program at Yu Cai Normal University (pseudonym), China. This mixed-methods study used a sequential explanatory design where qualitative interview data were used to provide further explanation and detail regarding survey results. The perceptions of early-career music teachers were sought on the importance, effectiveness, and usefulness of their initial teacher education and the most rewarding and challenging aspects of their beginning careers. Phase 1 of the data collection consisted of an online survey with 32 music education graduates of Yu Cai Normal University from 2015–2019. Phase 2 involved one-on-one semi-structured online interviews with three participants offering a range of views. Phase 3 was a combined analysis and discussion of the findings from Phases 1 and 2. Findings indicate that early-career music teachers highly valued their initial teacher education and their studies adequately prepared them for work, though the quality of their university subjects could still be improved. Early-career music teachers embrace the challenges of the profession and choir, competitions, and the act of teaching are their greatest rewards. Practical subjects remain the most critical components of music teacher education, and theory must be situated in contextualized practice.
{"title":"Early-career music teachers’ perspectives of their initial teacher education program in China","authors":"Han Meng, Jason Goopy","doi":"10.1177/1321103x231157190","DOIUrl":"https://doi.org/10.1177/1321103x231157190","url":null,"abstract":"Initial teacher education plays an important role in preparing music teachers for schools. There is a growing interest in Chinese music teacher education, though limited research currently exists. This study investigated early-career teachers’ perspectives concerning the efficacy of the initial music teacher education program at Yu Cai Normal University (pseudonym), China. This mixed-methods study used a sequential explanatory design where qualitative interview data were used to provide further explanation and detail regarding survey results. The perceptions of early-career music teachers were sought on the importance, effectiveness, and usefulness of their initial teacher education and the most rewarding and challenging aspects of their beginning careers. Phase 1 of the data collection consisted of an online survey with 32 music education graduates of Yu Cai Normal University from 2015–2019. Phase 2 involved one-on-one semi-structured online interviews with three participants offering a range of views. Phase 3 was a combined analysis and discussion of the findings from Phases 1 and 2. Findings indicate that early-career music teachers highly valued their initial teacher education and their studies adequately prepared them for work, though the quality of their university subjects could still be improved. Early-career music teachers embrace the challenges of the profession and choir, competitions, and the act of teaching are their greatest rewards. Practical subjects remain the most critical components of music teacher education, and theory must be situated in contextualized practice.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45928883","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 : 2023-04-22DOI: 10.1177/1321103x231162981
Elizabeth H. MacGregor
Although teachers and researchers frequently acknowledge that music education can benefit pupils’ academic achievement, health and well-being, and social development, classroom music-making can have long-lasting, detrimental impacts. Individuals’ experiences of failure, disappointment, and exclusion in the music classroom highlight an urgent need for music education to be reframed by an understanding of “musical vulnerability”: individuals’ inherent and situational openness to being affected—positively or negatively—by the semantic and somatic properties of music-making. Drawing on existing vulnerability studies, I evaluate how classroom music-making can foster both positive receptivity and negative susceptibility, depending on its delineation of identity and physical embodiment. I then present reductive analyses of phenomenologically-informed interviews in which 12 secondary music teachers described their past experiences of being pupils, and their present experiences of teaching pupils, in music classrooms in the United Kingdom. Using excerpts from their observations of teaching pupils, I describe how interactions between individuals’ interpersonal and personal vulnerabilities—including personality, musical, and neurological differences—affected occasions of musical receptivity and susceptibility. As individuals negotiated conflicting musical expectations, they sometimes fostered fruitful resilience but sometimes encountered profound resignation. I draw on these findings to construct a preliminary typology of musical vulnerability and emphasize the need for future research into proactive differentiation in the music classroom.
