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Approaching the Podium: A Literature Review of Wind Band Conducting Pedagogies and Principles 走近讲台：关于乐队指挥教育学与原理的文献综述

Update (Music Educators National Conference (U.S.))

Pub Date : 2023-05-03 DOI: 10.1177/87551233231168600

Brian J. Panetta

Conducting is a multifaceted and essential skill set expected of musicians from many specializations, but certainly for music educators who often fill ensemble leadership roles. For most undergraduate music majors, introductory conducting courses are their first experiences with conducting. Attending to all fundamental components of the undergraduate conducting curriculum, including effective score study strategies, mastery of technical skills in meter and patterns, and expressive and functional gestures, is a daunting task for undergraduates to achieve within the scope of one introductory course. In this review, I examine conducting scholarship regarding pedagogical practice and principles related explicitly to wind band conducting. Topics investigated included (a) score study, (b) gesture and expressivity, (c) conducting curriculum, (d) the dichotomy of “music educator” vs. “conductor as a performer,” and (e) the underrepresentation of minority groups on the podium. Implications for continued research and future practices of wind band conducting are shared.

指挥是一项多方面的基本技能，对许多专业的音乐家来说都是如此，但对经常担任合奏领导角色的音乐教育家来说当然也是如此。对于大多数本科音乐专业的学生来说，指挥入门课程是他们第一次接触指挥。对于本科生来说，在一门入门课程的范围内完成所有本科指挥课程的基本组成部分，包括有效的分数学习策略，掌握节拍和模式的技术技能，以及表达和功能手势，是一项艰巨的任务。在这篇综述中，我研究了与管乐队指挥明确相关的教学实践和原则。调查的主题包括(a)乐谱研究，(b)手势和表现力，(c)指挥课程，(d)“音乐教育家”与“作为表演者的指挥”的二分法，以及(e)少数群体在领奖台上的代表性不足。对管乐队指挥的持续研究和未来实践的启示是共享的。

引用次数: 0

We Teach the Child, Too: A Survey of Wisconsin Music Educators’ Use of IEPs 我们也教孩子:对威斯康辛州音乐教育家使用iep的调查

Update (Music Educators National Conference (U.S.))

Pub Date : 2023-04-26 DOI: 10.1177/87551233231170819

Sara K. Jones

The purpose of this survey study was to investigate the perceptions of music teachers in the state of Wisconsin about their use of Individualized Education Programs (IEPs) in music classrooms. One hundred seventy-nine music educators completed the survey. Music teachers indicated that many of them do not have access to student IEPs and that student IEP goals and objectives typically lack relevance to the music classroom. Teachers also reported limited use of IEPs to plan daily instructional activities and develop curriculum, and noted they needed more planning time to effectively implement IEPs.

本研究的目的是调查威斯康辛州音乐教师对他们在音乐课堂中使用个性化教育计划(IEPs)的看法。179名音乐教育工作者完成了这项调查。音乐教师表示，他们中的许多人没有接触到学生的IEP，学生的IEP目标和目的通常与音乐课堂缺乏相关性。教师们还报告说，在计划日常教学活动和开发课程时，iep的使用有限，并指出他们需要更多的计划时间来有效地实施iep。

引用次数: 1

World Music Pedagogy and Building Empathy in Early Childhood 世界音乐教学法与幼儿共情的建立

Update (Music Educators National Conference (U.S.))

Pub Date : 2023-04-22 DOI: 10.1177/87551233231169703

Sarah H. Watts

The purpose of this qualitative case study was to explore the experiences of one music teacher (the researcher) and two intact classrooms of 3- to 6-year-old children who engaged in world music lessons as a pathway to developing empathy. Participants in each of the two classes engaged in a 30-minute world music lesson once per week for 8 weeks, and each lesson included a different musical culture. Data sources for this study included semi-structured interviews with early childhood center directors and teachers. Further data included transcripts and video recordings of class sessions, researcher field notes, childcare center curriculum documents, and planning documents. Findings indicated that this world music-based approach was successful in generating curiosity about the world, making empathetic connections with others, navigating new and different sounds and experiences with respect, and inviting children into the role of expressing empathy.

