BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION最新文献_第2页

Instrumental Music Education in Rural North Carolina: A Descriptive Study 北卡罗来纳州农村器乐教育:一项描述性研究

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2022-10-01 DOI: 10.5406/21627223.234.04

Melody Causby, Catheryn Shaw Foster

{"title":"Instrumental Music Education in Rural North Carolina: A Descriptive Study","authors":"Melody Causby, Catheryn Shaw Foster","doi":"10.5406/21627223.234.04","DOIUrl":"https://doi.org/10.5406/21627223.234.04","url":null,"abstract":"\u0000 The purpose of this study was to investigate secondary instrumental music education in rural North Carolina. This descriptive study investigated the experiences, attitudes, beliefs, and perceptions that rural instrumental music educators (n = 55) held about their schools, students, and communities. Furthermore, the researchers examined how participants defined success for their programs, what challenges and rewards they experienced in their positions, and what skills they considered most important for themselves as teachers.\u0000 Results indicate that although rural music educators find the musical aspects of their positions rewarding, they believe that their nonmusical skills related to teaching, such as developing relationships with students and advocating for their programs, were more important than their own musical skills. Participants also considered student personal growth and experiences to be larger markers of success than musical performance abilities and reported moderately high levels of job satisfaction. The three greatest challenges named by participants were lack of support, limited funding or resources, and limited student involvement. Conversely, the most frequently reported rewards were musical experiences with students and witnessing students’ musical growth. Implications for music teacher education and recommendations for future research are discussed.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42192209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Sanism and Narrative Research: Making Room for Mad Stories 理智主义与叙事研究：为疯狂故事腾出空间

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2022-10-01 DOI: 10.5406/21627223.234.02

Juliet Hess

引用次数: 0

“Denying America”: Vivian's Counterstory of Undocumented Status “否认美国”：薇薇安的“无文件身份”反诉

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2022-07-01 DOI: 10.5406/21627223.233.01

C. Gerrard

引用次数: 2

Three Black Gospel Music Experts on Preparing, Teaching, and “Being” in the African American Aural-Oral Tradition 三位黑人福音音乐专家谈非裔美国人听觉口头传统的准备、教学和“存在”

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2022-07-01 DOI: 10.5406/21627223.233.03

Whitney A. Covalle

{"title":"Three Black Gospel Music Experts on Preparing, Teaching, and “Being” in the African American Aural-Oral Tradition","authors":"Whitney A. Covalle","doi":"10.5406/21627223.233.03","DOIUrl":"https://doi.org/10.5406/21627223.233.03","url":null,"abstract":"\u0000 The purpose of this multiple case study was to gather musical and nonmusical perspectives from three experts on teaching Black gospel music in the African American aural-oral tradition. Research questions included: (a) What is the process Black gospel music experts engage in when preparing for and teaching gospel music in the aural-oral tradition? (b) In the view of Black gospel music experts, how does race intersect with the preparation, teaching, and performance of gospel music? (c) How do Black gospel music experts advocate for incorporating gospel music into public school vocal music programs? Participants were purposively selected, and data collection included observations, researcher-singer participation, and multiple interviews. Expert agreement emerged regarding teaching processes as a nonmusical “state of being” deeply infused with cultural, community, and spiritual values. Rehearsals were uninterrupted musical experiences with limited nonverbal instruction made possible from robust aural-oral immersion preparation. While participants insisted race was not a prerequisite for engagement in gospel music, they agreed the influence and mediation of race plays an active role, citing the proliferation of anti-Blackness in the academy as foremost among the barriers to rigorous preparation to teach Black gospel music. Experts advocated for teaching gospel music in schools to offer students the opportunity to participate in the accessible, inclusive, participatory, and communal experience available in gospel music.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46960601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Making the Schoolhouse Rock: A Content Analysis of Two Popular Music Pedagogies 使校园摇滚:两种流行音乐教学法的内容分析

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2022-07-01 DOI: 10.5406/21627223.233.04

Sara K. Jones, Julie D. Derges

{"title":"Making the Schoolhouse Rock: A Content Analysis of Two Popular Music Pedagogies","authors":"Sara K. Jones, Julie D. Derges","doi":"10.5406/21627223.233.04","DOIUrl":"https://doi.org/10.5406/21627223.233.04","url":null,"abstract":"\u0000 In popular music education, there has been an increase in the amount of literature, pedagogical resources, and organizations that are available, and two pedagogical approaches for teaching popular music are informal music learning (IML) and modern band (MB). However, there is little existing scholarly critical analysis comparing these approaches. The purpose of this qualitative directed content analysis was to explore the similarities and differences between IML and MB in kindergarten through 12th-grade settings and examine how major characteristics of each approach are represented in scholarly and curricular resources. While similarities exist in the literature on these approaches, there are also distinct differences between them, such as orientation toward process or performance, use of composition and improvisation, and teacher role and approach. Moreover, the representation of the principles of both IML and MB were not always consistent in the resources we examined, with some aspects highly represented and others rarely mentioned. Learning more about both approaches could be beneficial to scholars and teachers interested in popular music pedagogy and how they are implemented in classrooms.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44607786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“This Is Going to Be a Learning Curve, Especially Because You're White”: Becoming an Anti-Racist Music Teacher in a Majority Indigenous Classroom “这将是一个学习曲线，尤其是因为你是白人”:在一个以土著为主的教室里成为一名反种族主义的音乐教师