{"title":"Characterizing musical vulnerability: Toward a typology of receptivity and susceptibility in the secondary music classroom","authors":"Elizabeth H. MacGregor","doi":"10.1177/1321103x231162981","DOIUrl":"https://doi.org/10.1177/1321103x231162981","url":null,"abstract":"Although teachers and researchers frequently acknowledge that music education can benefit pupils’ academic achievement, health and well-being, and social development, classroom music-making can have long-lasting, detrimental impacts. Individuals’ experiences of failure, disappointment, and exclusion in the music classroom highlight an urgent need for music education to be reframed by an understanding of “musical vulnerability”: individuals’ inherent and situational openness to being affected—positively or negatively—by the semantic and somatic properties of music-making. Drawing on existing vulnerability studies, I evaluate how classroom music-making can foster both positive receptivity and negative susceptibility, depending on its delineation of identity and physical embodiment. I then present reductive analyses of phenomenologically-informed interviews in which 12 secondary music teachers described their past experiences of being pupils, and their present experiences of teaching pupils, in music classrooms in the United Kingdom. Using excerpts from their observations of teaching pupils, I describe how interactions between individuals’ interpersonal and personal vulnerabilities—including personality, musical, and neurological differences—affected occasions of musical receptivity and susceptibility. As individuals negotiated conflicting musical expectations, they sometimes fostered fruitful resilience but sometimes encountered profound resignation. I draw on these findings to construct a preliminary typology of musical vulnerability and emphasize the need for future research into proactive differentiation in the music classroom.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43730945","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 : 2023-04-01DOI: 10.1177/1321103X211061978
Regina Saltari, G. Welch
This article reports findings from an ethnographic study investigating the culture of children’s musical games played in school playgrounds. The research took place in nine primary schools in Greece and lasted for 6 months. Data collection methods included open observation of children aged 6 to 11 years, focused small-group observation, semi-structured interviews of 53 children (aged 8–11 years), and video recordings of the children’s musical games. Analyses of the research data, in light of the relevant literature, revealed the physical and human geographies of musical games, gender preferences, transmission sources and processes, learning and teaching practices, improvisations and variations, and communication among participants. The article concludes with implications for music education research and practice.
{"title":"Exploring the culture of Greek children’s musical games in the school playground: An ethnographic study","authors":"Regina Saltari, G. Welch","doi":"10.1177/1321103X211061978","DOIUrl":"https://doi.org/10.1177/1321103X211061978","url":null,"abstract":"This article reports findings from an ethnographic study investigating the culture of children’s musical games played in school playgrounds. The research took place in nine primary schools in Greece and lasted for 6 months. Data collection methods included open observation of children aged 6 to 11 years, focused small-group observation, semi-structured interviews of 53 children (aged 8–11 years), and video recordings of the children’s musical games. Analyses of the research data, in light of the relevant literature, revealed the physical and human geographies of musical games, gender preferences, transmission sources and processes, learning and teaching practices, improvisations and variations, and communication among participants. The article concludes with implications for music education research and practice.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41437891","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 : 2023-04-01DOI: 10.1177/1321103X221092927
Bradley Merrick, Dawn Joseph
The COVID-19 pandemic forced music teachers to modify their practice as delivery moved online in education settings around the globe. This article forms part of our wider study, Re-imaging the future: Music teaching and learning, and ICT in blended environments in Australia, that commenced in March 2021. In this article, the authors analyze and discuss Australian music teachers' perceptions of confidence, preference, and usage of music technologies, combined with Information and Communication Technologies (ICT) while teaching during COVID-19. Employing a quantitative methodology from data collected using an anonymous survey (N = 105), they report on teachers' attitudinal responses about ICT devices, confidence, and technology usage. The findings outline descriptive and correlational analyses between ICT use and teachers' integration of various devices, software, and related music technologies. The data show that teachers adapted their practice during this time of uncertainty, reporting increased confidence, application, and ICT usage. Data revealed an increase in the use of multiple technologies, resources, and software, which became an essential component of online teaching. The article concludes with recommendations for a longitudinal study of ICT usage in music education across Australia, accompanied by suggestions for increased professional learning, initial teacher training, changes in practice, and contingencies to sustain online learning into the future.
{"title":"ICT and music technology during COVID-19: Australian music educator perspectives.","authors":"Bradley Merrick, Dawn Joseph","doi":"10.1177/1321103X221092927","DOIUrl":"https://doi.org/10.1177/1321103X221092927","url":null,"abstract":"<p><p>The COVID-19 pandemic forced music teachers to modify their practice as delivery moved online in education settings around the globe. This article forms part of our wider study, <i>Re-imaging the future: Music teaching and learning, and ICT in blended environments in Australia</i>, that commenced in March 2021. In this article, the authors analyze and discuss Australian music teachers' perceptions of confidence, preference, and usage of music technologies, combined with Information and Communication Technologies (ICT) while teaching during COVID-19. Employing a quantitative methodology from data collected using an anonymous survey (<i>N</i> = 105), they report on teachers' attitudinal responses about ICT devices, confidence, and technology usage. The findings outline descriptive and correlational analyses between ICT use and teachers' integration of various devices, software, and related music technologies. The data show that teachers adapted their practice during this time of uncertainty, reporting increased confidence, application, and ICT usage. Data revealed an increase in the use of multiple technologies, resources, and software, which became an essential component of online teaching. The article concludes with recommendations for a longitudinal study of ICT usage in music education across Australia, accompanied by suggestions for increased professional learning, initial teacher training, changes in practice, and contingencies to sustain online learning into the future.</p>","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10076982/pdf/10.1177_1321103X221092927.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9637914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-28DOI: 10.1177/1321103x221149940
Lucia Lanaro, A. Bobbio, M. Biasutti, E. Himonides
This study aims to investigate leadership in orchestra conducting and interrogate educational principles to improve conducting pedagogy. Effective leadership implies a set of interpersonal, communicational, and emotional skills combined with a high level of expertise, which may enable the leader to not only achieve excellent outcomes but also create a positive and collaborative working climate and vision for the performance. This work demonstrates that there are strong implications between effective leadership and orchestra conducting. We examine how orchestra conductors are perceived to be effective leaders and deduce from general leadership theories the following five parameters: charisma, stage presence, nonverbal communication, relationships with musicians, and leadership style. Interviews with orchestra conductors and performers support these five parameters for effective orchestra conducting. We perform a detailed analysis of the profiles of two renowned orchestra leaders— namely, Herbert von Karajan and Gustavo Dudamel— to test the five parameters and distill educational implications for both scholars and practitioners. The results are presented and discussed, along with implications for the education of orchestra conductors.
