International Journal of Music Education最新文献

From Contextual Diversity to Theoretical Patterns: A Concept Analysis of Care in Music Education 从语境多样性到理论模式：音乐教育关怀的概念分析

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-04-24 DOI: 10.1177/02557614261441347

Xiangming Zhang, Elin Angelo, Ronald Kibirige

{"title":"From Contextual Diversity to Theoretical Patterns: A Concept Analysis of Care in Music Education","authors":"Xiangming Zhang, Elin Angelo, Ronald Kibirige","doi":"10.1177/02557614261441347","DOIUrl":"https://doi.org/10.1177/02557614261441347","url":null,"abstract":"Care has become increasingly recognised as fundamental to ethical music education practice, yet the concept encompasses diverse theoretical approaches reflecting varied contextual needs and scholarly traditions. While this diversity highlights the complexity of care, it can present challenges for operationalising concepts in empirical research. This study addresses the need for heuristic clarity by identifying theoretical patterns across care scholarship in music education. Using Walker and Avant’s concept analysis methodology, this study analysed 33 peer-reviewed sources published between 2000 and 2024, identified through systematic searches of four electronic databases. Data were analysed through collaborative coding and consensus analysis, thereby establishing defining attributes, antecedents, and consequences. Specifically, five interdependent attributes were identified: Relational Attentiveness, Responsive Reciprocity, Vulnerable Competence, Empathetic Compassion, and Transformative Responsibility. Key antecedents enabling care include educator ethical preparedness, recognition of student vulnerability, and supportive institutional contexts, while consequences encompass transformative outcomes for student well-being, agency, and musical engagement alongside enhanced teacher fulfilment. This study establishes care as a sophisticated and multidimensional practice requiring developed skill, critical awareness, and contextual navigation. The proposed framework offers a systematic perspective designed to complement, rather than replace, existing contextual approaches to understanding care in music education.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"29 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147744031","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

From Heritage to Classroom: Culture-Bearer Pedagogical Identity Formation in Preservice Elementary Music Education 从遗产到课堂：职前小学音乐教育文化承载型教学身份的形成

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-04-18 DOI: 10.1177/02557614261441344

Julius Kyakuwa

{"title":"From Heritage to Classroom: Culture-Bearer Pedagogical Identity Formation in Preservice Elementary Music Education","authors":"Julius Kyakuwa","doi":"10.1177/02557614261441344","DOIUrl":"https://doi.org/10.1177/02557614261441344","url":null,"abstract":"This qualitative case study explores how culture-bearer pedagogical identities develop in preservice elementary music education. Focussing on two preservice teachers of Cajun heritage, the study examines how they situate themselves as culture-bearers and how this positioning influences their pedagogical identity formation. Data were gathered through interviews, classroom observations, and reflective journals. These sources were analysed thematically to identify the processes and activities that supported culture-bearer pedagogical identity development and the ways these experiences shaped their perceived proficiency in culturally responsive and diverse music teaching. Findings reveal that engaging as culture-bearers enhanced the teachers’ confidence, informed instructional decision-making, and fostered culturally responsive learning environments. The study also highlights challenges, including balancing curriculum mandates with heritage-based approaches. Implications for music teacher education include the value of supporting preservice teachers in integrating their cultural heritage into practice to enrich students’ musical experiences, strengthen teacher identity formation, and position culture-bearing as a pedagogical asset in music education that affirms diversity.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"53 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708619","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

Frederick’s Story: A Portrait of an Adult Amateur Musician 弗雷德里克的故事：一个成年业余音乐家的肖像

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-04-18 DOI: 10.1177/02557614261443627

