Research Studies in Music Education最新文献_第8页

Discussing a methodology for researching the long-term impact of music education: Drawing on learners’ memories and self-accounts 讨论研究音乐教育长期影响的方法:利用学习者的记忆和自我描述

IF 1.6

Research Studies in Music Education Pub Date : 2022-04-04 DOI: 10.1177/1321103X211058277

Koji Matsunobu

引用次数: 2

Representation in music: College students’ perceptions of ensemble repertoire 音乐表现:大学生对合奏曲目的认知

IF 1.6

Research Studies in Music Education Pub Date : 2022-04-02 DOI: 10.1177/1321103X211066844

Jason P. Cumberledge, Matthew L. Williams

{"title":"Representation in music: College students’ perceptions of ensemble repertoire","authors":"Jason P. Cumberledge, Matthew L. Williams","doi":"10.1177/1321103X211066844","DOIUrl":"https://doi.org/10.1177/1321103X211066844","url":null,"abstract":"Culturally responsive pedagogy in music education is becoming increasingly crucial for all students, in all types of music programs, and at all levels of education as demographic shifts occur in schools. In music ensembles, the selection of repertoire is a critical component of culturally responsive pedagogy. The purpose of this study was to investigate student perceptions of repertoire in college music ensembles. This study was guided by the following research questions: (a) Do students perceive current ensemble repertoire as representative and supportive of their self-identities? (b) What are these perceptions according to students’ race or ethnicity, gender, and ensemble type? (c) What factors do students consider important in directors’ selection of repertoire? (d) How are directors’ current repertoire selection practices, as experienced by the respondents, informed by or responsive to gender and racial diversity in the ensembles? Respondents (N = 278) were graduate and undergraduate college students enrolled in band, choir, or orchestra. Data were collected through an online questionnaire. Overall, respondents felt that current repertoire practices were representative and supportive, although male respondents rated composer gender as lower in importance in repertoire selection than both females and those not identifying as male or female. White students indicated that they felt repertoire selection was more representative of their gender than Black, Indigenous, and other students of color. Respondents also indicated a desire for more underrepresented composers in ensemble repertoire. Numerous implications are provided, including the need for an increased focus on culturally responsive repertoire selection processes in teacher preparation programs.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"45 1","pages":"344 - 361"},"PeriodicalIF":1.6,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44852867","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}

引用次数: 0

“It just fills you up”: The culture of monthly community singing events in one American city “它只是让你充满”:美国一个城市每月举行的社区歌唱活动的文化

IF 1.6

Research Studies in Music Education Pub Date : 2022-04-02 DOI: 10.1177/1321103X221078534

J. Palkki

引用次数: 1

Editorial 社论

IF 1.6

Research Studies in Music Education Pub Date : 2022-04-01 DOI: 10.1177/1321103x221093027

Julie Ballantyne

引用次数: 0

Preservice music teachers in New South Wales: How prepared do they feel for secondary music teaching in a changing world? 新南威尔士州的职前音乐教师:在不断变化的世界中，他们对中学音乐教学有何准备?

IF 1.6

Research Studies in Music Education Pub Date : 2022-03-28 DOI: 10.1177/1321103X211053799

J. Carter

{"title":"Preservice music teachers in New South Wales: How prepared do they feel for secondary music teaching in a changing world?","authors":"J. Carter","doi":"10.1177/1321103X211053799","DOIUrl":"https://doi.org/10.1177/1321103X211053799","url":null,"abstract":"The ideas and philosophies of preservice secondary music teachers (PSMTs) are formalized in their tertiary education years. In these years, PSMTs must reconcile the expectations, beliefs, and values espoused by their lecturers, tutors, and other significant people from their past. PSMTs have accumulated various musical experiences through prior interactions with their primary and secondary school teachers and private tutors, which nurture and shape the kind of teachers they anticipate becoming. This research focuses on a group of six PSMTs who face a very different future, teaching in the COVID-19 world of digital delivery amid a time of curriculum change in New South Wales (NSW), Australia. Thirty-minute Zoom interviews with the six participants took place over the two semesters of 2020, beginning before the COVID-19 outbreak in Australia and investigating how prepared PSMTs felt they were for classroom teaching. Their most positive responses regarding online learning provided evidence that their music lecturers had built PSMTs’ understanding of the curriculum, which increased their confidence in their musical ability during practicum. The findings in this article provide an informed NSW perspective about PSMTs’ tertiary education, adding to research about classroom music pedagogy. Finally, the opinions of PSMTs on their current learning and future careers are of importance and interest for both tertiary education institutions and curriculum designers.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"44 1","pages":"399 - 412"},"PeriodicalIF":1.6,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43571670","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}

引用次数: 0

Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education 芬兰小学教师教育中学生教师和教师教育者对钢琴课程的教学思考

IF 1.6

Research Studies in Music Education Pub Date : 2022-03-28 DOI: 10.1177/1321103X221076997

Anu Sepp, Heikki Ruismäki, L. Hietanen

引用次数: 2

We are also music lovers: Testing vocal tastes in higher musical theater education 我们也是音乐爱好者：在高等音乐剧教育中测试声乐品味

IF 1.6

Research Studies in Music Education Pub Date : 2022-03-27 DOI: 10.1177/1321103X221081787