本研究旨在探讨管弦乐队指挥中的领导能力，并探讨教育原则以改进指挥教学法。有效的领导意味着一套人际交往、沟通和情感技能，再加上高水平的专业知识，这可能使领导者不仅能取得优异的成果，还能创造积极协作的工作氛围和绩效愿景。这项工作表明，有效的领导和管弦乐队指挥之间有着强烈的联系。我们研究了管弦乐队指挥是如何被视为有效的领导者的，并从一般的领导理论中推断出以下五个参数：魅力、舞台表现、非语言交流、与音乐家的关系和领导风格。对管弦乐队指挥和演奏者的采访支持了有效的管弦乐队指挥的这五个参数。我们对赫伯特·冯·卡拉扬（Herbert von Karajan）和古斯塔沃·杜达梅尔（Gustavo Dudamel。报告和讨论了结果，以及对管弦乐队指挥教育的启示。
{"title":"Five parameters for studying leadership styles in orchestra conductors","authors":"Lucia Lanaro, A. Bobbio, M. Biasutti, E. Himonides","doi":"10.1177/1321103x221149940","DOIUrl":"https://doi.org/10.1177/1321103x221149940","url":null,"abstract":"This study aims to investigate leadership in orchestra conducting and interrogate educational principles to improve conducting pedagogy. Effective leadership implies a set of interpersonal, communicational, and emotional skills combined with a high level of expertise, which may enable the leader to not only achieve excellent outcomes but also create a positive and collaborative working climate and vision for the performance. This work demonstrates that there are strong implications between effective leadership and orchestra conducting. We examine how orchestra conductors are perceived to be effective leaders and deduce from general leadership theories the following five parameters: charisma, stage presence, nonverbal communication, relationships with musicians, and leadership style. Interviews with orchestra conductors and performers support these five parameters for effective orchestra conducting. We perform a detailed analysis of the profiles of two renowned orchestra leaders— namely, Herbert von Karajan and Gustavo Dudamel— to test the five parameters and distill educational implications for both scholars and practitioners. The results are presented and discussed, along with implications for the education of orchestra conductors.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49176935","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 : 2023-03-04DOI: 10.1177/1321103x221149661
Emily M. Mercado, D. M. Draut
The purpose of this collaborative action research project was to examine eighth- and ninth-grade female (assigned at birth) students’ perspectives of their singing voice when implementing a practitioner/researcher designed curriculum titled Supporting Adolescent Female Vocal Development: Teaching Anatomy and Physiology in the Middle School Choral Classroom. The curriculum, designed specifically for the adolescent female voice, contained the following four units: the respiratory system, the larynx, the digestive system, and the skeletal system. The action research method, which contained four feedback loops, allowed us to assess, refine, and revise the curriculum to meet the needs of this specific group of adolescents. Salient themes that emerged from the data included participants’ perceptions of breath, passaggio, vocal range, vocal tone, feedback, and confidence. Overall, participants reported positive experiences throughout the unit; however, challenges emerged when we provided individual feedback and introduced complex terminology associated with vocal anatomy. Implications for practice include prioritizing a process-oriented curriculum theoretically grounded in the anatomy and physiology of the voice to serve the needs of adolescent singers.