Andrew Goodrich

{"title":"Frederick’s Story: A Portrait of an Adult Amateur Musician","authors":"Andrew Goodrich","doi":"10.1177/02557614261443627","DOIUrl":"https://doi.org/10.1177/02557614261443627","url":null,"abstract":"The purpose of this study was to explore why an amateur musician decided to begin playing the flute as an adult, their motivation for devoting their leisure time to music making, and their musical identity. Serious leisure theory served as the theoretical framework for this study. Research questions that guided this study included: (1) Why did the participant begin music making in adulthood? (2) What motivated the participant to continue music making as an adult? (3) What is the participant’s identity as a musician within the professional-amateur-public (PAP) spectrum? Using a narrative research design, I collected data over a 16-month period that included interviews, informal conversations, and observations of the participant during a weeklong summer music festival. A system of coding helped to organize data, and two themes developed during analysis: (1) becoming a musician and (2) professional(ism). Findings from this study indicate that motivation played an important role in the participant’s musical journey and aided with sustained engagement in music making. The identity between amateur and professional musician intersected for the participant, who demonstrated professional-level standards with commitment, knowledge, and performance levels, but did not earn a living playing the flute.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"65 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708617","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

CORRIGENDUM to “Proposing a Tripartite Evaluation System of Musical Creativity in the Educational Context: Integrating Cognitive, Personality, and Environmental Dimensions” “在教育背景下提出音乐创造力的三方评估体系：整合认知，个性和环境维度”的勘误表

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-04-16 DOI: 10.1177/02557614261444434

引用次数: 0

Adapting the Sounds of Intent Framework in Bolivia: Assessing Musical Growth Across Ability and Culture 在玻利维亚调整意图框架的声音：评估跨能力和文化的音乐成长

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-03-24 DOI: 10.1177/02557614261428084

Amalia Allan, Adam Ockelford, Graham F. Welch

{"title":"Adapting the Sounds of Intent Framework in Bolivia: Assessing Musical Growth Across Ability and Culture","authors":"Amalia Allan, Adam Ockelford, Graham F. Welch","doi":"10.1177/02557614261428084","DOIUrl":"https://doi.org/10.1177/02557614261428084","url":null,"abstract":"This study examined the musical development and lived experiences of four children with exceptionalities. It took place in a children’s home ( hogar ) in Bolivia—a residential care setting for children with exceptionalities—through their participation in a Christmas-themed performance. Guided by a transformative approach, the researchers aimed to promote inclusion while amplifying the voices of marginalized children. Data sources included video recordings and field notes. The Sounds of Intent framework was used to gauge musical engagement across rehearsals and the final performance. Findings revealed individualized and collective growth in interactive musical responses, some of which might have gone unnoticed with observation notes alone. A powerful moment of collective interactive engagement occurred during the final performance, adding to the evidence base for the social benefits of collaborative music-making for people with diverse abilities and needs. Also, interview responses indicated participants’ positive emotional experiences, supporting the use of accessible resources to facilitate expressive communication. Overall, this study evidenced the use of participatory, child-centered strategies to impact the musical and social development of people with diverse abilities, including in underrepresented cultural contexts.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"17 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507847","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

Interrogating the Talent Pipeline: A Bourdieusian Analysis of State-School Educated Students’ Trajectories into UK Music Conservatoires 质疑人才管道：公立学校教育学生进入英国音乐学院轨迹的布尔迪厄分析

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-03-21 DOI: 10.1177/02557614261430525

Scott Caizley

{"title":"Interrogating the Talent Pipeline: A Bourdieusian Analysis of State-School Educated Students’ Trajectories into UK Music Conservatoires","authors":"Scott Caizley","doi":"10.1177/02557614261430525","DOIUrl":"https://doi.org/10.1177/02557614261430525","url":null,"abstract":"The UK conservatoire sector remains heavily oversubscribed with privately educated and socioeconomically advantaged students. This study examines the lived experiences of state-schooled students navigating pathways to music conservatoires, framed by Bourdieu’s concepts of habitus, capital and field. Through qualitative interviews with 21 alumni from state school backgrounds, this study examines how the middle-class norms and values embedded in classical music education perpetuate exclusionary practices. Despite financial precarity, imposter syndrome and systemic biases, participants in this study demonstrate resilience and adaptive agency. By amplifying marginalised voices, the research critiques the conservatoire talent pipeline, exposing the symbolic violence embedded in institutional structures. It argues that ‘elite but not elitist’ rhetoric masks deep rooted hierarchies and calls for transformative reforms across the sector. In doing so, the study generates valuable new insights into cultural reproduction, specifically for those pursuing classical music training and makes a significant contribution to conservatoire research.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"25 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147495274","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

