International Journal of Music Education最新文献

High school music teachers’ attitudes and practices regarding culturally responsive teaching in musical theatre production

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-01-23 DOI: 10.1177/02557614241313392

Apinporn Chaiwanichsiri

{"title":"High school music teachers’ attitudes and practices regarding culturally responsive teaching in musical theatre production","authors":"Apinporn Chaiwanichsiri","doi":"10.1177/02557614241313392","DOIUrl":"https://doi.org/10.1177/02557614241313392","url":null,"abstract":"Cultural awareness is crucial in fostering inclusive and authentically representative musical theatre productions in today’s diverse educational landscape. I designed this study to examine U.S. music teachers’ attitudes, perspectives, and the integration of strategies related to culturally responsive teaching (CRT) into their high school musical theatre productions, including the challenges they encounter and their suggestions. Analysis of responses to the electronic survey ( N = 119) indicated a strong emphasis on integrating cultural awareness across various stages of musical production, aligning with Gay’s five essential elements for CRT implementation. Teachers prioritized selecting culturally valid musicals that were responsive to students’ skills and diverse backgrounds while fostering cultural appreciation. Despite challenges such as finding culture bearers and accessing some culturally diverse materials, they did curate culturally accurate and relevant materials to deepen students’ cultural understanding, guiding them in interpreting and performing musical songs using appropriate diverse vocal styles in a healthy manner. Establishing a safe space where students felt acknowledged and could freely discuss, share, lead, and collaborate was integral to these efforts. Ultimately, these practices aimed to cultivate students’ respect for their own and other cultures, promote diversity, inclusivity, and enhance the overall quality of the musical presentation.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"112 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026625","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

Online curriculum marketplaces and music education: A critical analysis of music activities on TeachersPayTeachers.com 在线课程市场和音乐教育：对TeachersPayTeachers.com上音乐活动的批判性分析

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-01-04 DOI: 10.1177/02557614241307242

Emmett J O’Leary, Julie K Bannerman

{"title":"Online curriculum marketplaces and music education: A critical analysis of music activities on TeachersPayTeachers.com","authors":"Emmett J O’Leary, Julie K Bannerman","doi":"10.1177/02557614241307242","DOIUrl":"https://doi.org/10.1177/02557614241307242","url":null,"abstract":"TeachersPayTeachers.com is an online marketplace where sellers offer learning activities, lesson plans, decorations, and related materials for use in school classrooms. The marketplace includes thousands of music education materials that are used by teachers throughout the United States. The purpose of this study was to explore the content of what is sold, who is selling materials on the platform, and the quality of the music activities. Our analysis of the 500 most-rated music items indicates that sellers are primarily marketing activities, classroom materials, and decorations on the platform. Despite listings from 91 different sellers, a small number of active “teacherpreneurs” were responsible for most of the materials. Our analysis of the quality of the top 50 activities shows that materials are generally aesthetically pleasing and clear in purpose, yet may may not promote authentic pedagogical practices in music education. The scope of resources available combined with the level of adoption shows that this platform has the potential to elevate worksheets and notational activities to the same level as meaningful musical engagements. We discuss findings in relation to curriculum development, teacher agency, and the potential for TpT and similar platforms to impact how music educators curate curriculum resources for use in their classrooms.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"24 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142925123","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 integration of musical contents in the classroom of the second cycle of early childhood education 幼儿教育第二阶段课堂音乐内容的整合

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-12-27 DOI: 10.1177/02557614241309641

Oliver Curbelo-González, Paula Hernández-Dionis, Cristina Martín Sanz, David Pérez-Jorge

{"title":"The integration of musical contents in the classroom of the second cycle of early childhood education","authors":"Oliver Curbelo-González, Paula Hernández-Dionis, Cristina Martín Sanz, David Pérez-Jorge","doi":"10.1177/02557614241309641","DOIUrl":"https://doi.org/10.1177/02557614241309641","url":null,"abstract":"Numerous studies have demonstrated the substantial advantages of integrating music education into the overall development of students, particularly in early childhood education. This integration allows for combining music education with various curriculum areas, utilizing its playful and motivating nature as a practical methodological tool for developing a wide range of skills. This study examines the implementation of music education in the second cycle of early childhood education in the Autonomous Community of the Canary Islands, analyzing practices in 82 educational centers. The findings reveal that specialized music teachers are responsible for teaching this content in almost half of the centers, with variations in the frequency of teaching specific specialized topics, with musical instruments being the most common. The study emphasizes the significance of incorporating musical activities involving voice and body in early childhood education, highlighting the importance of fostering auditory perception and using musical instruments to achieve a comprehensive and well-rounded integration in the curriculum.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"39 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142887351","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

Teaching artists or live performers? Early careers after a Jazz Master’s graduation in French-speaking Switzerland 教授艺术家还是现场表演者？在瑞士法语区获得爵士硕士学位后的早期职业生涯

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 《练习清单》对大学非音乐专业学生参加“短箫”（韩国传统管乐器）初级课程的演奏成绩、练习时间、重点练习区域和练习策略的影响

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