Pub Date : 2024-09-17DOI: 10.1177/02557614241279723
Heather M Macdonald, Christine Guptill
Music students experiencing the potentially debilitating effects of playing-related injury (PRI) often first turn to their music teachers for help. This paper aims to document music instructors’ lived experience and perceptions surrounding PRI and better understand how teachers currently support students’ musculoskeletal health. Using a qualitative description approach, in-depth interviews with 10 oboe teachers (7 male, 3 female) documented their lived experience with or without injury and perceptions of PRI. Self-identified uninjured participants ( n = 5) described PRI-adjacent and non-PRI problems which elicited empathy for injured musicians, and self-reflective practices that contributed to better health. Injured participants described varied relationships to their pain, including pain as a source of guilt, distress, learning, and growth, and described diverse coping mechanisms including physical therapy, medication, mindfulness, and self-experimentation. Participants’ observations and experiences of PRI influenced their teaching, and several described seeking greater efficiency in students’ instrument set-up and body use. Resources for injured musicians were perceived to be difficult to access due to financial constraints, unawareness, jargon-filled language, and misinformation. These results suggest a need for more outreach from performing arts health professionals connecting music teachers, often the first point of contact for injured students, with high-quality resources which support student wellbeing.
音乐专业的学生在遇到与演奏有关的损伤 (PRI) 时，往往会首先向他们的音乐教师寻求帮助。本文旨在记录音乐教师的生活经历和对 PRI 的看法，更好地了解教师目前如何为学生的肌肉骨骼健康提供支持。本文采用定性描述的方法，对 10 名双簧管教师（7 名男性，3 名女性）进行了深入访谈，记录了他们受伤或未受伤的生活经历以及对 PRI 的看法。自我认定未受伤的参与者（n = 5）描述了 PRI 相关和非 PRI 问题，这些问题引起了受伤音乐家的共鸣，而自我反思的做法则有助于改善健康状况。受伤的参与者描述了他们与疼痛之间的各种关系，包括疼痛是内疚、痛苦、学习和成长的来源，并描述了各种应对机制，包括物理治疗、药物治疗、正念和自我实验。参与者对 PRI 的观察和体验影响了他们的教学，其中几位参与者描述了如何提高学生乐器安装和身体使用的效率。由于经济拮据、不了解、专业术语和错误信息，受伤音乐家很难获得相关资源。这些结果表明，表演艺术保健专业人员需要开展更多外联活动，将音乐教师（通常是受伤学生的第一联系人）与支持学生健康的优质资源联系起来。
{"title":"Oboe educators’ perspectives on playing-related injury, Part I: Lived experience and perceptions surrounding injury","authors":"Heather M Macdonald, Christine Guptill","doi":"10.1177/02557614241279723","DOIUrl":"https://doi.org/10.1177/02557614241279723","url":null,"abstract":"Music students experiencing the potentially debilitating effects of playing-related injury (PRI) often first turn to their music teachers for help. This paper aims to document music instructors’ lived experience and perceptions surrounding PRI and better understand how teachers currently support students’ musculoskeletal health. Using a qualitative description approach, in-depth interviews with 10 oboe teachers (7 male, 3 female) documented their lived experience with or without injury and perceptions of PRI. Self-identified uninjured participants ( n = 5) described PRI-adjacent and non-PRI problems which elicited empathy for injured musicians, and self-reflective practices that contributed to better health. Injured participants described varied relationships to their pain, including pain as a source of guilt, distress, learning, and growth, and described diverse coping mechanisms including physical therapy, medication, mindfulness, and self-experimentation. Participants’ observations and experiences of PRI influenced their teaching, and several described seeking greater efficiency in students’ instrument set-up and body use. Resources for injured musicians were perceived to be difficult to access due to financial constraints, unawareness, jargon-filled language, and misinformation. These results suggest a need for more outreach from performing arts health professionals connecting music teachers, often the first point of contact for injured students, with high-quality resources which support student wellbeing.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"33 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142236768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-17DOI: 10.1177/02557614241269586
Filip Verneert, Luc Nijs, Thomas De Baets
The aim of this study is to explore the lived experience of students ( N = 1,282) in general education engaging in collective free improvisation (CFI). Fourteen music teachers implemented a CFI lesson in 69 classes in Flanders (Belgium). Lived experience was measured using a Dutch version of the Flow State Scale for Occupational Tasks. This scale reflects the degree of Sense of Control, Positive Emotional Experience and Absorption by Concentrating. In addition, teachers’ reflections were mapped by means of an online survey. Overall scores on the 3 dimensions of the Flow scale averaged greater than or equal to 5 (7-point Likert scale). Results show a difference in total flow between students who already played an instrument and those who did not. Students who play an instrument score significantly higher on the factor ‘Sense of Control’. Conversely, the flow scores on the factors ‘Absorption by Concentration’ and ‘Positive Emotional Experience’ do not differ between instrumentalists and non-instrumentalists. Given the relatively high flow scores, we conclude that this type of musical engagement can be used for instrumentalists as well as non-instrumentalists. Although CFI was a new experience for the teachers, they indicated to continue using it in the future.