这项定性案例研究的目的是探索一位音乐老师（研究人员）和两间3至6岁儿童的完整教室的经历，他们参与了世界音乐课程，以此作为培养同理心的途径。两个班的参与者每周上一次30分钟的世界音乐课，为期8周，每节课都包含不同的音乐文化。这项研究的数据来源包括对幼儿中心主任和教师的半结构化访谈。进一步的数据包括课堂记录和录像、研究人员现场笔记、儿童保育中心课程文件和计划文件。研究结果表明，这种基于世界音乐的方法成功地激发了人们对世界的好奇心，与他人建立了富有同情心的联系，以尊重的态度驾驭了新的和不同的声音和体验，并邀请儿童发挥表达同理心的作用。

引用次数: 0

Recruiting and Retaining Hispanic and Latino/a/x Music Educators: A Literature Review 招募和保留西班牙裔和拉丁裔/a/x音乐教育家:文献综述

Update (Music Educators National Conference (U.S.))

Pub Date : 2023-04-04 DOI: 10.1177/87551233231164641

Ruben James Alcala

Hispanic and Latino/a/x students encounter substantial barriers and challenges at all educational levels when attempting to find necessary resources in secondary ensembles, graduate from high school, attend college, obtain teacher licensure, and enter the music education profession. Despite data showing growth of the Hispanic and Latino/a/x population in U.S. schools, music educators cannot assume that these numbers will equate to more diversity in the field of music education. Considering the overwhelming number of obstacles Hispanic and Latino/a/x peoples face when trying to enter the field of music education, more supports are needed to (a) recruit a more diverse educator population and (b) retain highly qualified educators.

西班牙裔和拉丁裔/a/x学生在试图在中学找到必要的资源、高中毕业、上大学、获得教师执照和进入音乐教育行业时，在所有教育水平上都会遇到巨大的障碍和挑战。尽管数据显示美国学校中西班牙裔和拉丁裔/a/x人口的增长，但音乐教育工作者不能认为这些数字等同于音乐教育领域的更多多样性。考虑到西班牙裔和拉丁裔/a/x人在尝试进入音乐教育领域时面临着巨大的障碍，需要更多的支持来（a）招募更多样化的教育工作者，（b）留住高素质的教育工作者。

引用次数: 0

Classroom Management in K–12 Classroom Music: A Review of the Literature 中小学课堂音乐的课堂管理:文献综述

Update (Music Educators National Conference (U.S.))

Pub Date : 2023-04-04 DOI: 10.1177/87551233231162927

Jacob Langstaff

Classroom management is reported to be among the greatest difficulties for beginning music educators. The purpose of this literature review was to examine extant research studies on the topic of classroom management in K–12 classroom music. Research topics included the components of classroom management, preservice and inservice teacher beliefs and perceptions regarding classroom management, and approaches to classroom management. Findings indicated no clear agreement on the components of classroom management among researchers. Nevertheless, classroom management is an area of concern for both preservice and inservice teachers, and educators have expressed a desire for more preparation in this area. In addition, results of international studies indicated that preservice teachers from diverse cultures may have had differing expectations for various aspects of classroom management. I found little empirical research on specific strategies for classroom management in the music classroom. Implications for practice and recommendations for further research are included.

据报道，课堂管理是初学音乐教育的最大困难之一。这篇文献综述的目的是考察现存的关于K-12课堂音乐课堂管理主题的研究。研究主题包括课堂管理的组成部分、职前和在职教师对课堂管理的信念和看法，以及课堂管理的方法。研究结果表明，研究人员对课堂管理的组成部分没有明确的一致意见。然而，课堂管理是职前和在职教师都关心的领域，教育工作者表示希望在这一领域做更多的准备。此外，国际研究结果表明，来自不同文化的职前教师可能对课堂管理的各个方面有不同的期望。我发现很少有关于音乐课堂管理具体策略的实证研究。包括对实践的启示和对进一步研究的建议。

引用次数: 0

Restorative Justice and Classroom Management in Elementary General Music Classrooms 恢复性正义与小学普通音乐课堂管理

Update (Music Educators National Conference (U.S.))

