Pub Date : 2024-03-24DOI: 10.1177/27527646241239635
S. Cronenberg
What might the field of music education do to learn, grow, and reinvent itself as we emerge from COVID-19 and virtual learning? Implied in the “return to normal” discourse, permeating all areas of music education in the year or more following virtual learning is the felt need to keep going and return to music education as usual. Yet significant changes, both positive and negative, occurred during virtual learning and music teachers have not received adequate time to reflect and consider new possibilities. In this article, I reject the idea of “return to normal” and call for a “new normal.” While this new normal might take many forms, I offer one possibility for middle level general music focused on student (as well as teacher) motivation. As music educators, we face a potentially exciting time to re-envision the future of music education—but only if we pause, reflect, and imagine a “new normal.”
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Pub Date : 2024-02-28DOI: 10.1177/27527646241234886
Ellary A. Draper
Students with disabilities may require specific assistive technology to use their strengths to compensate for a weakness or need caused by the disability, including both “devices” and “services.” As a result, teachers need to be able to use and support students while using assistive technology during instruction. Teachers also can use technology during instruction to support students with and without disabilities. This article summarizes the different types of assistive technology students may use in the inclusive music classroom as well as ways music teachers can use other technology to support students with disabilities.
{"title":"Using Technology to Support Students with Disabilities in Inclusive Music Classrooms","authors":"Ellary A. Draper","doi":"10.1177/27527646241234886","DOIUrl":"https://doi.org/10.1177/27527646241234886","url":null,"abstract":"Students with disabilities may require specific assistive technology to use their strengths to compensate for a weakness or need caused by the disability, including both “devices” and “services.” As a result, teachers need to be able to use and support students while using assistive technology during instruction. Teachers also can use technology during instruction to support students with and without disabilities. This article summarizes the different types of assistive technology students may use in the inclusive music classroom as well as ways music teachers can use other technology to support students with disabilities.","PeriodicalId":488812,"journal":{"name":"Journal of general music education","volume":"27 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418882","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 : 2024-02-28DOI: 10.1177/27527646241234888
Emily Hatch
Word walls are an important element in teaching students how to describe music and use academic vocabulary in authentic ways. This article will explore what word walls are; different forms that word walls can take in the classroom; and ways to increase the interactivity of word walls to promote student learning.
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Pub Date : 2024-02-28DOI: 10.1177/27527646241234889
Edward Varner
Music educators often advocate for the benefits of music education, such as leadership, self-expression, and creativity. Or, for some, music education for music education’s sake. Consider accomplishing this by teaching students to be self-aware and socially aware musicians. When student awareness improves, so does the music and the community of musicians. Social Emotional Learning (SEL) competency development should not be viewed as something taking time from musical instruction. Instead, view SEL competency skills as being learned through musical instruction. SEL alignments need to be intentional, explicit, consistent, and structured. This column suggests three embedded SEL techniques and encourages four focus activities to help foster personal, emotional, and physical well-being for music teachers and their students.
音乐教育工作者经常倡导音乐教育的益处，如领导力、自我表达和创造力。或者，对某些人来说，为了音乐教育而音乐教育。考虑通过教导学生成为具有自我意识和社会意识的音乐家来实现这一目标。学生的意识提高了，音乐和音乐家群体也就提高了。社会情感学习（SEL）能力的培养不应被视为占用音乐教学时间的事情。相反，应将社会情感学习（SEL）能力技能视为通过音乐教学学习到的技能。SEL 的调整必须是有意的、明确的、一致的和有条理的。本专栏建议了三种嵌入式 SEL 技术，并鼓励开展四种重点活动，以帮助音乐教师及其学生培养个人、情感和身体健康。
{"title":"Social Emotional Learning and Music Education: Be sure to Be Kind to Yourself, Too","authors":"Edward Varner","doi":"10.1177/27527646241234889","DOIUrl":"https://doi.org/10.1177/27527646241234889","url":null,"abstract":"Music educators often advocate for the benefits of music education, such as leadership, self-expression, and creativity. Or, for some, music education for music education’s sake. Consider accomplishing this by teaching students to be self-aware and socially aware musicians. When student awareness improves, so does the music and the community of musicians. Social Emotional Learning (SEL) competency development should not be viewed as something taking time from musical instruction. Instead, view SEL competency skills as being learned through musical instruction. SEL alignments need to be intentional, explicit, consistent, and structured. This column suggests three embedded SEL techniques and encourages four focus activities to help foster personal, emotional, and physical well-being for music teachers and their students.","PeriodicalId":488812,"journal":{"name":"Journal of general music education","volume":"371 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417483","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 : 2023-11-08DOI: 10.1177/27527646231211704
Julia Heath Reynolds, Kimberly VanWeelden
In today’s society, major arts organizations and other large-scale public venues are making additional accommodations for persons with disabilities beyond those under Americans with Disabilities Act (ADA). Often termed “sensory-friendly,” this approach makes it easier for individuals with sensory sensitivities to participate in social activities and community events. However, we rarely see similar efforts occurring in school-based music performances. Therefore, we set out to create an inclusive concert experience that welcomes all persons to attend regardless of their sensory, mobility, or other needs to benefit everyone—the students, the families, the school, and the community. During our journey, we realized several components were essential to the overall success of our concerts. In this article, we share five tips that may help you feel more confident implementing something similar in your school.
{"title":"Tips for Making Music Performances Sensory-Friendly and Inclusive","authors":"Julia Heath Reynolds, Kimberly VanWeelden","doi":"10.1177/27527646231211704","DOIUrl":"https://doi.org/10.1177/27527646231211704","url":null,"abstract":"In today’s society, major arts organizations and other large-scale public venues are making additional accommodations for persons with disabilities beyond those under Americans with Disabilities Act (ADA). Often termed “sensory-friendly,” this approach makes it easier for individuals with sensory sensitivities to participate in social activities and community events. However, we rarely see similar efforts occurring in school-based music performances. Therefore, we set out to create an inclusive concert experience that welcomes all persons to attend regardless of their sensory, mobility, or other needs to benefit everyone—the students, the families, the school, and the community. During our journey, we realized several components were essential to the overall success of our concerts. In this article, we share five tips that may help you feel more confident implementing something similar in your school.","PeriodicalId":488812,"journal":{"name":"Journal of general music education","volume":"88 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341616","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 : 2023-10-01DOI: 10.1177/27527646231204109
Robert L. Lyda
{"title":"From the Chair","authors":"Robert L. Lyda","doi":"10.1177/27527646231204109","DOIUrl":"https://doi.org/10.1177/27527646231204109","url":null,"abstract":"","PeriodicalId":488812,"journal":{"name":"Journal of general music education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134977686","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 : 2023-09-18DOI: 10.1177/27527646231202832
Rekha S. Rajan
{"title":"A New Era for General Music Education","authors":"Rekha S. Rajan","doi":"10.1177/27527646231202832","DOIUrl":"https://doi.org/10.1177/27527646231202832","url":null,"abstract":"","PeriodicalId":488812,"journal":{"name":"Journal of general music education","volume":"2011 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135206886","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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