{"title":"Collective free improvisation in the Flemish general music classroom: Probing student’s lived experience through flow","authors":"Filip Verneert, Luc Nijs, Thomas De Baets","doi":"10.1177/02557614241269586","DOIUrl":"https://doi.org/10.1177/02557614241269586","url":null,"abstract":"The aim of this study is to explore the lived experience of students ( N = 1,282) in general education engaging in collective free improvisation (CFI). Fourteen music teachers implemented a CFI lesson in 69 classes in Flanders (Belgium). Lived experience was measured using a Dutch version of the Flow State Scale for Occupational Tasks. This scale reflects the degree of Sense of Control, Positive Emotional Experience and Absorption by Concentrating. In addition, teachers’ reflections were mapped by means of an online survey. Overall scores on the 3 dimensions of the Flow scale averaged greater than or equal to 5 (7-point Likert scale). Results show a difference in total flow between students who already played an instrument and those who did not. Students who play an instrument score significantly higher on the factor ‘Sense of Control’. Conversely, the flow scores on the factors ‘Absorption by Concentration’ and ‘Positive Emotional Experience’ do not differ between instrumentalists and non-instrumentalists. Given the relatively high flow scores, we conclude that this type of musical engagement can be used for instrumentalists as well as non-instrumentalists. Although CFI was a new experience for the teachers, they indicated to continue using it in the future.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"56 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142236781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-10DOI: 10.1177/02557614241279234
FD Ozdamar, G Yavuz-Konokman
This study, aiming to evaluate the piano teaching and post-process gains of music teacher candidates based on their experiences with the flipped classroom model (FC), was designed as a case study. The study group consisted of 24 music teacher candidates studying in the 2022 to 2023 academic semester in the Music Education Program. The research design includes implementation of piano teaching with the FC model and the application of diary and questionnaire forms to obtain qualitative data during weekly teaching practices. The qualitative data reveal the positive and negative aspects, opportunities, threats, the effects on learner gains of the general evaluation of piano teaching with the FC model, and the evaluation of videos as extracurricular teaching materials. It has been concluded piano teaching with the FC model has a positive effect on the components of the teaching process, learner-teacher communication, use of teaching materials, active participation, feedback correction, psychomotor and affective learning outcomes, the ability to play the piano musically and technically, and anxiety and motivation. In addition, the data show videos are preferable as extracurricular teaching materials, and it is seen as an important component affecting the suitability, usability and effectiveness of the FC model for piano teaching.