Guro von Germeten

{"title":"We are also music lovers: Testing vocal tastes in higher musical theater education","authors":"Guro von Germeten","doi":"10.1177/1321103X221081787","DOIUrl":"https://doi.org/10.1177/1321103X221081787","url":null,"abstract":"This article explores taste processes within a group of musical theater students and their voice teacher, the latter also acting as researcher, while working with an aesthetically broad repertoire in a higher education setting in Norway. The study is designed using an action research approach, and the collected data—students’ reflection notes, the researcher’s field notes, and workshop recordings—are analyzed through Antoine Hennion’s theoretical framework of taste as a performance that acts, engages, transforms, and is felt, and which involves skills and sensitizing. In the social sciences, taste is commonly regarded as a matter of cultural consumption. This article argues that tastes are also part of cultural production: musicians, here musical theater performers, are to be seen as music lovers, performing tastes that stabilize or challenge established taste patterns in the form of styles, genres, or traditions. Accounting for situations where tastes are performed, tested, and negotiated, this article argues that tastes have a history but are brought into a negotiating presence, producing implications for the future; in this case, tastes form vocal behaviors and vocal behaviors form tastes. Hence, in musical theater education, taste, taste-making, and taste-testing are part of systematic and formal pedagogics and students’ ongoing vocal training.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"44 1","pages":"554 - 569"},"PeriodicalIF":1.6,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49267405","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}

引用次数: 1

“Failing in spite of wonderfulness”: High-stakes ensemble adjudication in low-income schools “尽管精彩但失败”:低收入学校的高风险集体评判

IF 1.6

Research Studies in Music Education Pub Date : 2022-03-27 DOI: 10.1177/1321103X211054384

Kelsey Nussbaum

{"title":"“Failing in spite of wonderfulness”: High-stakes ensemble adjudication in low-income schools","authors":"Kelsey Nussbaum","doi":"10.1177/1321103X211054384","DOIUrl":"https://doi.org/10.1177/1321103X211054384","url":null,"abstract":"The culture of competition in music education is pervasive, reflecting the overall growth in standardization and accountability measures in education. With this study, I addressed the intersection of two underexamined topics in music education: teachers’ experience with competitive ensemble events and the structural challenges of working in a low-income, student of color (SOC) majority campus. In this basic qualitative study, I examined how instrumental music teachers navigate the high-stakes policy of an adjudicated large-ensemble contest within and beyond their classrooms. Research questions include the following: (a) What do teachers perceive to be the unique challenges they face in preparing for and participating in ensemble adjudication as a result of their context in a low-income, SOC-majority campus? (b) How does preparation and participation ensemble adjudication influence teaching and learning in instrumental music classrooms? (c) What do teachers perceive to be the function and justification for compulsory ensemble adjudication? Findings suggest that teachers working in these contexts experience unique challenges in preparing for and succeeding in adjudication events due to the intersection of campus-based challenges and policy. In addition, music teachers experience similar narrowing of content and heightened stress as their general education counterparts within accountability structures.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"45 1","pages":"315 - 328"},"PeriodicalIF":1.6,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46451218","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}

引用次数: 0

Inquiry-based learning in music: Indicators and relationships between key pedagogical practices and the quality of critical thinking 音乐研究性学习：关键教学实践与批判性思维质量之间的指标和关系

IF 1.6

Research Studies in Music Education Pub Date : 2022-03-22 DOI: 10.1177/1321103X211057457

P. Costes-Onishi, D. Kwek

{"title":"Inquiry-based learning in music: Indicators and relationships between key pedagogical practices and the quality of critical thinking","authors":"P. Costes-Onishi, D. Kwek","doi":"10.1177/1321103X211057457","DOIUrl":"https://doi.org/10.1177/1321103X211057457","url":null,"abstract":"Many scholars have advocated the addition of more intellectual activities in music classrooms, the most prominent being critical thinking through inquiry. Inquiry-based learning (IBL) has been recognized as necessary for teaching and learning that increases critical thinking skills and dispositions. This study describes an extensive list of indicators that could ascertain the pedagogical practices and intellectual quality of knowledge work indicating the strength of inquiry in music classrooms. It shows the relationships between these indicators that help us understand the enablers and hindrances to critical thinking as an aspect of IBL in music. The article focuses on the Descriptive Statistics results of 114 classroom observations for music at the Primary and Secondary levels, using coding schemes developed in the Singapore Core3-PP project from 2018 to 2020. The results confirm the gap identified in the literature that music classes lack significant inquiry work that would nurture critical thinking skills and dispositions. The findings provide pedagogical insights that can (a) inform educators on how to examine and grow their IBL practice in music lessons; (b) move music education’s objective toward a balanced development of music skills and knowledge construction; (c) develop critical musicality and independent musicianship among students; and (d) provide concrete measures for researchers to design interventions in the areas of teacher learning in IBL.","PeriodicalId":45954,"journal":{"name":"Research Studies in Music Education","volume":"45 1","pages":"362 - 378"},"PeriodicalIF":1.6,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42924863","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}

引用次数: 1

Musical play in girlhood: Transgenerational oral historical accounts 少女时代的音乐表演:跨代口述历史

IF 1.6

Research Studies in Music Education Pub Date : 2022-01-27 DOI: 10.1177/1321103X211066807

Sarah H. Watts

引用次数: 0