Pub Date : 2023-11-08DOI: 10.1080/14613808.2023.2272159
David Knapp, Matthew Clauhs, Bryan Powell
Previous scholarship has provided a broad overview of demographic trends in secondary school music enrolment across the United States. However, there exists a gap in the literature in how students ...
以前的奖学金提供了美国中学音乐入学人口趋势的广泛概述。然而，关于学生如何……
{"title":"A demographic profile of high school music courses in New York","authors":"David Knapp, Matthew Clauhs, Bryan Powell","doi":"10.1080/14613808.2023.2272159","DOIUrl":"https://doi.org/10.1080/14613808.2023.2272159","url":null,"abstract":"Previous scholarship has provided a broad overview of demographic trends in secondary school music enrolment across the United States. However, there exists a gap in the literature in how students ...","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"110423270","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 : 2023-11-06DOI: 10.1080/14613808.2023.2277200
Edmond Gubbins
ABSTRACTMusical Futures approaches, with their roots in informal learning, have been the subject of much research internationally, with studies showing their significant impact on music education policy and practice.Within a theoretical framework drawn from the work of the sociologist Pierre Bourdieu, this paper examines the manifestation of habitus as both the nexus at teacher practice (connecting its discrete elements), and the nexus as teacher practice (the focal point of teacher practice). Using Participatory Case Study Research, generalist primary teachers (n = 7) and students (n = 137) from six primary schools in the Republic of Ireland engaged with Musical Futures from a period of ten to thirty weeks.The findings situate teachers’ conceptualisations of self, using habitus as a lens to interpret how these elements mediate and are mediated by practice. These findings illustrate how teachers draw considerably on their personal musical experiences to inform their professional practice. In this research, engagement in Musical Futures generally brought about a renaissance of personal music making for teachers in this study, proffering unique insights into informal and non-formal music teaching and learning within the Irish primary generalist context.KEYWORDS: Musical Futuresinformal learningnon-formal teachingprimary music educationIrish generalist teacherscase study research AcknowledgementsThe author wishes to thank Dr Gwen Moore for her input at every stage of this project. The author also wishes to thank Fran Hannan, Managing Director of Musical Futures UK for her support throughout the project and Professor Thomas Garavan for his advice and support in the publication of this paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Funding detailsThis work was supported by the Irish Research Council under Grant Number GOIPG/2020/374.The author would also like to acknowledge that this research has also received funding from the Irish National Teachers’ Organisation and Mary Immaculate College, Limerick, Ireland.Declaration of interest statementNo potential competing interest was reported by the author.Notes1 Dabbledoo is an Irish company that has produced an interactive music program for primary schools. More information can be found here: https://dabbledoomusic.com/p/about-us2 DEIS (Delivering Equality of Opportunity in Schools), which is the Irish word for ‘opportunity’, is a national programme to support schools who have a high concentration of disadvantage. This programme facilitates supports such as lower pupil-teacher ratios, increased funding, home and family links, and early intervention classes. More information can be found here: https://www.gov.ie/en/policy-information/4018ea-deis-delivering-equality-of-opportunity-in-schools/Additional informationNotes on contributorsEdmond GubbinsDr Edmond Gubbins is currently a lecturer in music education at the Marino Institute of Education in Dublin, Ireland an
{"title":"Teacher habitus as/at the nexus of practice: <i>Musical Futures</i> and Irish primary schools","authors":"Edmond Gubbins","doi":"10.1080/14613808.2023.2277200","DOIUrl":"https://doi.org/10.1080/14613808.2023.2277200","url":null,"abstract":"ABSTRACTMusical Futures approaches, with their roots in informal learning, have been the subject of much research internationally, with studies showing their significant impact on music education policy and practice.Within a theoretical framework drawn from the work of the sociologist Pierre Bourdieu, this paper examines the manifestation of habitus as both the nexus at teacher practice (connecting its discrete elements), and the nexus as teacher practice (the focal point of teacher practice). Using Participatory Case Study Research, generalist primary teachers (n = 7) and students (n = 137) from six primary schools in the Republic of Ireland engaged with Musical Futures from a period of ten to thirty weeks.The findings situate teachers’ conceptualisations of self, using habitus as a lens to interpret how these elements mediate and are mediated by practice. These findings illustrate how teachers