本研究以个案研究的形式设计，旨在评估音乐师范专业学生在翻转课堂模式（FC）下的钢琴教学和后期收获。研究小组由 24 名在 2022 至 2023 学年就读音乐教育专业的音乐教师候选人组成。研究设计包括实施 FC 模式的钢琴教学，并在每周的教学实践中应用日记和问卷形式获取定性数据。定性数据揭示了FC模式钢琴教学的积极和消极方面、机会、威胁、对学习者收获的影响的总体评价，以及对作为课外教材的视频的评价。结论是，FC 模式钢琴教学对教学过程的组成部分、学习者与教师的交流、教材的使用、主动参与、反馈矫正、心理运动和情感学习成果、音乐和技术方面的钢琴演奏能力以及焦虑和动机都有积极影响。此外，数据显示视频作为课外教材更受欢迎，被视为影响 FC 模式在钢琴教学中的适用性、可用性和有效性的重要组成部分。
{"title":"Piano Teaching Within the Framework of the Flipped Classroom Model: Planning, Implementation, and Evaluation","authors":"FD Ozdamar, G Yavuz-Konokman","doi":"10.1177/02557614241279234","DOIUrl":"https://doi.org/10.1177/02557614241279234","url":null,"abstract":"This study, aiming to evaluate the piano teaching and post-process gains of music teacher candidates based on their experiences with the flipped classroom model (FC), was designed as a case study. The study group consisted of 24 music teacher candidates studying in the 2022 to 2023 academic semester in the Music Education Program. The research design includes implementation of piano teaching with the FC model and the application of diary and questionnaire forms to obtain qualitative data during weekly teaching practices. The qualitative data reveal the positive and negative aspects, opportunities, threats, the effects on learner gains of the general evaluation of piano teaching with the FC model, and the evaluation of videos as extracurricular teaching materials. It has been concluded piano teaching with the FC model has a positive effect on the components of the teaching process, learner-teacher communication, use of teaching materials, active participation, feedback correction, psychomotor and affective learning outcomes, the ability to play the piano musically and technically, and anxiety and motivation. In addition, the data show videos are preferable as extracurricular teaching materials, and it is seen as an important component affecting the suitability, usability and effectiveness of the FC model for piano teaching.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"48 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142166081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-09DOI: 10.1177/02557614241268237
Diana Blom, Judith Brown, Brendan Smyly
For professional musicians, all aspects of music play an integrated role in music-making. However, for first year music students, who usually begin their studies identifying as performers, some may question the value of learning these other areas of music. This study investigates the responses of 80 first year undergraduate music students to questions about aspects of the music study they were about to begin, and their identity as a musician. The students were enrolled in two universities located in suburban and regional Australia. Questions were given to students in their first week of the Bachelor of Music course before classes began. In doing so, the study sought to capture what experiences, understandings, expectations and aspirations incoming students bring to, and have for, an undergraduate music course, and how they identify as musicians as they begin the course. As expected, findings noted experience with music performance and the possible influence of the location of the universities in relation to a low level of music theory knowledge. Yet understanding student interest in music technology, musicology and the music of Australian First Nations people reveals presage opinions which can help design authentic curriculum for the education of the 21st century musician.
{"title":"Presage: First year music students’ experiences, understandings, expectations and aspirations on entering an undergraduate music program","authors":"Diana Blom, Judith Brown, Brendan Smyly","doi":"10.1177/02557614241268237","DOIUrl":"https://doi.org/10.1177/02557614241268237","url":null,"abstract":"For professional musicians, all aspects of music play an integrated role in music-making. However, for first year music students, who usually begin their studies identifying as performers, some may question the value of learning these other areas of music. This study investigates the responses of 80 first year undergraduate music students to questions about aspects of the music study they were about to begin, and their identity as a musician. The students were enrolled in two universities located in suburban and regional Australia. Questions were given to students in their first week of the Bachelor of Music course before classes began. In doing so, the study sought to capture what experiences, understandings, expectations and aspirations incoming students bring to, and have for, an undergraduate music course, and how they identify as musicians as they begin the course. As expected, findings noted experience with music performance and the possible influence of the location of the universities in relation to a low level of music theory knowledge. Yet understanding student interest in music technology, musicology and the music of Australian First Nations people reveals presage opinions which can help design authentic curriculum for the education of the 21st century musician.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"4 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142160444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-07DOI: 10.1177/02557614241268049
Katarina Stekić
The aim of this study is to provide a systematic review of the effects of active and passive music engagement on cognitive development. Out of the 66 studies uncovered by the initial search, methods, and conclusions of 12 quantitative, 2 qualitative, and 12 review studies were analyzed. The present review shows active music engagement may improve cognitive skills in near transfer domains, such as verbal and motor skills, as well as auditory discrimination. Improvements in distant transfer domains have also been reported, such as enhanced general IQ, memory skills, numeracy and spatial skills, executive skills, and problem-solving. Benefits for affective and social skill development have also been shown for both active and passive music engagement, while passive engagement is specifically beneficial in clinical settings. However, there are studies that don’t report significant effects. Potential sources of bias are further explored, suggesting that this field may be victim to confirmation and publication bias. Method variety in measurements, sample size, and intervention length, along with the lack of methodological rigor and control groups, prevent us from concluding a direct causal relationship between music engagement and cognitive development. Implications for controlling confounding factors and identifying potential moderator mechanisms are discussed.
