Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

scholarly journals Educating music teachers in the new millennium: Current models and new developments

2018 ◽  
Vol 8 (3) ◽  
pp. 101-114
Author(s):  
Jolanta Lasauskiene ◽  
Yuqing Yang
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Music Teachers ◽  
Education Programme ◽  
Music Teacher ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
New Developments ◽  
Critical Issues ◽  
International Teacher

The main aim of every teacher education programme is to educate competent teachers and to develop necessary professional qualities to ensure lifelong teaching careers for teachers. In various countries different traditions of educating teachers of music have been established following the traditions and needs of each country. The aim of this study is to present and generalise an overview of the most common models of music teacher education in Lithuania (with a focus on Lithuanian University of Educational Sciences) and other countries, so as to highlight the main features that might initiate discussion of critical issues in the context of music teacher education nationally and internationally. The article focuses on pedagogical study programmes of Music Education as well as on similarities and differences in their curricular. The research on models for teacher education in the best foreign higher education institutions creates conditions for adoption of the most successful international teacher education practices. Keywords: Initial music teacher education, teacher education curriculum, teacher education models, study programmes;

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

scholarly journals VALUES CREATED BY MUSIC EDUCATION IN GENERAL COMPREHENSIVE SCHOOLS

2021 ◽  
Vol 2 ◽  
pp. 318-329
Author(s):  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel ◽  
Kristi Kiilu ◽  
Kadi Kaja ◽  
Anu Sepp
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
School Students ◽  
Creative People ◽  
Content Integration ◽  
Service Music ◽  
Further Development

This is the final part of research started in 2014 when development of the new National Curricula (NC) was initiated. The role of music education had to be mapped to prove its meaning as a traditional mandatory subject in the NC. According to the research program, different aspects, related to music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc.), were analysed. The research of 2020 is summarising the values music education can provide for development of educated, responsible, ethical and creative people. The data collected from essays of school students and (future and in-service) music teachers (n=166), were analysed by qualitative methods. The values were classified by the following categories: social, cultural, cognitive, moral, aesthetic, personal. The research results can be used as arguments for developing music education syllabi in the NCs from kindergartens to gymnasia. The whole program of research is already being used for further development of music teacher education.  

scholarly journals A Return to Amateurism in Music Education

2019 ◽  
Vol 106 (1) ◽  
pp. 31-37
Author(s):  
John Kratus
Keyword(s):  
High School ◽  
Teacher Education ◽  
Twentieth Century ◽  
Music Education ◽  
Music Teachers ◽  
American Music ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Music Making ◽  
Large Ensembles

The future of American music education may be found in its past—a time when music teachers instilled lifelong amateur music-making in their students. There are differences between amateur and professional musicianship, and the focus of American music education shifted from amateurism to semiprofessionalism in the mid-twentieth century. An orientation toward semiprofessionalism makes little sense given the limited performance opportunities in large ensembles after high school and college. This article suggests a way back to nurturing amateurism and highlights two obstacles to this goal: the inflexibility of music teacher education and the profession’s reluctance to accept popular music. The article concludes with a narrative of what a world of amateur musicianship looks like.

Technology and Invisibility in Music Teacher Education

2017 ◽  
pp. 538-554
Author(s):  
Gena Greher
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Skill Acquisition ◽  
First Century ◽  
Music Teacher ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teacher Education Curriculum ◽  
Education Practice ◽  
Certification Requirements

The purpose of technology in the music teacher education curriculum is examined in this chapter. While it is easy to view technology as an efficient content delivery system, that perspective does little to support pedagogical transformation or twenty-first-century skill acquisition. State teacher certification requirements mired in twentieth-century practices have done little to encourage a rethinking of the music teacher education curriculum to include a more expansive and constructionist view of the role technology can play in music education. Those creating the curricular guidelines for higher education in music are perhaps conflating the pervasive existence of the technological tools available to our students with the existence of a sound pedagogy for working with these tools. By providing a pedagogical approach based on creating with technology, we can begin to bridge the disconnect between music education practice and the multiple ways that our students understand music on their own outside school.