Studio Music Teachers’ Perceptions Towards Community Music Participation and Its Influence on Their Teaching Approaches 工作室音乐教师对社区音乐参与的认知及其对教学方法的影响

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-03-21 DOI: 10.1177/02557614261430489

Wong Li Qing Valerie, Julie Ballantyne

引用次数: 0

Interpellation Through Interpolation: Informal Learning and Non-Formal Teaching as Catalysts for Shifts in Ideological Positionings 通过插值的质询：非正式学习和非正式教学作为思想定位转变的催化剂

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-03-11 DOI: 10.1177/02557614261428079

Edmond Gubbins

{"title":"Interpellation Through Interpolation: Informal Learning and Non-Formal Teaching as Catalysts for Shifts in Ideological Positionings","authors":"Edmond Gubbins","doi":"10.1177/02557614261428079","DOIUrl":"https://doi.org/10.1177/02557614261428079","url":null,"abstract":"Primary music education teaching and learning practices are significantly influenced by the ideological positionality of teachers, including what it means to be ‘musical’ and what is valued within the music lesson. Uniquely framed through the concept of Althusser’s interpellation, this paper traces the shifts in ideological perspectives of Irish primary generalist teachers regarding their understandings of musicality, and in particular, the notion of musicality as ‘giftedness’. Using Participatory Case Study Research, this study derives data from generalist primary teachers ( n = 3) and students ( n = 137) in the Republic of Ireland across a range of different schools who utilised Musical Futures approaches over the course of a school term. The findings illustrate how engagement in such informal and non-formal teaching and learning pedagogies vis-à-vis Musical Futures approaches acted as a catalyst for the reappraisal of embedded musical beliefs within the primary music classroom, thereby positioning such approaches as a means to address hegemonic structures within primary music education. As teachers confront these ideological assumptions, the paper’s findings shed light on how these shifts have implications for practice within generalist education in the music classroom.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"7 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393295","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

Knowledge, Music Education, and Equity: Finding Curricular Coherence for Musical Diversity 知识、音乐教育与公平：寻找音乐多样性的课程连贯性

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-03-11 DOI: 10.1177/02557614261428882

Mandy Carver

引用次数: 0

Expressiveness in Choral Conducting: Key Insights and Approaches from Expert Conductors 合唱指挥中的表现力：来自专家指挥的关键见解和方法

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-02-16 DOI: 10.1177/02557614261420617

Ana Val-Claraco, Oscar Casanova

{"title":"Expressiveness in Choral Conducting: Key Insights and Approaches from Expert Conductors","authors":"Ana Val-Claraco, Oscar Casanova","doi":"10.1177/02557614261420617","DOIUrl":"https://doi.org/10.1177/02557614261420617","url":null,"abstract":"Choral rehearsal can be considered a teaching-learning space where conductor partially adopts the role of a teacher. To achieve the desired aim, the conductors must possess numerous skills. In choral conducting expressiveness is one of the key elements to consider. Using a qualitative methodology based on semi-structured interviews with six expert conductors, strategies and tools to enhance expressiveness during rehearsals with amateur choirs of different levels were identified. The analysis suggests that clear and effective communication, including verbal and non-verbal elements, is essential to establish a musical and emotional connection between choir and conductor. The need to adapt expressive gestures to the musical context, the choir’s level, and the phases of rehearsal is emphasized. These insights may provide insight into the importance of providing conductors with training that integrates conducting technique, expressivity, and communication. It also emphasizes the need for observation and self-analysis to enrich conducting practices. Without generalizable conclusions, the study contributes to understanding that expressiveness and communication should be considered as part of conductor training to improve rehearsal dynamics and enhance musical performance. Based on the insights and experiences of the conductors, effective choral conducting requires combining technique, expressiveness, and empathetic leadership to achieve more engaging interpretations.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"16 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146198731","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