International Journal of Music Education最新文献

Teaching artists or live performers? Early careers after a Jazz Master’s graduation in French-speaking Switzerland

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-12-19 DOI: 10.1177/02557614241306769

Hélène Widmann, Marc Perrenoud, Angelika Güsewell, Marc Audétat

引用次数: 0

Creating affordances for families with young children: Experiences of music education in social work 为有幼儿的家庭创造负担能力：社会工作中的音乐教育经验

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-12-18 DOI: 10.1177/02557614241307240

Laura Huhtinen-Hildén, Sanna Kivijärvi, Minna Elomaa-Krapu, Anna-Maria Isola

{"title":"Creating affordances for families with young children: Experiences of music education in social work","authors":"Laura Huhtinen-Hildén, Sanna Kivijärvi, Minna Elomaa-Krapu, Anna-Maria Isola","doi":"10.1177/02557614241307240","DOIUrl":"https://doi.org/10.1177/02557614241307240","url":null,"abstract":"The current research examines the possibilities of music education in supporting the well-being of families living in demanding life situations. The context for the study is Family Sound Hammock, a 3-year research and development project that took place in the metropolitan area of Finland from 2020 to 2023. The project aimed at systematically supporting the well-being of families especially by strengthening their capacities for interaction in and through music education activities. This phenomenological-hermeneutic research focusses on the affordances emerging in family music activities, asking the following: What kinds of affordances can be recognised in and through music activities as part of family social work? The findings are presented in three categories: (1) Experiential environment of music education practice, (2) Social interaction and (3) Experiences of consistency that each highlight the potential of music education for redirecting agency, participation and inclusion of parents and children. The findings emphasise the professional facilitation of an inviting and safe musico-pedagogical environment applying pedagogical sensitivity.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"57 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142849026","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

The effect of a practice checklist on performance achievement, practice time, focal practice areas, and practice strategies of collegiate non-music majors enrolled in a beginning “Danso,” Korean traditional wind instrument class

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-12-18 DOI: 10.1177/02557614241307346

Su-Young Bae, Sumi Kwon, Jee-Ye Lee

{"title":"The effect of a practice checklist on performance achievement, practice time, focal practice areas, and practice strategies of collegiate non-music majors enrolled in a beginning “Danso,” Korean traditional wind instrument class","authors":"Su-Young Bae, Sumi Kwon, Jee-Ye Lee","doi":"10.1177/02557614241307346","DOIUrl":"https://doi.org/10.1177/02557614241307346","url":null,"abstract":"This study investigated the effects of a practice checklist on performance achievement, practice time, focal practice areas—the key musical elements students focused on during practice—and practice strategies among non-music major South Korean college students learning the Danso, a traditional Korean wind instrument. Ninety-six students participated, with 46 in the experimental group using a practice checklist and 50 in the control group without the checklist. All participants attended a 50-min weekly class for 7 weeks. At the end of the 7-week period, both groups were surveyed to measure their average weekly practice time and focal practice areas. Performance achievement was assessed through a test focusing on key musical elements, and practice strategies were evaluated using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ). The results revealed that using a practice checklist significantly improved performance in specific areas such as rhythm, tempo, and breathing but did not increase overall practice time. The checklist also helped students maintain a balanced focus on key musical elements, preventing an overemphasis on sound production. However, the checklist did not significantly promote the use of metacognitive strategies, indicating a need for additional instructional support.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"53 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142849538","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

Trauma-sensitive teaching: Supporting refugee students through music education 对创伤敏感的教学：通过音乐教育支持难民学生

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-12-18 DOI: 10.1177/02557614241307698

Kelly Lin

引用次数: 0

Extension of the 3 × 2 achievement goal model to university concert band performance 将 3 × 2 成就目标模型扩展到大学音乐会乐队表演中

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-11-16 DOI: 10.1177/02557614241300164

Emily G Rossin

{"title":"Extension of the 3 × 2 achievement goal model to university concert band performance","authors":"Emily G Rossin","doi":"10.1177/02557614241300164","DOIUrl":"https://doi.org/10.1177/02557614241300164","url":null,"abstract":"The purpose of this study was to determine the extent to which the 3 × 2 achievement goal model describes the goal orientations of university band students in two performance contexts. Students ( N = 183) enrolled in four concert band ensembles at two universities completed a goal orientation questionnaire, once in reference to personal music performance goals and once in reference to music performance goals as members of their university concert bands. The questionnaire, translated from the sports domain for use with musicians, measured the six goal orientations of the 3 × 2 achievement goal model: task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance. Results of confirmatory factor analyses indicate satisfactory fit of the six-factor model in the personal and ensemble contexts. In both contexts, the 3 × 2 model demonstrates better fit to the university band student data than ten alternative models. The model also demonstrates construct reliability and validity. Discussion includes evaluation of model fit differences between performance contexts. Future study of musician’s goal orientations could benefit from participant-level analysis and further examination of performance context differences. Continued development of a 3 × 2 achievement goal model scale for musicians could further bolster goal orientation research in the music domain.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"75 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142642989","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

