Journal of Music Teacher Education最新文献

{"title":"Conducting and Rehearsal Skills in Preservice Music Education: A Review of the Literature","authors":"Alyssa Grey","doi":"10.1177/10570837221091223","DOIUrl":"https://doi.org/10.1177/10570837221091223","url":null,"abstract":"Preservice music educators are expected to develop a variety of skills throughout their undergraduate program to prepare them for the challenges of classroom instruction. One of the most complex tasks is to learn how to effectively conduct and rehearse large ensembles. Preservice music educators often struggle with conducting gestures, balancing verbal and nonverbal instruction, and error detection. Researchers have explored these and other aspects of conducting and rehearsal skills development and offered suggestions concerning undergraduate music education curricula. The purpose of this review of the literature is to synthesize research related to conducting and rehearsal skills development and offer suggestions for improving preservice music educators’ related skills.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"82 - 94"},"PeriodicalIF":1.2,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43001201","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}

{"title":"Preservice Music Teacher Education: The View From 20 Years Later","authors":"Colleen Conway","doi":"10.1177/10570837221075676","DOIUrl":"https://doi.org/10.1177/10570837221075676","url":null,"abstract":"The purpose of this inquiry was to describe the preservice music teacher education perceptions of 10 experienced music teachers who had participated in studies of teacher education 10 and 20 years ago. Data included written responses and two individual interviews. The first four themes show participants’ reactions to the past and suggestions for the future in the areas of musicianship, fieldwork, student teaching, and detracking of curricula. Changing expectations of themselves in their teaching over the years included a focus on process, relationships, and well-being. The final theme, thoughts on change in music teacher education, provides combined general perceptions from participants about preservice music teacher education over the past 20 years. A discussion with connection to current preservice music teacher education literature is included after each theme.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"10 - 23"},"PeriodicalIF":1.2,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46498074","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}

{"title":"Virtual Professional Learning Communities: A Case Study in Rural Music Teacher Professional Development","authors":"D. Rolandson, Lana E. Ross-Hekkel","doi":"10.1177/10570837221077430","DOIUrl":"https://doi.org/10.1177/10570837221077430","url":null,"abstract":"The purpose of this study was to explore how a Virtual Professional Learning Community (VPLC) might serve as effective professional development for large ensemble teachers in rural communities interested in improving their pedagogy. We used a case study approach to investigate four rural music teachers who actively participated in an online professional learning community focused on implementing the Comprehensive Musicianship through Performance model of planning and instruction into one of their large ensemble classes. Based on our findings, we concluded that a VPLC provided rural music teachers with meaningful, content-specific professional development while also reducing feelings of professional isolation. However, we also identified challenges that impacted the effectiveness of the VPLC. The implications for music teacher educators are discussed.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"81 - 94"},"PeriodicalIF":1.2,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44671750","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}

{"title":"Preservice Music Teachers Perceptions of Teaching and Learning Popular Music","authors":"J. Blackwell, Nicholas Matherne, Cathlyn Momohara-Ho","doi":"10.1177/10570837211067215","DOIUrl":"https://doi.org/10.1177/10570837211067215","url":null,"abstract":"The purpose of this instrumental case study was to investigate the perceptions of preservice music teachers learning popular music and facilitating popular music learning experiences with elementary students in an after-school music program. Preservice music teachers enrolled in a popular music pedagogy course learned techniques for teaching and performing popular music, and facilitated an elective after-school ‘ukulele program where they worked with students from two different elementary schools. Using interviews, researcher journals, preservice teacher reflections, and observations, we explored how preservice music teachers make sense of their experiences in learning to teach in a new musical context. We found that preservice teachers valued extended field experiences before student teaching, developed positive attitudes toward teaching popular music/musicianship, and required significant time to acquire the skills needed to teach in an informal learning environment.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"49 - 65"},"PeriodicalIF":1.2,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42217466","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}