Music Teacher Education and Students with Autism

2020 ◽  
pp. 199-208
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Autism Spectrum ◽  
Music Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Knowledge And Skills ◽  
Education Community ◽  
Students With Autism ◽  
Department Of Music

As of the publication of this book, 1 in 59 children are diagnosed with autism. Therefore, it is most likely that music teachers will teach a student who is challenged by Autism Spectrum Disorder. It is well known throughout the music education community that often preservice music educators receive knowledge and skills through coursework outside the school or department of music. This chapter is designed to provide the tools and structure for music teachers to learn through well-crafted fieldwork experiences that include time in class with students on the spectrum.

scholarly journals Care as technology for exclusion

2021 ◽  
Vol 2 (2) ◽  
pp. 58-73
Author(s):  
Monica Lindgren ◽  
Ragnhild Sandberg-Jurström ◽  
Olle Zandén
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Discursive Practice ◽  
Music Teacher Education ◽  
Admission Tests ◽  
Stimulated Recall ◽  
The Future ◽  
Good For

In this article, we explore and problematise admission tests to specialist music teacher education in Sweden from a governing perspective, where higher music education is considered a discursive practice. It illustrates how power operates in legitimating the tests. The study uses stimulated recall in jury members’ talk about assessing applicants for music teacher education programmes, and uses Foucault’s concept of governmentality to reveal entrance tests as something regarded as generally good for all. This operating discourse is built on governmental rationality and processes that make it possible to reach conclusions about the applicants’ personalities and prospects for learning and developing in the future. Through care as technology of power, failing applicants are excluded from becoming music teachers and at the same time they are rescued from struggling in the future. The results are discussed in relation to issues of democratic music education, ethics and requirements for widened access to higher music education.

Developing and renewing music teacher competences: prospects and challenges

2018 ◽  
Vol 4 (8) ◽  
pp. 225-233
Author(s):  
Jolanta Lasauskiene
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Continuous Improvement ◽  
Music Teachers ◽  
Music Teacher ◽  
Professional Activity ◽  
Music Teacher Education ◽  
Teacher Competences ◽  
Service Music ◽  
And Training

The topic of music teacher education and training raises many issues for discussion. The purpose of the present study was to analyse the approach of pre-service music education teachers towards their professional activity and to discuss their expectations within the context of the competence-based education. Thirty four students (international and national), all pre-service music teachers studying in Lithuanian University of Educational Sciences, were included. The results indicated that generally the expectations of students were (more or less) in line with the principles of the competence-based initial music teacher education. Prospective music teachers describe their professional activity as broad and multidimensional but they also emphasise the importance of personal and ethnic values, implementation of general, subject-specific and professional competences and continuous improvement. It has been revealed that in music education it is particularly important to combine orientation towards pedagogical activities with orientation towards the spread of the learner’s personality. Keywords: Competence-based education, music teacher education, competences, student’s expectations, Lithuania.

Music Teacher Education in China

2018 ◽  
Vol 4 (8) ◽  
pp. 74-83
Author(s):  
Asta Rauduvaite
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Successful Implementation ◽  
Music Teacher Education ◽  
National Education ◽  
Study Programme ◽  
Education Study ◽  
The Right

The content of music teacher education study programmes is conditioned by the needs of the market economy and information society, higher education as a mass phenomenon, penetration of humanist ideas into the curricula and many other factors. The aim of these study programmes is to respond to the needs of society, develop the competencies of teacher education and establish the right conditions for successful implementation and to achieve the intended learning outcomes. The training of music teachers in China requires overall improvement in the level of music teacher training. The Ministry of National Education provides the curriculum for music teacher education as well as the guidelines for teaching compulsory courses for music teachers at general institutions and prestigious universities in China. This profession is important in professional courses and in the field of pedagogy; therefore, integrating the content of elective courses into professional courses could be more prolific and comprehensive. Keywords: Music teacher education, study programme, music education.

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