Mentoring in the context of music teacher education: A systematic review 音乐教师教育中的指导：系统回顾

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-11-12 DOI: 10.1177/02557614241297276

María José Hernández-Micó, Sara Domínguez-Lloria

引用次数: 0

Preservice music educators’ perceived self-efficacy in teaching students with disabilities following special education coursework: A comparative mixed-methods study 在特殊教育课程学习之后，职前音乐教育工作者在教授残疾学生方面的自我效能感：混合方法比较研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-11-06 DOI: 10.1177/02557614241297275

Rachel Grimsby

引用次数: 0

The use of video recordings in the formative assessment process of Taksims 在 "塔克西姆斯 "的形成性评估过程中使用视频录像

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-30 DOI: 10.1177/02557614241292361

Burcu Avcı Akbel

{"title":"The use of video recordings in the formative assessment process of Taksims","authors":"Burcu Avcı Akbel","doi":"10.1177/02557614241292361","DOIUrl":"https://doi.org/10.1177/02557614241292361","url":null,"abstract":"In this research, I aimed to evaluate the effectiveness of using video recordings in the process of formative assessment of taksims performed within the maqams covered in a Turkish music theory course. Taksim entails a performance aligned with the melodic movement features of a given maqam, adhering to its rules, yet allowing for improvised expression without a rhythmic structure. Maqam can be defined as the creation of musical phrases with a number of special rules by using certain sounds. Taksim studies are carried out in Turkish Music Conservatories, generally in the third and fourth grades, for the practice of the maqams taught in Turkish music theory courses. In this study, participating students recorded taksims in specific maqams. I, also as the instructor, reviewed the taksims performed in the video recordings and engaged in discussions with the students to clarify any ambiguous aspects. In my study, I employed observation, retrospective verbal protocol analysis, and interviews. I analyzed data using the content analysis approach on ATLAS.ti software. From my investigation, I deduced that analyzing videos during the formative assessment stage proved beneficial in identifying errors and enhancing skills such as error recognition, intonation, musicality, melody creation, motivation, and confidence.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"15 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555884","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

Creative musical activities in early childhood education: An analysis of teaching practices 幼儿教育中的创意音乐活动：教学实践分析

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-30 DOI: 10.1177/02557614241295740

Yolanda Trujillo Galea, Verónica Juárez Ramos

引用次数: 0

Guided listening as meaningful learning: A study of Israeli secular Jewish High School music programs 引导倾听是有意义的学习：以色列非宗教犹太高中音乐课程研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-10-29 DOI: 10.1177/02557614241292359

Sharon Lagon Rozenbaum, Atara Isaacson

{"title":"Guided listening as meaningful learning: A study of Israeli secular Jewish High School music programs","authors":"Sharon Lagon Rozenbaum, Atara Isaacson","doi":"10.1177/02557614241292359","DOIUrl":"https://doi.org/10.1177/02557614241292359","url":null,"abstract":"Guided listening is vital in music education, fostering self-expression, skill development, and academic achievement. Yet, its limited use in Israeli high schools creates a gap between its recognized value and practice. This mixed-method study examines guided listening integration in secular Jewish-Israeli high school music programs based on four philosophical and pedagogical approaches—esthetic, Praxial, active, and peer instruction—to understand teachers’ objectives, methodologies, implementation, and optimal learning environments. Data was collected from an online questionnaire, structured interviews, direct observations of Western Art Music History lessons, and the researcher’s reflective journal. Key findings: (1) teachers tend to use a repeated five-step teaching pattern (reviewing, lecturing, analyzing, listening while following a score, summarizing); (2) teachers usually do not write lesson plans with detailed, step-by-step guidelines; and (3) teachers use recommended guided listening approaches in a limited capacity, likely due to pressure from preparing students for exams, and the perception that such methods are not fully suitable for Israeli high school music students. The paper explores teachers’ challenges in adopting guided listening pedagogical methods while balancing curriculum demands and promoting inclusivity. It offers recommendations for policymakers and educators on professional development and curriculum revisions, emphasizing detailed lesson planning for effective learning outcomes.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"18 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142541372","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