draw considerably on their personal musical experiences to inform their professional practice. In this research, engagement in Musical Futures generally brought about a renaissance of personal music making for teachers in this study, proffering unique insights into informal and non-formal music teaching and learning within the Irish primary generalist context.KEYWORDS: Musical Futuresinformal learningnon-formal teachingprimary music educationIrish generalist teacherscase study research AcknowledgementsThe author wishes to thank Dr Gwen Moore for her input at every stage of this project. The author also wishes to thank Fran Hannan, Managing Director of Musical Futures UK for her support throughout the project and Professor Thomas Garavan for his advice and support in the publication of this paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Funding detailsThis work was supported by the Irish Research Council under Grant Number GOIPG/2020/374.The author would also like to acknowledge that this research has also received funding from the Irish National Teachers’ Organisation and Mary Immaculate College, Limerick, Ireland.Declaration of interest statementNo potential competing interest was reported by the author.Notes1 Dabbledoo is an Irish company that has produced an interactive music program for primary schools. More information can be found here: https://dabbledoomusic.com/p/about-us2 DEIS (Delivering Equality of Opportunity in Schools), which is the Irish word for ‘opportunity’, is a national programme to support schools who have a high concentration of disadvantage. This programme facilitates supports such as lower pupil-teacher ratios, increased funding, home and family links, and early intervention classes. More information can be found here: https://www.gov.ie/en/policy-information/4018ea-deis-delivering-equality-of-opportunity-in-schools/Additional informationNotes on contributorsEdmond GubbinsDr Edmond Gubbins is currently a lecturer in music education at the Marino Institute of Education in Dublin, Ireland an","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589643","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 : 2023-11-01DOI: 10.1080/14613808.2023.2277204
Sori Kim
Gender stereotypes in musical instrument selection have been studied for over 40 years. However, little research has been conducted on the importance of reducing the impact of factors that affect t...
{"title":"Through the lens of Bourdieu: an integral literature review on bringing gender neutrality to the musical instrument selection process","authors":"Sori Kim","doi":"10.1080/14613808.2023.2277204","DOIUrl":"https://doi.org/10.1080/14613808.2023.2277204","url":null,"abstract":"Gender stereotypes in musical instrument selection have been studied for over 40 years. However, little research has been conducted on the importance of reducing the impact of factors that affect t...","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71436110","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 : 2023-10-26DOI: 10.1080/14613808.2023.2272166
Fiona Mary Vilnite, Mara Marnauza
Mental training has been employed successfully by experienced musicians, but rarely explored with younger learners. Considering its benefits, however, including the use and development of predictiv...
{"title":"Thinking ahead: the use of mental training in young violinists’ skill development","authors":"Fiona Mary Vilnite, Mara Marnauza","doi":"10.1080/14613808.2023.2272166","DOIUrl":"https://doi.org/10.1080/14613808.2023.2272166","url":null,"abstract":"Mental training has been employed successfully by experienced musicians, but rarely explored with younger learners. Considering its benefits, however, including the use and development of predictiv...","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71417458","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 : 2023-10-18DOI: 10.1080/14613808.2023.2272156
John Vinge, Sigrid Røyseng, Heidi Stavrum
This article investigates the moral outlooks and obligations that are intertwined in the teaching and learning processes of the traditional folk music community in Norway and how moral aspects affe...
本文调查了挪威传统民间音乐界的教学过程中交织在一起的道德观和义务，以及道德方面如何影响……
{"title":"Moral economies in the community of Norwegian folk music practices","authors":"John Vinge, Sigrid Røyseng, Heidi Stavrum","doi":"10.1080/14613808.2023.2272156","DOIUrl":"https://doi.org/10.1080/14613808.2023.2272156","url":null,"abstract":"This article investigates the moral outlooks and obligations that are intertwined in the teaching and learning processes of the traditional folk music community in Norway and how moral aspects affe...","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167543","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 : 2023-09-20DOI: 10.1080/14613808.2023.2254321
Melissa A. Goetschius, Tawnya D. Smith
Elementary-aged students likely participate in an in-school Community of Musical Practice (CoMP) in addition to CoMPs outside of school. Therefore, knowing a student’s entire Landscape of Musical P...