{"title":"The role of active and passive music engagement in cognitive development: A systematic review","authors":"Katarina Stekić","doi":"10.1177/02557614241268049","DOIUrl":"https://doi.org/10.1177/02557614241268049","url":null,"abstract":"The aim of this study is to provide a systematic review of the effects of active and passive music engagement on cognitive development. Out of the 66 studies uncovered by the initial search, methods, and conclusions of 12 quantitative, 2 qualitative, and 12 review studies were analyzed. The present review shows active music engagement may improve cognitive skills in near transfer domains, such as verbal and motor skills, as well as auditory discrimination. Improvements in distant transfer domains have also been reported, such as enhanced general IQ, memory skills, numeracy and spatial skills, executive skills, and problem-solving. Benefits for affective and social skill development have also been shown for both active and passive music engagement, while passive engagement is specifically beneficial in clinical settings. However, there are studies that don’t report significant effects. Potential sources of bias are further explored, suggesting that this field may be victim to confirmation and publication bias. Method variety in measurements, sample size, and intervention length, along with the lack of methodological rigor and control groups, prevent us from concluding a direct causal relationship between music engagement and cognitive development. Implications for controlling confounding factors and identifying potential moderator mechanisms are discussed.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"12 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142152410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-04DOI: 10.1177/02557614241269061
Kelly Bylica, Betty Bauman-Field
The purpose of this content analysis is to analyze available peer-reviewed middle school general music literature to determine the ways in which middle school general music has been conceived of in extant literature in the United States. The researchers performed a content analysis of peer-reviewed empirical and practitioner articles relating to middle school general music ( N = 45), creating a coding scheme of categorical clusters that related to the Association of Middle Level Education’s position paper: This We Believe. Content coding revealed curricular content (78%) and pedagogical practice (42%) as the most common topics. Several topics were underrepresented in the literature including student opinion/voice (11%), inclusive practice (18%), adolescent development (20%), cultural awareness (18%), classroom culture (20%), and teacher preparation and development (16%). These findings may have important implications for preservice music teacher educators preparing teachers for the context of middle school general music, as well as for researchers within this domain.