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2022-07-01 DOI: 10.5406/21627223.233.02

M. Scarlato

引用次数: 0

A Critical Examination of Percussion and Drums in the Collegiate Curriculum 大学课程中打击乐与鼓的批判性考察

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2022-01-01 DOI: 10.5406/21627223.231.02

G. Smith, V. Davis

{"title":"A Critical Examination of Percussion and Drums in the Collegiate Curriculum","authors":"G. Smith, V. Davis","doi":"10.5406/21627223.231.02","DOIUrl":"https://doi.org/10.5406/21627223.231.02","url":null,"abstract":"\u0000 The drum kit is a musical instrument comprising various items of percussion. It is ubiquitous in popular music (the majority of music produced and consumed by contemporary society) but is largely excluded as a requirement in the collegiate percussion studio. The authors contextualize this phenomenon in the wider cultural disparity between music in society (99% rock, pop, hip-hop and other contemporary styles) and music in higher education (almost exclusively Western art music and jazz). We ask the following four research questions: (1) How frequently is drum kit taught in the collegiate percussion studio, relative to other percussion instruments? (2) If drum kit is taught, what topics are taught? (3) If the participants play drum kit themselves, how did they learn? (4) What opportunities and/or challenges exist for drum kit instruction in the percussion studio? Fifty collegiate percussion instructors completed an online survey. Participants agreed that drum kit is important for music-making and teaching after leaving college, but for most, drum kit takes a backseat to snare drum, timpani, and marimba as foundational instruments of Western art music. We argue that including drum kit in the collegiate studio would require a shift in pedagogy and aesthetic orientation, but that such shifts are necessary in order for the collegiate percussion studio to remain relevant. Further research is required to understand how the percussion studio and higher music education more broadly can better serve students and society, including in music teacher education and in kindergarten through 12th grade schools. This article's exploration of drum kit and percussion underscores the importance of discussing the places and purposes of myriad musics and musicians throughout music education contexts.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47815504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Teaching in a Time of Crisis: Pedagogical Creativity in Music Education 危机时期的教学：音乐教育的教育创新

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2022-01-01 DOI: 10.5406/21627223.231.01

K. Bylica, B. Bauman

{"title":"Teaching in a Time of Crisis: Pedagogical Creativity in Music Education","authors":"K. Bylica, B. Bauman","doi":"10.5406/21627223.231.01","DOIUrl":"https://doi.org/10.5406/21627223.231.01","url":null,"abstract":"\u0000 Pedagogical creativity is the development of flexible practices that are responsive to student inquiry, oriented toward risk-taking, and grounded in conceptions of pedagogues as curricular authors. In light of the COVID-19 pandemic, pedagogical creativity may be one way to navigate uncertain educational terrain. This article explores the findings of a qualitative case study that examined the pedagogical practices of six music educators during the COVID-19 pandemic. Data from semistructured interviews were analyzed through a theoretical framework of pedagogical creativity (Abramo & Reynolds, 2015). Attention was paid to the types of practices music educators were exploring, how pedagogical creativity was being implemented within the school culture, and the impact such practices had on music educators’ understandings of educational purpose. Findings indicate that participants found teaching during the unique context of the pandemic to be an opportunity to explore pedagogical creativity, particularly as public performance pressures were alleviated and social-emotional learning was emphasized. In particular, pedagogical creativity was often practically implemented out of a desire to remain responsive toward who and where participants were teaching, suggesting that responsiveness may be a criterion of pedagogical creativity.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49291063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Teaching Music During COVID-19: Teachers’ Perceptions of Personal and Professional Effects COVID-19期间的音乐教学:教师对个人和职业影响的看法

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2022-01-01 DOI: 10.5406/21627223.231.04

Erika J. Knapp

{"title":"Teaching Music During COVID-19: Teachers’ Perceptions of Personal and Professional Effects","authors":"Erika J. Knapp","doi":"10.5406/21627223.231.04","DOIUrl":"https://doi.org/10.5406/21627223.231.04","url":null,"abstract":"\u0000 As a result of the COVID-19 pandemic, teachers across the world shifted from in-person to online instruction. Almost instantaneously, educators were forced to rethink how they delivered instruction, managed their classes, and assessed student learning. This multiple case study examined the perspectives of 13 music educators from across the United States as they engaged in teaching music during a pandemic and how these teachers adapted and responded to a prolonged stressful teaching situation. Data collection included an entrance questionnaire, monthly semistructured interviews in fall 2020, and an exit questionnaire. Data were analyzed for themes through a theoretical lens of a four-cycle resilience theory. Findings were grouped into themes: the failure of administration, mental perseverance, the importance of music in everyone's lives, a love of children, and being on emotional rollercoaster. Insights from this study may demonstrate ways music educators might adapt to crisis and adversity. The results may also prove relevant to music educators as they reflect on their teaching practice and consider ways to nurture resilience in future stressful situations.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45600828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

National Profile of Teacher Perceptions of Teaching and Learning in Modern Band Programs in the United States 美国现代乐队项目中教师教与学观念的国家概况

IF 0.9 2区艺术学

BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION Pub Date : 2022-01-01 DOI: 10.5406/21627223.231.05

David H. Knapp, Bryan Powell, G. Smith

引用次数: 6