{"title":"The identity reconciliation of five elementary students across their landscapes of musical practice","authors":"Melissa A. Goetschius, Tawnya D. Smith","doi":"10.1080/14613808.2023.2254321","DOIUrl":"https://doi.org/10.1080/14613808.2023.2254321","url":null,"abstract":"Elementary-aged students likely participate in an in-school Community of Musical Practice (CoMP) in addition to CoMPs outside of school. Therefore, knowing a student’s entire Landscape of Musical P...","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71435369","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 : 2023-09-12DOI: 10.1080/14613808.2023.2258151
Vesna Svalina, Zrinka Šimunović
ABSTRACT
Croatian music education is implemented within the national education system. In this research, we focused on secondary education, or, more precisely, on teachers who work in Specialised music schools – independent institutions that prepare students for higher education in the field of music. The national curriculum for art education in the Republic of Croatia, published in 2017, has still remained at the level of proposal, and the teaching process is conducted according to the syllabuses designed in 2006. Considering these facts, we were interested in how teachers evaluate the syllabuses they follow and what changes they require. We used survey questionnaires and assessment scales, and qualitative and quantitative methods for data analysis. As expected, teachers showed dissatisfaction with the syllabuses they follow. Instrumental and vocal teachers and senior teachers showed somewhat greater satisfaction. The results of the research can help in the creation of new subject curricula and the analysis of the current situation in practice for all those who will be involved in curricular changes.
{"title":"Teachers’ perspectives on music education in Croatian music schools","authors":"Vesna Svalina, Zrinka Šimunović","doi":"10.1080/14613808.2023.2258151","DOIUrl":"https://doi.org/10.1080/14613808.2023.2258151","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>Croatian music education is implemented within the national education system. In this research, we focused on secondary education, or, more precisely, on teachers who work in Specialised music schools – independent institutions that prepare students for higher education in the field of music. The national curriculum for art education in the Republic of Croatia, published in 2017, has still remained at the level of proposal, and the teaching process is conducted according to the syllabuses designed in 2006. Considering these facts, we were interested in how teachers evaluate the syllabuses they follow and what changes they require. We used survey questionnaires and assessment scales, and qualitative and quantitative methods for data analysis. As expected, teachers showed dissatisfaction with the syllabuses they follow. Instrumental and vocal teachers and senior teachers showed somewhat greater satisfaction. The results of the research can help in the creation of new subject curricula and the analysis of the current situation in practice for all those who will be involved in curricular changes.</p>","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167547","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 : 2023-09-06DOI: 10.1080/14613808.2023.2255209
Chunxiao Zhang, Bo-Wah Leung, Matthew D. Thibeault
ABSTRACT The primary purpose of this study is to explore how parents involve themselves in their children’s music practice. It is based on the retrospective views of Chinese collegiate students majoring in music. A total of 14 Chinese students participated in individual semi-structured interviews. The qualitative analysis in this study centred on the type and frequency of parental behaviours. The results demonstrate that each of the participants remembered their parents being involved in their music practice to varying degrees. Specific types of involvement are organised into five categories: controlling, supervising, supporting, engaging, and prohibiting. Based on the findings, a model is proposed to aid understanding of the complexity of parental behaviour of music practice in the Chinese context. A potential trajectory of parental behaviours pertinent to highly self-regulated music learners was also identified. The study suggests possible theoretical foundations for further exploration of the role of parents in music learning.