{"title":"What and how? Or why and for whom? A content analysis of middle school general music literature","authors":"Kelly Bylica, Betty Bauman-Field","doi":"10.1177/02557614241269061","DOIUrl":"https://doi.org/10.1177/02557614241269061","url":null,"abstract":"The purpose of this content analysis is to analyze available peer-reviewed middle school general music literature to determine the ways in which middle school general music has been conceived of in extant literature in the United States. The researchers performed a content analysis of peer-reviewed empirical and practitioner articles relating to middle school general music ( N = 45), creating a coding scheme of categorical clusters that related to the Association of Middle Level Education’s position paper: This We Believe. Content coding revealed curricular content (78%) and pedagogical practice (42%) as the most common topics. Several topics were underrepresented in the literature including student opinion/voice (11%), inclusive practice (18%), adolescent development (20%), cultural awareness (18%), classroom culture (20%), and teacher preparation and development (16%). These findings may have important implications for preservice music teacher educators preparing teachers for the context of middle school general music, as well as for researchers within this domain.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"70 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141891755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-01DOI: 10.1177/02557614241268336
Josef Hanson
The purpose of this study was to investigate U.S. undergraduate music education degree alumni ( n = 3,731) perceptions of and satisfaction with their baccalaureate educational experiences, professional skills development, and careers post-graduation. A secondary aim was to determine the extent to which key aspects of undergraduate music education degree programs and/or demographic variables predicted positive career outcomes. Data for this study were gleaned from the Strategic National Arts Alumni Project’s (SNAAP) 2015, 2016, and 2017 surveys of arts alumni in the United States. Results indicated that respondents were largely satisfied with the training and experiences they received in their undergraduate degree programs, especially development of artistic technique, teaching skills, and a broad knowledge base. A large majority (85.09%) found employment relevant to their training within 1 year of graduation, and although many departed teaching to work in other career fields, those who stayed were generally satisfied with their jobs, although less so regarding compensation levels and career advancement opportunities. Skills gaps in interpersonal relations and communication suggest that collaborative work might be a weak area in undergraduate music teacher education. Logistic regression revealed statistically significant associations between several institutional satisfaction/demographic variables and high subsequent job satisfaction.
{"title":"Music education alumni perceptions of undergraduate degree experiences, skills development, and job satisfaction","authors":"Josef Hanson","doi":"10.1177/02557614241268336","DOIUrl":"https://doi.org/10.1177/02557614241268336","url":null,"abstract":"The purpose of this study was to investigate U.S. undergraduate music education degree alumni ( n = 3,731) perceptions of and satisfaction with their baccalaureate educational experiences, professional skills development, and careers post-graduation. A secondary aim was to determine the extent to which key aspects of undergraduate music education degree programs and/or demographic variables predicted positive career outcomes. Data for this study were gleaned from the Strategic National Arts Alumni Project’s (SNAAP) 2015, 2016, and 2017 surveys of arts alumni in the United States. Results indicated that respondents were largely satisfied with the training and experiences they received in their undergraduate degree programs, especially development of artistic technique, teaching skills, and a broad knowledge base. A large majority (85.09%) found employment relevant to their training within 1 year of graduation, and although many departed teaching to work in other career fields, those who stayed were generally satisfied with their jobs, although less so regarding compensation levels and career advancement opportunities. Skills gaps in interpersonal relations and communication suggest that collaborative work might be a weak area in undergraduate music teacher education. Logistic regression revealed statistically significant associations between several institutional satisfaction/demographic variables and high subsequent job satisfaction.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"5 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141877351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-01DOI: 10.1177/02557614241267829
Jordan Laidlaw
The COVID-19 pandemic profoundly impacted the wellbeing of students and teachers around the world. Job demands-resource theory has been an integral theoretical framework to understand how workers navigate strenuous conditions. Further, the study demands-resource model was conceptualized to understand how students’ school-based responsibilities affect their wellbeing and performance. There is a gap, however, in unifying these models to understand how teachers’ and students’ wellbeing are co-influenced by school-based demands and resources. To address this, I conceptualized the school demands-resource model to explore the intersections of this phenomena. Through autoethnography, I reflected upon my own professional practices as a public school music teacher facilitating learning experiences during the COVID-19 pandemic. Findings generated provide new understandings into the intersections of job demands-resources and study demands-resources and how public health regulations impacted music program function. Increased school demands included physical distancing, teaching and learning without singing or movement, and increased sanitation of classroom materials, but were alleviated via successful job/study crafting. School resources were also affected by pandemic-related health protocols, including changes in classroom relationships, school materials, and self-efficacy. Implications for future research include exploring how classroom relationships and job/study crafting may optimize engagement and wellbeing in school music programs.