{"title":"Eighth- and ninth-grade students’ perceptions of a curriculum designed to support adolescent female vocal development: An action research study","authors":"Emily M. Mercado, D. M. Draut","doi":"10.1177/1321103x221149661","DOIUrl":"https://doi.org/10.1177/1321103x221149661","url":null,"abstract":"The purpose of this collaborative action research project was to examine eighth- and ninth-grade female (assigned at birth) students’ perspectives of their singing voice when implementing a practitioner/researcher designed curriculum titled Supporting Adolescent Female Vocal Development: Teaching Anatomy and Physiology in the Middle School Choral Classroom. The curriculum, designed specifically for the adolescent female voice, contained the following four units: the respiratory system, the larynx, the digestive system, and the skeletal system. The action research method, which contained four feedback loops, allowed us to assess, refine, and revise the curriculum to meet the needs of this specific group of adolescents. Salient themes that emerged from the data included participants’ perceptions of breath, passaggio, vocal range, vocal tone, feedback, and confidence. Overall, participants reported positive experiences throughout the unit; however, challenges emerged when we provided individual feedback and introduced complex terminology associated with vocal anatomy. Implications for practice include prioritizing a process-oriented curriculum theoretically grounded in the anatomy and physiology of the voice to serve the needs of adolescent singers.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43696941","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 : 2023-03-04DOI: 10.1177/1321103X231155020
K. Sutela
This article presents a project, Shapes of Water, funded by the Finnish Cultural Foundation, which gave music education students the opportunity to compose children’s songs about climate change with the help of artists from two fields (contemporary circus and music) and a scientist (chemistry). The article outlines the ways in which the composing project challenged students’ attitudes toward composing as a method for educating children about climate change, and brings together the experiences of the artists and scientist during the project. Finally, three focus areas are presented with recommendations for a sustainable eco-socially oriented approach to music education.
{"title":"Shapes of water—A multidisciplinary composing project visioning an eco-socially oriented approach to music education","authors":"K. Sutela","doi":"10.1177/1321103X231155020","DOIUrl":"https://doi.org/10.1177/1321103X231155020","url":null,"abstract":"This article presents a project, Shapes of Water, funded by the Finnish Cultural Foundation, which gave music education students the opportunity to compose children’s songs about climate change with the help of artists from two fields (contemporary circus and music) and a scientist (chemistry). The article outlines the ways in which the composing project challenged students’ attitudes toward composing as a method for educating children about climate change, and brings together the experiences of the artists and scientist during the project. Finally, three focus areas are presented with recommendations for a sustainable eco-socially oriented approach to music education.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44050722","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 : 2023-02-24DOI: 10.1177/1321103X221149374
David H. Knapp, Bryan Powell, G. Smith, John C Coggiola, M. Kelsey
The COVID-19 pandemic prompted a sudden rethinking of how music was taught and learned. Prior to the pandemic, the web-based digital audio workstation Soundtrap emerged as a leading platform for creating music online. The present study examined the growth of Soundtrap’s usage during the COVID-19 pandemic. Using machine-learning methods, we analyzed anonymized user data from Soundtrap’s 1.6 million educational users in the United States to see if the pandemic affected Soundtrap’s education user base and, if so, to what extent. An exploratory data analysis demonstrated a large increase in Soundtrap’s user base beyond five standard deviations beginning in March 2020. A subsequent changepoint analysis identified March 17, 2020, as the day this shift occurred. Finally, we created a SARIMAX model using data prior to March 17 to forecast expected growth. This model was unable to account for user growth after March 17, showing highly anomalous growth rates outside of the model’s confidence interval. We discuss how this shift affects music education practices and what it portends for our field. In addition, we explore the role of machine learning and artificial intelligence as a method for research in the music education field.