{"title":"A proposed model of parental behaviours of music practice: based on music majors’ retrospective views in mainland China","authors":"Chunxiao Zhang, Bo-Wah Leung, Matthew D. Thibeault","doi":"10.1080/14613808.2023.2255209","DOIUrl":"https://doi.org/10.1080/14613808.2023.2255209","url":null,"abstract":"ABSTRACT The primary purpose of this study is to explore how parents involve themselves in their children’s music practice. It is based on the retrospective views of Chinese collegiate students majoring in music. A total of 14 Chinese students participated in individual semi-structured interviews. The qualitative analysis in this study centred on the type and frequency of parental behaviours. The results demonstrate that each of the participants remembered their parents being involved in their music practice to varying degrees. Specific types of involvement are organised into five categories: controlling, supervising, supporting, engaging, and prohibiting. Based on the findings, a model is proposed to aid understanding of the complexity of parental behaviour of music practice in the Chinese context. A potential trajectory of parental behaviours pertinent to highly self-regulated music learners was also identified. The study suggests possible theoretical foundations for further exploration of the role of parents in music learning.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47733689","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 : 2023-08-22DOI: 10.1080/14613808.2023.2249020
José Álamos-Gómez, Jesús Tejada, Felipe Farías
ABSTRACT
This paper explores how Chilean teachers approach fundamental aspects of rhythm, verifying their consistency with cognitive processing theory and findings. 203 music teachers completed a validated questionnaire with closed and open items regarding how they approach pulse, tempo, meter and rhythmic patterns during rhythm production and perception activities. The results show that, in general, teaching practices are congruent with the scientific evidence related to the processing of these musical aspects. Finally, the use of elements that facilitate synchronization or constant pulse is suggested: optimal tempi ranges for adults, use of binary meters, and the use of rhythmic patterns that prioritise the double-half relationship.
{"title":"Cognitive processing of rhythm in primary education: encounters between teaching practice and scientific evidence","authors":"José Álamos-Gómez, Jesús Tejada, Felipe Farías","doi":"10.1080/14613808.2023.2249020","DOIUrl":"https://doi.org/10.1080/14613808.2023.2249020","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>This paper explores how Chilean teachers approach fundamental aspects of rhythm, verifying their consistency with cognitive processing theory and findings. 203 music teachers completed a validated questionnaire with closed and open items regarding how they approach pulse, tempo, meter and rhythmic patterns during rhythm production and perception activities. The results show that, in general, teaching practices are congruent with the scientific evidence related to the processing of these musical aspects. Finally, the use of elements that facilitate synchronization or constant pulse is suggested: optimal tempi ranges for adults, use of binary meters, and the use of rhythmic patterns that prioritise the double-half relationship.</p>","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167548","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 : 2023-08-08DOI: 10.1080/14613808.2023.2246146
A. Kallio
ABSTRACT Reflecting an international shift from punitive to more rehabilitative responses to youth offending, many Australian youth justice systems are undergoing significant revision and reform. The urgency of these changes are intensified by longstanding inequities pertaining to the gross overrepresentation of Aboriginal and Torres Strait Islander youth and documented violations of human rights within Australian youth detention centres. As state and territory jurisdictions strive towards more child-centred practices, music programmes have been seen to provide transformative experiences for incarcerated young people through opportunities to express themselves and form positive relationships with others. In considering the potentials of music programmes to contribute towards such a child-centred youth justice ‘solution’, this article reports a poststructural policy analysis of Australian youth justice policy texts that produce child-centredness in particular ways. Music programmes are thus positioned as inherently political endeavours that hold potential to reinforce or disrupt policy problems, with implications for equity and justice.
{"title":"Problematising the potentials of music programs to address Australia’s youth justice policy problems","authors":"A. Kallio","doi":"10.1080/14613808.2023.2246146","DOIUrl":"https://doi.org/10.1080/14613808.2023.2246146","url":null,"abstract":"ABSTRACT Reflecting an international shift from punitive to more rehabilitative responses to youth offending, many Australian youth justice systems are undergoing significant revision and reform. The urgency of these changes are intensified by longstanding inequities pertaining to the gross overrepresentation of Aboriginal and Torres Strait Islander youth and documented violations of human rights within Australian youth detention centres. As state and territory jurisdictions strive towards more child-centred practices, music programmes have been seen to provide transformative experiences for incarcerated young people through opportunities to express themselves and form positive relationships with others. In considering the potentials of music programmes to contribute towards such a child-centred youth justice ‘solution’, this article reports a poststructural policy analysis of Australian youth justice policy texts that produce child-centredness in particular ways. Music programmes are thus positioned as inherently political endeavours that hold potential to reinforce or disrupt policy problems, with implications for equity and justice.","PeriodicalId":46798,"journal":{"name":"Music Education Research","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46620507","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}
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