International Journal of Music Education最新文献

‘Performing Never Comes Naturally’: Expert Performers’ Strategies for Rehearsal Excellence “表演从来都不是天生的”：专业表演者的排演策略

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-10-16 DOI: 10.1177/02557614261493903

Olivia Urbaniak, Helen F. Mitchell

{"title":"‘Performing Never Comes Naturally’: Expert Performers’ Strategies for Rehearsal Excellence","authors":"Olivia Urbaniak, Helen F. Mitchell","doi":"10.1177/02557614261493903","DOIUrl":"https://doi.org/10.1177/02557614261493903","url":null,"abstract":"Professional music performances seem second nature to expert performers. Top performers are acutely aware of performance conventions, stagecraft and audience expectations of the concert. Performance students have much to learn from expert stage preparation. This study investigates how expert performers prepare and practise their performances for the stage. Nine international pianists participated in semi-structured interviews about their approach to preparing a concert performance. Five key strategies were identified through thematic analysis. In practice, experts prepared their stagecraft by visualising the visual elements of performance. They practised all elements of performance, not just the music, and consciously shaped their stage presence by adopting a stage persona. Concert attire was a catalyst to stage presence and confidence. Experts displayed a commitment to continuous improvement through ‘mock concerts’. Performance mastery was the result of systematic and strategic rehearsal, self-reflection and a commitment to continuous development. Experts’ insights into elite performance preparation strategies are essential for early-career performers, and can equip music performance students with invaluable performance knowledge. Future studies will focus on translating these insights into educational tools for performers in training.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"292 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149198942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning Conditions Through Performative Possibilities: Reimagining Gender, Inclusion, and Equality in Upper Secondary Music Education 通过表演可能性的学习条件：重新想象高中音乐教育中的性别、包容和平等

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-10-12 DOI: 10.1177/02557614261495905

Gaute Storsve

引用次数: 0

From Instruction to Facilitation: Teaching Practice and Informal Learning in Pre-Service Primary Music Teacher Education 从指导到促进：职前小学音乐教师教育的教学实践与非正式学习

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-10-12 DOI: 10.1177/02557614261495906

Marcos Merino

引用次数: 0

Mentoring Through ‘Feedback Dialogues’ in a Student–Teacher Placement in Greece: A Small-Scale Collaborative Case Study 通过“反馈对话”指导在希腊的学生-教师安置：一个小规模的合作案例研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-08-31 DOI: 10.1177/02557614261483230

Angeliki Triantafyllaki, Paraskevi Makrinou

{"title":"Mentoring Through ‘Feedback Dialogues’ in a Student–Teacher Placement in Greece: A Small-Scale Collaborative Case Study","authors":"Angeliki Triantafyllaki, Paraskevi Makrinou","doi":"10.1177/02557614261483230","DOIUrl":"https://doi.org/10.1177/02557614261483230","url":null,"abstract":"As an ‘authentic learning experience’, the school internship or placement holds immense learning potential for student–teachers and has been widely studied in music teacher education. Yet on-site and in-situ conversations that prospective teachers hold with mentors and their learning potential have been largely overlooked. This collaborative, small-scale research investigation aimed to offer an insider’s perspective of the function and characteristics of ‘feedback dialogues’ between a mentor teacher and student teacher dyad in the context of a school–university partnership in Greece. Through a line-by-line interaction analysis, the findings are mapped out across four learning potentialities of dialogic feedback (Steen-Utheim & Wittek, 2017): emotional and relational support; maintenance of the feedback dialogue; the offering of opportunities for students to express themselves; and the other’s contribution to individual growth. These shifted across phases and feedback cycles (pre- and post-teaching, post mentor-teacher observation) during the school placement, signifying the need for more nuanced mentoring pedagogies in music teacher education. Implications for stakeholders are discussed.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"9 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148858794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating the Unexpected: Learning from Early Career Popular Musicians’ Problem-Solving During the COVID-19 Global Pandemic 导航意外：向早期职业流行音乐家学习如何在COVID-19全球大流行期间解决问题

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-08-22 DOI: 10.1177/02557614261475241