{"title":"Undergraduate Choral Conducting Courses: Examining Students’ Practice Behaviors and Instructors’ Pedagogy","authors":"Bradley J. Regier, Alec D. Scherer, B. Silvey, Melissa Baughman","doi":"10.1177/10570837221076382","DOIUrl":"https://doi.org/10.1177/10570837221076382","url":null,"abstract":"The purpose of this study was to investigate undergraduate choral conducting students’ conducting practice approaches, time allocation, and beliefs. A secondary purpose was to examine conducting instructors’ pedagogy and beliefs about their students’ practice approaches. Undergraduate students enrolled in an introductory choral conducting class (N = 126) and their instructors (N = 12) responded to separate questionnaires. Students and instructors agreed that technical skills came more naturally than expressive skills, and students reported practicing technical skills more often than expressive skills. Although instructors and students agreed to the frequent use of “singing or humming musical lines” as a practice strategy, they did not align regarding the importance of using video recordings within practice sessions. Based on our results, we recommend that instructors explicitly share their practice expectations with students and introduce an incremental approach to developing expressive conducting skills earlier in the curriculum.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"66 - 80"},"PeriodicalIF":1.2,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44608680","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}

{"title":"The Values of a Site","authors":"David A. Rickels","doi":"10.1177/10570837221076183","DOIUrl":"https://doi.org/10.1177/10570837221076183","url":null,"abstract":"As our society wrapped up the most recent Symposium on Music Teacher Education, discussion and planning almost immediately turned to preparations for the 2023 Symposium. While conditions related to the ongoing pandemic required us to hold our 2021 Symposium as an online event, our intention as a society is to return in 2023 to an in-person gathering as we did every 2 years from 2005 to 2019. That intention comes amid many important conversations occurring across higher education and other professions with regard to the future of professional meetings (Flaherty, 2021). Not only do conference organizers need to be concerned with how people can travel and gather safely, but we must examine how we can avoid marginalizing any persons due to cost, identity, or geographic barriers. The Society for Music Teacher Education (SMTE) remains committed to equity in our work on music teacher education, and this commitment has to extend to how we engage in equitable practices in professional meetings. Much as our parent organization, the National Association for Music Education (NAfME, n.d.), is committed to promoting equity and access for PK–12 students to have music included in their education, SMTE has to promote equity and access in the selection of a site for our biennial Symposium. This has been especially relevant since 2017, when the Executive Board joined many other organizations in moving events out of North Carolina due to a new discriminatory law targeting gender identity in restroom access (SMTE, 2016). This was a major undertaking for our society, as the University of North Carolina Greensboro had been home to the Symposium for the first 10 years of its existence, and in many ways the Symposium was only successful because of the generous support of the faculty and administration there. After holding our 2017 Symposium in Minneapolis, Minnesota, we returned to Greensboro in 2019 after the law had been repealed. During the 2019 Symposium, we heard the concerns from our members that the repeal had not fully addressed the discrimination enshrined into the laws of that state, and that some members were barred from accessing state funding for travel to","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"3 - 5"},"PeriodicalIF":1.2,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48474857","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}

{"title":"Bringing a Creative Bent to Music Teacher Education Research","authors":"James R. Austin","doi":"10.1177/10570837221076182","DOIUrl":"https://doi.org/10.1177/10570837221076182","url":null,"abstract":"When I decided to become a candidate for editor 6 years ago, one of my tasks was to prepare a statement of interest through which I articulated a vision for the Journal of Music Teacher Education (JMTE) and for music teacher education research more broadly. My primary goals, at that time, included (a) maintaining the highest standards for scholarship quality and ethics; (b) expanding journal circulation and article dissemination, particularly among music teacher educators (MTEs) who may be marginally connected to the Society for Music Teacher Education (SMTE)/National Association for Music Education (NAfME) or other professional associations; and (c) promoting innovative approaches to music teacher education research. I am confident that the quality of scholarship published in the journal has improved over the course of my editorship. This assessment is partially based on more objective publication metrics such as acceptance rates and citation rates as well as the journal’s improved standing among peer music and music education research journals. Currently, for example, the Scopus Cite Score, which measures total citations in relation to the total number of items published over a 4-year period, places the JMTE 18th among 147 music journals; the cite score increased marginally from 2015 (0.33) to 2016 (0.34) and 2017 (0.37), but has improved substantially since (0.65 in 2018, 0.90 in 2019, 1.20 in 2020). The SCImago Journal Rank or SJM metric, which weights citations according to the prestige of journals in which they appear, has the JMTE ranked eighth out of 156 music journals. Beyond objective metrics, however, I base my conclusion about scholarship quality and integrity on a subjective opinion, informed by my work as editor. I know how much effort has been invested by the journal’s editorial committee members in helping authors to improve their manuscripts before making a publication recommendation.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"6 - 10"},"PeriodicalIF":1.2,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44151178","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}

