International Journal of Music Education最新文献

An historic divide: Understanding conservatories and schools of music and their place in Australian higher education 历史性的分歧：了解音乐学院和音乐学校及其在澳大利亚高等教育中的地位

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-05-14 DOI: 10.1177/02557614251339547

Lauren McCormick

{"title":"An historic divide: Understanding conservatories and schools of music and their place in Australian higher education","authors":"Lauren McCormick","doi":"10.1177/02557614251339547","DOIUrl":"https://doi.org/10.1177/02557614251339547","url":null,"abstract":"This paper examines the impact that the differing structure of conservatories and schools of music has on the educational experiences of their students by using musical higher education in Australia as a case study. Preprofessional music education at the tertiary level is crucial for the seamless interaction between and integration of musicians operating across multiple regions in an industry that requires international cooperation and collaboration. This paper explores the historical origins of formalized music training (including both performance- and academic-based disciplines), the evolution of this education through conservatories and university schools of music, and the role that tertiary music education plays in preparing musicians for global success. The contrasting origins of conservatories and schools of music as educational institutions begets significant differences between the educational focuses, teaching methodologies, and structure of these institutions. These factors have strong implications on the type of music education a student should expect to receive; both what is taught and how it is taught is determined by these structural differences between conservatories and university schools. This paper also discusses how the unique strengths of conservatories and schools of music can cultivate a vibrant ecosystem where musical performers, writers, teachers, researchers, theorists, and scholars can thrive.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"232 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143979594","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 strategies and multimusicality in ear-learning tasks: An experimental pilot study 耳学习任务中的学习策略和多乐性：一项实验性先导研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-05-14 DOI: 10.1177/02557614251339552

Kayla Rush

{"title":"Learning strategies and multimusicality in ear-learning tasks: An experimental pilot study","authors":"Kayla Rush","doi":"10.1177/02557614251339552","DOIUrl":"https://doi.org/10.1177/02557614251339552","url":null,"abstract":"This article reports on a small-scale experimental pilot study examining instrumentalists’ techniques for aural learning of new melodies from various cultural traditions, with the goal of contributing to a contemporary understanding of multimusicality. It examines what strategies musicians employ to learn new melodies and whether these strategies vary when the musicians are asked to learn melodies from unfamiliar music-cultures. The study participants ( n = 12) were recruited from an arts department at a third-level institution in Ireland. Several were multimusical, with a high level of training and/or experience in two or more music-cultures. The article identifies three broad learning strategies deployed by study participants, which at times overlapped or were used simultaneously. These are named ‘segment-by-segment’, ‘joining-in’ and ‘chords-before-melody’. While learning strategies are based on experience and existing knowledge, genre and music-culture background proved to be poor indicators of the strategies deployed in the experimental task. Participants applied the same learning toolkit to both familiar and unfamiliar musics, but individual strategies differed based on a number of parameters. The findings raise interesting questions about multimusicality, and they suggest further research is needed to more fully explore these questions.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"114 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143979595","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 musical actions of mobile youth 流动青年的音乐行动

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-04-17 DOI: 10.1177/02557614251331675

Gabriela Ocádiz

引用次数: 0

Comprehensive Musicianship through Performance (CMP) model in choir ensemble: Perspective form choirmasters in Klang Valley, Malaysia 合唱团中的 "通过表演培养综合音乐素养"（CMP）模式：马来西亚巴生谷合唱团团长的视角

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-04-12 DOI: 10.1177/02557614251333525

Queen Nie Liaw, Wen Fen Beh, Feng-Hsu Lee

{"title":"Comprehensive Musicianship through Performance (CMP) model in choir ensemble: Perspective form choirmasters in Klang Valley, Malaysia","authors":"Queen Nie Liaw, Wen Fen Beh, Feng-Hsu Lee","doi":"10.1177/02557614251333525","DOIUrl":"https://doi.org/10.1177/02557614251333525","url":null,"abstract":"Choir ensembles have been influential in shaping the esteemed culture of schools in recent decades. Despite this, choirmasters frequently place a significant emphasis on technical proficiency, considering it a key determinant of the choir’s learning rather than creating a thorough curriculum that covers all facets of comprehending music. In response, the current study aims to ascertain the criteria used by choirmasters for assessing music selection and analysing compositions, learning outcomes and uncovering strategies and assessments to determine alignment with the Comprehensive Musicianship through Performance (CMP) model, which integrates performing with understanding. Qualitative data was collected through semi-structured interviews conducted via Zoom with eight choirmasters. The results revealed that choirmasters’ teaching plan aligned with L. Sindberg’s (2012) CMP model. Choirmasters prioritise choirs’ vocal background when selecting compositions and emphasise understanding the meaning and appropriateness of the text during composition analysis. They highlight cognitive outcomes by fostering a profound grasp of the pieces and use creative and interactive teaching strategies. Assessment plays a crucial role in evaluating choir members’ musicianship skill, monitoring progress and achieving learning objectives. While CMP model provides a strong foundation, ongoing research aims to refine and expand it to ensure continued relevance in the evolving needs of music ensemble.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"5 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822770","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