Nicole Canham, Rod Davies, Julie Ballantyne

{"title":"Navigating the Unexpected: Learning from Early Career Popular Musicians’ Problem-Solving During the COVID-19 Global Pandemic","authors":"Nicole Canham, Rod Davies, Julie Ballantyne","doi":"10.1177/02557614261475241","DOIUrl":"https://doi.org/10.1177/02557614261475241","url":null,"abstract":"Musicians’ ongoing career challenges offer a window into the repercussions of intersecting disruptions on people’s professional identities and working lives. Global decline in adults’ work-related well-being highlights significant gaps in our understanding of how people deploy career development competencies to adapt to the unexpected, particularly when it is not just individuals, but also entire industries, experiencing disruption. This qualitative study aimed to better understand how early career musicians studying at an Australian university coped with the pandemic-as-career-problem using scaling questions taken from Solution-Focused Brief Therapy (SFBT). Findings highlight the importance of individual problem-solving skills and the benefits of community and social support in navigating unexpected career challenges and setbacks. Practical implications include the need for structured, empowering conversations with early career musicians during higher education as a necessary part of understanding their challenges, problem-solving skills, and future thinking. The merits of bringing qualitative career assessment into music careers education environments are also considered.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"34 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148768832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond Western European Art Music: International Views on Teaching Music of Diverse Cultures 超越西欧艺术音乐：多元文化音乐教学的国际视野

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-08-10 DOI: 10.1177/02557614261474824

Nantida Chandransu, Patricia Shehan Campbell, Lily Chen-Hafteck

{"title":"Beyond Western European Art Music: International Views on Teaching Music of Diverse Cultures","authors":"Nantida Chandransu, Patricia Shehan Campbell, Lily Chen-Hafteck","doi":"10.1177/02557614261474824","DOIUrl":"https://doi.org/10.1177/02557614261474824","url":null,"abstract":"This international study examines the nature and extent to which diverse musical cultures are represented in educational practices within primary, secondary, and university music teacher education programs across the world. Drawing on the insights of 25 recognized music education experts from five continents, results indicate that despite a popular discourse on diversity, a significant paradox between philosophy and practice persists. Curricula in school programs and university coursework remain heavily dominated by institutionalized Western norms through Western European Art Music (WEAM) or by state-sanctioned national identity genres. This creates a structural bottleneck in teacher preparation, where the inclusion of global and local music often remains superficial and overly reliant on individual teacher initiative. The findings underscore the necessity for systemic reform that replaces singular pedagogical regimens with diverse performance experiences, specifically those that respect the ontological roots of culturally unfamiliar music. Such transformation, supported by robust professional networks and access to authentic musical resources, provides essential pathways to genuine diversification. These efforts are vital not only for enhancing students’ musical breadth but also for fostering a deep, ethical, and intercultural understanding in an increasingly interconnected world.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"461 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148709572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Values in Tension: Navigating Institutional Ethics and Collective Responsibility in Schools of Music 张力中的价值：音乐学校的制度伦理和集体责任

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-07-24 DOI: 10.1177/02557614261464110

William J. Coppola, Candice D. Mattio

{"title":"Values in Tension: Navigating Institutional Ethics and Collective Responsibility in Schools of Music","authors":"William J. Coppola, Candice D. Mattio","doi":"10.1177/02557614261464110","DOIUrl":"https://doi.org/10.1177/02557614261464110","url":null,"abstract":"The purpose of this multiple case study was to examine the ethical dimensions of music institutions by exploring how schools of music shape and uphold their institutional values—particularly when individual members hold ethical commitments that stand in conflict with those values. We conducted interviews with faculty and administrators at two large schools of music—one public, one private—in the United States. Our research questions were as follows: (1) How do faculty and administrators understand their responsibilities to shape and uphold their institution’s values? (2) How are ethical tensions and disagreements about those values navigated between the institution and its members? (3) How do misalignments between individual and institutional values shape the perceived emergence of institutional virtues or vices? Using collective belief epistemology and institutional virtue/vice epistemology as theoretical frameworks, our analysis yielded several within-case themes per school site. Between-case analysis revealed three additional themes: (1) Faculty Governance and Policies are Necessary but Not Sufficient ; (2) Stowaways in Resisting Institutional Vice ; and (3) “We Survive by Evolution”: Institutional Virtue as a Long-Term Project . We discuss implications for music education policy and avenues for future research.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"35 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Analysis of Creative Activities in Instrumental Music Ensembles: Educator Perspectives, Practices, and Barriers 器乐合奏中创造性活动的分析：教育者的观点、实践和障碍

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-07-13 DOI: 10.1177/02557614261464080