{"title":"Soundtrap usage during COVID-19: A machine-learning approach to assess the effects of the pandemic on online music learning","authors":"David H. Knapp, Bryan Powell, G. Smith, John C Coggiola, M. Kelsey","doi":"10.1177/1321103X221149374","DOIUrl":"https://doi.org/10.1177/1321103X221149374","url":null,"abstract":"The COVID-19 pandemic prompted a sudden rethinking of how music was taught and learned. Prior to the pandemic, the web-based digital audio workstation Soundtrap emerged as a leading platform for creating music online. The present study examined the growth of Soundtrap’s usage during the COVID-19 pandemic. Using machine-learning methods, we analyzed anonymized user data from Soundtrap’s 1.6 million educational users in the United States to see if the pandemic affected Soundtrap’s education user base and, if so, to what extent. An exploratory data analysis demonstrated a large increase in Soundtrap’s user base beyond five standard deviations beginning in March 2020. A subsequent changepoint analysis identified March 17, 2020, as the day this shift occurred. Finally, we created a SARIMAX model using data prior to March 17 to forecast expected growth. This model was unable to account for user growth after March 17, showing highly anomalous growth rates outside of the model’s confidence interval. We discuss how this shift affects music education practices and what it portends for our field. In addition, we explore the role of machine learning and artificial intelligence as a method for research in the music education field.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49373714","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 : 2023-01-19DOI: 10.1177/1321103x221139992
Joanne Wong, Alfredo Bautista, Y. Ho, S. Kong
The purpose of this study was to investigate Hong Kong preschool teachers’ music-specific professional development (PD) preferences and analyze the potential differences among teachers with varying levels of teaching experience (beginning, experienced, and advanced). A survey was developed to assess four music-specific PD preferences: content, facilitators, types, and activities/resources. We found that respondents ( N = 1,019) preferred PD that was centered on musical creativity and curriculum integration; facilitated by experts in pedagogy and music performance; conducted as short workshops and mentoring sessions; and focused on observation, skill acquisition, and practice. The data also revealed significant differences between beginning, experienced, and advanced teachers and their PD preferences. Beginning teachers showed a higher preference for graduate studies and blended PD. Beginning and experienced teachers were more interested in playing instruments and in learning by observing other teachers. Advanced teachers showed preference for PD focusing on dance and music appreciation. The study shows that teaching experience is a crucial factor for determining preschool teachers’ music-specific PD preferences. Implications include considering teachers’ interests, motivations, and needs while planning and designing PD for preschool teachers. Further research should explore what teachers with different profiles require in specific educational settings.
{"title":"Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?","authors":"Joanne Wong, Alfredo Bautista, Y. Ho, S. Kong","doi":"10.1177/1321103x221139992","DOIUrl":"https://doi.org/10.1177/1321103x221139992","url":null,"abstract":"The purpose of this study was to investigate Hong Kong preschool teachers’ music-specific professional development (PD) preferences and analyze the potential differences among teachers with varying levels of teaching experience (beginning, experienced, and advanced). A survey was developed to assess four music-specific PD preferences: content, facilitators, types, and activities/resources. We found that respondents ( N = 1,019) preferred PD that was centered on musical creativity and curriculum integration; facilitated by experts in pedagogy and music performance; conducted as short workshops and mentoring sessions; and focused on observation, skill acquisition, and practice. The data also revealed significant differences between beginning, experienced, and advanced teachers and their PD preferences. Beginning teachers showed a higher preference for graduate studies and blended PD. Beginning and experienced teachers were more interested in playing instruments and in learning by observing other teachers. Advanced teachers showed preference for PD focusing on dance and music appreciation. The study shows that teaching experience is a crucial factor for determining preschool teachers’ music-specific PD preferences. Implications include considering teachers’ interests, motivations, and needs while planning and designing PD for preschool teachers. Further research should explore what teachers with different profiles require in specific educational settings.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46569460","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 : 2023-01-15DOI: 10.1177/1321103x221144261
Alisa Mastin Hanson
The purpose of this research was to learn about the short-term residue of composing and improvising activities experienced in a woodwind lab course. Five undergraduates enrolled in a Music Learning and Teaching program in the United States shared what they retained after completion of the course and how they were thinking about composition and improvisation in relation to their future teaching. Data were generated through class observations, researcher journal entries, one-on-one interviews, and a focus group interview. Although participants found value in composition and improvisation, they still viewed these activities as supplemental to traditional large ensemble practices. In this case, I use the metaphor of sedimentary rock to analyze and present the data in a way that makes space for dialogical meaning-making between the researcher, participants, and reader. This research may be meaningful for those in charge of curricular decisions as well as applied faculty and graduate students working to incorporate composition and improvisation into preservice music teacher coursework, emphasizing the need for an integrated approach.
{"title":"The residue of composition and improvisation activities in a woodwind lab course","authors":"Alisa Mastin Hanson","doi":"10.1177/1321103x221144261","DOIUrl":"https://doi.org/10.1177/1321103x221144261","url":null,"abstract":"The purpose of this research was to learn about the short-term residue of composing and improvising activities experienced in a woodwind lab course. Five undergraduates enrolled in a Music Learning and Teaching program in the United States shared what they retained after completion of the course and how they were thinking about composition and improvisation in relation to their future teaching. Data were generated through class observations, researcher journal entries, one-on-one interviews, and a focus group interview. Although participants found value in composition and improvisation, they still viewed these activities as supplemental to traditional large ensemble practices. In this case, I use the metaphor of sedimentary rock to analyze and present the data in a way that makes space for dialogical meaning-making between the researcher, participants, and reader. This research may be meaningful for those in charge of curricular decisions as well as applied faculty and graduate students working to incorporate composition and improvisation into preservice music teacher coursework, emphasizing the need for an integrated approach.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47593993","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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