Expanding the music circle through networked improvisation in an inclusive ensemble 在一个包容性的合奏中通过网络即兴演奏扩大音乐圈

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-04-01 DOI: 10.1177/02557614251329445

Ellen Waterman, Erin Parkes, Geneviève Cimon, Jesse Stewart

{"title":"Expanding the music circle through networked improvisation in an inclusive ensemble","authors":"Ellen Waterman, Erin Parkes, Geneviève Cimon, Jesse Stewart","doi":"10.1177/02557614251329445","DOIUrl":"https://doi.org/10.1177/02557614251329445","url":null,"abstract":"People with disabilities are confronted with many barriers to participation in inclusive music making, including but not limited to challenges accessing appropriately adapted program curricula and pedagogical approaches. This article reports on a partnered research project ‘Expanding the Music Circle’ that brought professional orchestra musicians, special music educators and adults with profound disabilities together to make improvised music online via Zoom. The authors, experts in improvisation pedagogy and special music education, designed and delivered a curriculum aimed at facilitating an inclusive ensemble experience for all participants. Following a modified Participatory Action Research (PAR) methodology, the study comprised 16 facilitated improvisation sessions for adults with disabilities, with observation and feedback by orchestra musicians and special music educators. Subsequently, the three participant groups were formed into integrated ensembles for eight additional sessions. Data, analysed through thematic coding, includes participant observation, videoed Zoom calls, journals, focus groups and interviews. Results include positive feelings of community in the integrated ensemble, mixed experiences making music using networked, online technology and the value of using accessible and adaptable improvisation in a mixed abilities ensemble, especially when presented with some predictability and structure.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"19 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143757731","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

How much is too much? Effects of unexpressive, expressive, and overly-expressive conducting on ensemble expressivity ratings 多少才算太多？缺乏表现力、表现力和过度表现力的指挥对整体表现力评分的影响

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-03-26 DOI: 10.1177/02557614251328171

Brian Silvey, D Gregory Springer, Amanda Greenbacker-Mitchell, Collin Clark, Nicholas Doshier, Andrew Dubbert

引用次数: 0

The problem of secondary school music enrolments: Tensions between relevance, engagement and improving musical skills and knowledge 中学音乐入学的问题：相关性、参与性和提高音乐技能和知识之间的紧张关系

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-03-26 DOI: 10.1177/02557614251327001

Michael Newton, Renee Crawford, Jane Southcott

{"title":"The problem of secondary school music enrolments: Tensions between relevance, engagement and improving musical skills and knowledge","authors":"Michael Newton, Renee Crawford, Jane Southcott","doi":"10.1177/02557614251327001","DOIUrl":"https://doi.org/10.1177/02557614251327001","url":null,"abstract":"Global educational constructs affect students’ valuing of school music and continuation in music education beyond compulsory education. This United Kingdom-based study sought to understand the primary influences on students’ music education enrolment decisions after their compulsory years of schooling. Using mixed-methods research we investigated 346 Year 9 (compulsory) and Year 10 (post-compulsory) students’ perceptions of music education through questionnaires and focus-groups. The findings highlight the differing importance attributed by students to school music and music in general. Students commonly expressed a de-valuing of school music, citing a disparity between classroom music and their personal preferences and experiences. Students electively enrolled in music recognised school music’s role in developing their music knowledge and understanding. Enjoyment and musical learning emerged as primary benefits of music education, yet school music lacked perceived positive impact in their lives. Music education should better align with students’ interests, preferences and experiences beyond school to foster engagement and participation.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"35 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712996","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

A structural equation model of preschool teacher candidates’ self-efficacy beliefs for music teaching: The role of academic and preschool teaching self-efficacy 幼儿教师候选人音乐教学自我效能感信念的结构方程模型：学术与幼儿教学自我效能感的作用

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-03-26 DOI: 10.1177/02557614251329629