{"title":"Adapting music education to pandemic regulations: Conceptualizing the school demands-resource theoretical innovation through autoethnography","authors":"Jordan Laidlaw","doi":"10.1177/02557614241267829","DOIUrl":"https://doi.org/10.1177/02557614241267829","url":null,"abstract":"The COVID-19 pandemic profoundly impacted the wellbeing of students and teachers around the world. Job demands-resource theory has been an integral theoretical framework to understand how workers navigate strenuous conditions. Further, the study demands-resource model was conceptualized to understand how students’ school-based responsibilities affect their wellbeing and performance. There is a gap, however, in unifying these models to understand how teachers’ and students’ wellbeing are co-influenced by school-based demands and resources. To address this, I conceptualized the school demands-resource model to explore the intersections of this phenomena. Through autoethnography, I reflected upon my own professional practices as a public school music teacher facilitating learning experiences during the COVID-19 pandemic. Findings generated provide new understandings into the intersections of job demands-resources and study demands-resources and how public health regulations impacted music program function. Increased school demands included physical distancing, teaching and learning without singing or movement, and increased sanitation of classroom materials, but were alleviated via successful job/study crafting. School resources were also affected by pandemic-related health protocols, including changes in classroom relationships, school materials, and self-efficacy. Implications for future research include exploring how classroom relationships and job/study crafting may optimize engagement and wellbeing in school music programs.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"18 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141877352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-01DOI: 10.1177/02557614241268168
Siyu Tian
Previous researchers have identified the barriers faced by international teaching assistants (ITAs), yet few studies have specifically explored these barriers within music disciplines. Teaching assistants at American universities often encounter linguistic and sociocultural challenges, while those working in music schools may face additional obstacles due to the unique nature of the subject. The qualitative research method was used to conduct semi-structured interviews with five individuals who currently were or who had been teaching assistants in music departments of colleges and universities. This study explored the challenges faced by international teaching assistants in terms of communication, language and cultural barriers, differences in teaching methods, and difficulties in balancing learning and teaching. Tutor support became an important resource, but the support resources available varied from university to university. The result of this study highlighted the need for professional music teaching training, regular mentor meetings, and support in the daily work and professional development of international teaching assistants.
{"title":"Perspectives of international teaching assistants on working in music disciplines in American higher education","authors":"Siyu Tian","doi":"10.1177/02557614241268168","DOIUrl":"https://doi.org/10.1177/02557614241268168","url":null,"abstract":"Previous researchers have identified the barriers faced by international teaching assistants (ITAs), yet few studies have specifically explored these barriers within music disciplines. Teaching assistants at American universities often encounter linguistic and sociocultural challenges, while those working in music schools may face additional obstacles due to the unique nature of the subject. The qualitative research method was used to conduct semi-structured interviews with five individuals who currently were or who had been teaching assistants in music departments of colleges and universities. This study explored the challenges faced by international teaching assistants in terms of communication, language and cultural barriers, differences in teaching methods, and difficulties in balancing learning and teaching. Tutor support became an important resource, but the support resources available varied from university to university. The result of this study highlighted the need for professional music teaching training, regular mentor meetings, and support in the daily work and professional development of international teaching assistants.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"36 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141877350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-30DOI: 10.1177/02557614241268010
Ebru Şen
In this study, it was aimed to develop a music listening skill test for primary school teacher candidates to determine their levels of perception of basic musical structures through listening. A total of 260 teacher candidates studying in the department of primary education (early childhood and elementary education) of a public university in Türkiye formed the study group of the research. KR-20 internal consistency coefficient of the Music Listening Skills Test (MLST) was determined as 0.731. The mean of the item difficulty index of the test is 0.60, and the mean of the item distinctiveness index is 0.38. The MLST consists of a total of 27 questions with 53 listening contents converted into audio files in MP3 format to be played by the practitioner. The MLST can be used as a preliminary assessment tool in studies on the development of musical competencies. In addition, the musical structures in the test content can be handled in the music education processes of teacher candidates. Assessing music listening skills can also make it easier to follow the steps to be followed in the education of teacher candidates. In this way, educational contents can be developed and music education programs can be updated.
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