{"title":"Experiences of Preservice Music Teachers at Minority Serving Institutions","authors":"R. Bryant","doi":"10.1177/10570837211068016","DOIUrl":"https://doi.org/10.1177/10570837211068016","url":null,"abstract":"The purpose of this study was to explore the experiences of preservice minority music teachers at Minority Serving Institutions (MSIs). Six undergraduate music education majors at two MSIs classified as Historically Black Colleges & Universities (HBCUs) completed field observations as a part of their music education requirements. I conducted individual interviews with each participant to uncover how preservice music teachers who attend MSIs describe their experiences as they matriculate through a music education program. Data were analyzed and coded to generate three themes: (a) stressful demands of the music education major, (b) immersion in school settings develops confidence, and (c) critical faculty mentoring and peer support. The experiences of preservice music teachers at MSIs are shared along with implications and recommendations for future research.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"24 - 36"},"PeriodicalIF":1.2,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48754176","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}

{"title":"Faculty Perspectives on the Master’s Degree in Music Education","authors":"D. G. Springer, K. Adams, Jessica Nápoles","doi":"10.1177/10570837211067758","DOIUrl":"https://doi.org/10.1177/10570837211067758","url":null,"abstract":"The purpose of this study was to examine music education faculty members’ perceptions of the master’s degree in music education (MME). A total of 76 music teacher educators completed a researcher-designed survey instrument. Participants believed their MME students’ top four motivations for pursuing MME degrees were to become a better teacher, to gain a higher salary, to create a possible pathway to doctoral study in the future, and to gain academic stimulation through graduate level coursework. Faculty also indicated the MME degree was focused on both teaching/pedagogy and research. Participants explained that their students primarily learn about research through reading and discussing research articles in class, and that their students learn about pedagogy primarily from reading pedagogical articles and reflecting on personal teaching videos. In addition, participants presented various opinions regarding the purpose of MME degrees. Implications for music teacher educators are discussed.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"26 - 40"},"PeriodicalIF":1.2,"publicationDate":"2022-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46171844","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}

{"title":"Effects of Camera Placement on Undergraduates’ Peer Teaching Reflection","authors":"Nathan O. Buonviri, Andrew S. Paney","doi":"10.1177/10570837211064918","DOIUrl":"https://doi.org/10.1177/10570837211064918","url":null,"abstract":"We investigated whether camera placement affects peer teachers’ focus of attention during reflection. Preservice music teachers (N = 14) reflected on peer teaching videos that had been recorded simultaneously from a head-mounted camera and a tripod-mounted camera at the back of the classroom. Participants completed the teaching reflection cycle twice, providing their observation comments in response to open-ended prompts. Responses were coded, with a single sentence as the unit of analysis, and a three-way repeated measures analysis of variance (ANOVA) revealed a significant difference in comment frequencies according to comment type (student-focused or teacher-focused) but not according to camera placement or trial. Our results corroborate previous research indicating that undergraduate peer teachers focus more on themselves than on their peers, and suggest that placing the camera in a position that shows the students, rather than the teacher, does not seem to affect this tendency. We discuss the implications for peer teaching experiences in teacher education courses.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":"37 - 48"},"PeriodicalIF":1.2,"publicationDate":"2022-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47311879","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}