Çağrı Şen

{"title":"A structural equation model of preschool teacher candidates’ self-efficacy beliefs for music teaching: The role of academic and preschool teaching self-efficacy","authors":"Çağrı Şen","doi":"10.1177/02557614251329629","DOIUrl":"https://doi.org/10.1177/02557614251329629","url":null,"abstract":"This study sought to explore the interrelationships between preschool teacher candidates’ self-efficacy in music teaching, their academic self-efficacy and their self-efficacy in preschool teaching. A review of the relevant literature was conducted, and Structural Equation Modeling was used to examine the relationships between variables. The study sample comprised 425 preschool teacher candidates. The findings indicated that academic self-efficacy significantly and positively predicted both preschool teaching self-efficacy and music teaching self-efficacy. Additionally, preschool teaching self-efficacy emerged as a significant positive predictor of music teaching self-efficacy. Notably, preschool teaching self-efficacy was identified as the strongest predictor of music teaching self-efficacy. Furthermore, preschool teaching self-efficacy was found to mediate the relationship between academic self-efficacy and music teaching self-efficacy. Theoretical implications suggest that the music teaching self-efficacy beliefs of preschool teacher candidates, who are also responsible for providing music education, are positively related to their academic self-efficacy and preschool teaching self-efficacy. However, further research is needed that addresses other variables with the potential to predict music teaching self-efficacy.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"94 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712995","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

Does length of training period impact the effectiveness of reciprocal peer teaching in university group piano students? 训练时间长短是否影响大学钢琴团体学生对等教学的效果？

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-03-04 DOI: 10.1177/02557614251323665

Jinnan Liu, David J Saccardi

{"title":"Does length of training period impact the effectiveness of reciprocal peer teaching in university group piano students?","authors":"Jinnan Liu, David J Saccardi","doi":"10.1177/02557614251323665","DOIUrl":"https://doi.org/10.1177/02557614251323665","url":null,"abstract":"Reciprocal peer teaching (RPT) is an instructional strategy rooted in collaborative learning principles, wherein students take on the roles of both tutor and tutee. It has been examined in several music education contexts, including elementary, secondary, and university ensembles; however, group piano has yet to be examined. The purpose of this study was to determine what effects there were, if any, between the duration of training for RPT tutors and achievement on four piano performance skills: repertoire, sight-reading, harmonization, and transposition. Thirty-three non-piano music majors completed pretesting and engaged in 2 to 6 days of RPT training, followed by 8 weeks of RPT interactions in their group piano class, after which a posttest was administered. Results from four separate Kruskal Wallis H tests found significant differences between groups for all areas of assessment. Post hoc testing determined that the 4-day training group scored significantly higher on the repertoire, harmonization, and sight-reading tasks, and the 6-day training group scored significantly higher in sight-reading and transposition tasks; however, the limited sample size should caution broad interpretation. Further analysis determined that the results of all tests were correlated with one another, suggesting that as the facility in one assessed skill increases, so do others. Implications for RPT tutor training and group piano teachers are discussed.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"3 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143546469","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

Oboe educators’ perspectives on playing-related injury, Part II: Barriers, solutions, and teaching practices 双簧管教育者对演奏相关损伤的看法，第二部分：障碍、解决方案和教学实践

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-02-27 DOI: 10.1177/02557614251320689

Heather M Macdonald, Christine Guptill

{"title":"Oboe educators’ perspectives on playing-related injury, Part II: Barriers, solutions, and teaching practices","authors":"Heather M Macdonald, Christine Guptill","doi":"10.1177/02557614251320689","DOIUrl":"https://doi.org/10.1177/02557614251320689","url":null,"abstract":"Music educators are uniquely positioned to promote student playing-related health, yet little is known about their current approach to student wellness. This article aimed to identify barriers and solutions to musician health promotion and to document studio music instructors’ approaches to wellness topics with students. Using a qualitative description approach, in-depth interviews with 10 oboe teachers (7 male, 3 female, 5 with personal history of injury) documented perceptions and practices surrounding playing-related injury (PRI). Participants identified several barriers to help-seeking behaviors among musicians, including shame, stigma, discrimination, heavy course loads, and abuse. Proposed solutions for these barriers included self-care, accessible resources, vulnerability, empathy, positive framing, and institutional support for wellness initiatives. Participants’ teaching practices emphasized adaptable lesson plans, cultivating independence and efficiency, and positive framing. With injured students, they described referring to medical professionals, encouraging physical activity, emphasizing posture and alignment, recommending instrument modifications and supports, making sure that reeds and instrument are functioning well, and incorporating rest into lesson and practice plans. Participants demonstrated a nuanced understanding of how best to approach musicians’ wellness topics with students (e.g. positive framing, vulnerability, empathy, emphasizing efficiency). Educational wellness initiatives could achieve greater efficacy through direct consultation and collaboration with teachers.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"49 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528319","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