Drew X. Coles, Christopher W. McAfee, Isaac D. Hawkins

{"title":"An Analysis of Creative Activities in Instrumental Music Ensembles: Educator Perspectives, Practices, and Barriers","authors":"Drew X. Coles, Christopher W. McAfee, Isaac D. Hawkins","doi":"10.1177/02557614261464080","DOIUrl":"https://doi.org/10.1177/02557614261464080","url":null,"abstract":"This study investigates the implementation of creative activities within instrumental music ensembles by exploring educator perspectives, practices, and perceived barriers. While national and state standards increasingly emphasize creative practices such as composition and improvisation, traditional performance-based pedagogy often remains dominant. Through a survey of practicing instrumental music educators, this research examines how teachers define creativity, the frequency and types of creative tasks they employ, the benefits they observe in students, and the challenges that hinder more widespread integration. The findings reveal a significant “value-action gap”: educators overwhelmingly believe in the positive value of creativity but face substantial barriers, most notably a lack of time for planning and preparation, the pressure of performance-oriented curricula, and insufficient pre-service and in-service training. The data suggests a self-perpetuating cycle wherein a lack of training leads to low confidence, which, compounded by systemic pressures, limits students’ creative opportunities. The study concludes that bridging this gap requires a multi-faceted approach, including targeted professional development, the provision of practical pedagogical resources, and a fundamental shift in music teacher education programs to better equip educators with the skills and confidence to foster creativity as an integral component of musicianship.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"160 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148429216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceptions and Outcomes of Implementing Ungrading in an Undergraduate Music Methods Course: A Mixed Methods Inquiry 在本科音乐方法课程中实施分级的认知与结果：一项混合方法的调查

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-06-23 DOI: 10.1177/02557614261459356

Rachel Grimsby

{"title":"Perceptions and Outcomes of Implementing Ungrading in an Undergraduate Music Methods Course: A Mixed Methods Inquiry","authors":"Rachel Grimsby","doi":"10.1177/02557614261459356","DOIUrl":"https://doi.org/10.1177/02557614261459356","url":null,"abstract":"Ungrading is an assessment process that eliminates or reduces the use of points or letter grades. Educators who use ungrading focus on providing detailed feedback to students guiding them to outline and achieve learning goals. Ungrading has been a topic of interest among general education researchers for decades. Recently, researchers have examined the use of ungrading within public school and higher education music settings and found it beneficial to student engagement and learning. The purpose of this sequential mixed methods study was to examine undergraduate perceptions of ungrading on coursework and learning outcomes. Participants self-reported a positive shift in their perceptions of ungrading, from presurvey to postsurvey ( p = .01). During interviews, participants shared that ungrading enabled them to engage more with course content and provided clearer evidence of skill development; however, participants also noted struggles with resubmissions and time management. In this article, I include suggestions for implementing ungrading within music education coursework and recommendations for future research.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"21 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148299360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Resilient Rhythms: Children’s Audio-Graphic Notations During Wartime 弹性节奏：战时儿童的视听符号

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-05-29 DOI: 10.1177/02557614261441350

Rivka Elkoshi

{"title":"Resilient Rhythms: Children’s Audio-Graphic Notations During Wartime","authors":"Rivka Elkoshi","doi":"10.1177/02557614261441350","DOIUrl":"https://doi.org/10.1177/02557614261441350","url":null,"abstract":"Initiated as a volunteer outreach effort in Israel following the October 7, 2023 war, a music education program served 178 evacuated, out-of-school children to support displaced children’s education. Participants ( N = 178) were divided into two age groups: preschoolers ( n = 80; mean age: 4.1 years) and schoolchildren ( n = 98; mean age: 8.0 years). The program featured rhythm-based activities, including playing percussion instruments and creating self-invented rhythmic notations. In this arts-based study, I examined children’s audio-graphic responses to rhythmic stimuli and age-related differences in expression. Data included children’s invented notations, verbal comments, and field observations collected over thirty 1-hr sessions and analyzed through qualitative content analysis and triangulation of visual, verbal, and external assessments. Audio-graphic responses were categorized into five genres: Instrumental Pictograms (depicting sound sources), Acousmatic Notations (representing sounds), Contextual Illustrations (non-musical content), Integrated Productions, and Enigmatic Drawings (depicting unclear content). Findings revealed distinct age-related patterns across categories, with a plateau in Pictogram responses. War-related themes were rare in Contextual Illustrations, though bipolar semantic differential scales indicated underlying crisis-related emotions. This study contributes to international research on children’s processing of conflict through art, providing insight into their musical perception and socio-emotional experiences amid evacuation and wartime conditions.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"33 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0