Pub Date : 2023-03-06 DOI: 10.1177/87551233231155126

Jennifer Gee, Melissa Ryan

The purpose of this pilot study was to examine elementary general music teachers’ familiarity with, agreement with, and perceptions of restorative justice practices. Participants ( N = 49) included practicing elementary general music teachers who were members of the California Music Educators Association, the Florida Music Educators Association, the Missouri Music Educators Association, the New England Orff chapter, and an Orff chapter in Southern California. Findings indicated that participants were moderately familiar with their perceived ideas of restorative justice. They reported moderately high levels of agreement with a restorative justice ideology but held largely negative perceptions regarding the approach and its implementation in elementary music classrooms. Results suggest that although many elementary music teachers generally agree with a restorative justice ideology, they face challenges in implementing restorative justice–based approaches in their classrooms. Administrative support, professional development opportunities, and future research on the topic are needed.

本初步研究的目的是考察小学普通音乐教师对恢复性司法实践的熟悉程度、认同程度和认知程度。参与者(N = 49)包括实习的小学普通音乐教师，他们是加州音乐教育家协会、佛罗里达音乐教育家协会、密苏里音乐教育家协会、新英格兰奥尔夫分会和南加州奥尔夫分会的成员。研究结果表明，参与者对他们感知到的恢复性司法概念有中等程度的熟悉。他们报告了对恢复性司法意识形态的中等程度的认同，但对这种方法及其在小学音乐课堂上的实施持很大程度的负面看法。结果表明，虽然许多小学音乐教师普遍同意恢复性正义的思想，但他们在课堂上实施恢复性正义的方法时面临挑战。需要行政支持、专业发展机会和对该主题的未来研究。

引用次数: 0

"I'm Doing the Best I Can": Teaching General Music in the Time of Covid-19. "我在尽我所能"：Covid-19 时代的普通音乐教学。

Update (Music Educators National Conference (U.S.))

Pub Date : 2023-02-01 Epub Date: 2022-01-05 DOI: 10.1177/87551233211067766

Christa Kuebel, Elizabeth Haskett

The purpose of this multiple case study was to examine the experiences of four elementary general music teachers (first year, early-career, mid-career, late-career) during the time of COVID-19. We considered impacts on the participants' instruction and professional lives from data that were collected throughout the 2020-2021 academic year. Participants reported changes to their teaching environments, schedules, and job responsibilities. They shared the technology resources they implemented and highlighted inequities that emerged for virtual versus in-person students. Participants provided insight into the impacts of the year on their personal lives as well. Our implications include considerations for music teachers, music teacher educators, and school administrators as a result of participants' experiences.

这项多重案例研究旨在考察四位小学普通音乐教师（第一年、职业生涯初期、职业生涯中期、职业生涯后期）在 COVID-19 期间的经历。我们从 2020-2021 学年收集的数据中考虑了对参与者的教学和职业生活的影响。参与者报告了他们的教学环境、时间安排和工作职责的变化。他们分享了自己实施的技术资源，并强调了虚拟学生与亲临现场的学生之间出现的不平等现象。与会者还就这一年对他们个人生活的影响发表了见解。根据参与者的经验，我们的启示包括对音乐教师、音乐教师教育者和学校管理者的考虑。

引用次数: 0

On Embedding Indigenous Musics in Schools: Examining the Applicability of Possible Models to One School District's Approach. 将土著音乐融入学校：考察一个学区的方法对各种可能模式的适用性。

Update (Music Educators National Conference (U.S.))

Pub Date : 2023-02-01 Epub Date: 2022-04-02 DOI: 10.1177/87551233221085739

Anita Prest, J Scott Goble, Hector Vazquez-Cordoba

Recent curriculum policy changes in British Columbia (BC) require that educators in all subject areas-including music-embed local Indigenous knowledge, pedagogies, and worldviews in their classes. Yet facilitating such decolonizing cross-cultural music education activities requires knowledge that music educators may not currently possess. We use four models created by an Indigenous Arts scholar to examine the interface of Indigenous and Western art musics in performing arts settings: (a) integration, (b) nation-to-nation music trading and reciprocal presentation, (c) a combination of the first two models, and (d) non-integrative encounters that are in relationship but have irreconcilable elements. We consider the applicability of these models in music education settings, using them to analyze our findings from a study in which we explored the ways teachers have embedded local First Nations songs and drumming in classes in a single metropolitan school district in BC.

不列颠哥伦比亚省（BC 省）最近的课程政策改革要求所有学科领域（包括音乐）的教育工作者在课堂上融入当地土著知识、教学法和世界观。然而，促进这种非殖民化的跨文化音乐教育活动需要音乐教育工作者目前可能不具备的知识。我们使用一位土著艺术学者创建的四种模式来研究表演艺术环境中土著与西方艺术音乐的交融：(a) 融合，(b) 民族与民族之间的音乐交易和互惠展示，(c) 前两种模式的结合，(d) 有关系但有不可调和因素的非融合性接触。我们探讨了这些模式在音乐教育环境中的适用性，并利用它们分析了我们的一项研究结果，在这项研究中，我们探讨了不列颠哥伦比亚省一个大都市学区的教师将当地原住民歌曲和鼓乐融入课堂的方式。

引用次数: 0

Vocal Modeling: A Review of Literature 声乐建模:文献综述

Update (Music Educators National Conference (U.S.))

Pub Date : 2023-01-12 DOI: 10.1177/87551233221146285

Sandy P. Hinkley

Music educators typically use a variety of strategies to teach their subject matter, one core practice of which is modeling. Vocal modeling is a type of aural demonstration, with uses ranging from pitch matching and song instruction to vocal tone building and musicianship development. In early studies, researchers primarily studied the effects of gender and octave-varied vocal models with younger children. Over the years, researchers extended these investigations with more diverse populations and also explored the effects of vibrato, timbre, and mistuned stimuli. The purpose of this review of literature was to provide a summary of vocal model research with a discussion of findings and pedagogical implications for music educators. Recommendations for future research are also included.

音乐教育家通常使用各种策略来教授他们的主题，其中一个核心实践是建模。声乐建模是一种听觉演示，其用途从音高匹配和歌曲指导到声乐音调建设和音乐素养发展。在早期的研究中，研究人员主要研究了性别和八度音阶变化对年幼儿童的影响。多年来，研究人员将这些研究扩展到更多样化的人群中，并探索了颤音、音色和失谐刺激的影响。这篇文献综述的目的是提供一个声乐模型研究的总结，并讨论研究结果和对音乐教育者的教学意义。对未来研究的建议也包括在内。

引用次数: 0

Research-to-Resource: Introducing Retrieval Practice in Jazz Pedagogy 研究对资源的转化:介绍爵士乐教育学中的检索实践

Update (Music Educators National Conference (U.S.))

Pub Date : 2023-01-12 DOI: 10.1177/87551233221146282

Mario Wellmann, Alexa Torres Skillicorn

Evidence-based practice in education is the implementation of research-supported teaching tools to enhance students’ learning. Retrieval practice is among the top performing learning techniques in scientific literature, with decades of research supporting its incorporation in educational contexts. Testing enhances posterior performance of the studied material, compared with restudying for an equivalent amount of time. Its benefits extend beyond long-term retention: it diminishes anxiety, fosters learning transfer, and reduces the negative consequences of acute stress on memory retrieval, among other desirable outcomes. Its implementation is inexpensive as it requires only minimal supplies. Despite research indicating the potential of retrieval practice to significantly improve student learning, this technique is rarely implemented in music education contexts. The main objective of this work is to propose the incorporation of retrieval practice in jazz performance education. The article outlines a description of retrieval practice, characterizes optimal conditions for its application, and provides step-by-step examples of its use in the classroom.

以证据为基础的教育实践是实施研究性教学工具来促进学生的学习。检索练习是科学文献中表现最好的学习技巧之一，数十年的研究支持将其纳入教育环境。与重新学习同等时间相比，测试增强了所研究材料的后验性能。它的好处不仅仅是长期记忆:它可以减少焦虑，促进学习迁移，减少急性压力对记忆检索的负面影响，以及其他可取的结果。它的实施成本低廉，因为它只需要很少的供应。尽管研究表明检索练习有潜力显著提高学生的学习，但这种技术很少在音乐教育背景下实施。本研究的主要目的是提出在爵士乐表演教育中纳入检索练习。本文概述了检索实践的描述，描述了其应用的最佳条件，并提供了在课堂上逐步使用的示例。

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