International Journal of Music Education最新文献

Music teachers’ philosophical beliefs and the use of those beliefs in teaching and advocacy in the USA 美国音乐教师的哲学信仰及其在教学和倡导中的运用

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-05-19 DOI: 10.1177/02557614251339551

Julie Myung Ok Song

{"title":"Music teachers’ philosophical beliefs and the use of those beliefs in teaching and advocacy in the USA","authors":"Julie Myung Ok Song","doi":"10.1177/02557614251339551","DOIUrl":"https://doi.org/10.1177/02557614251339551","url":null,"abstract":"The purpose of the study was to examine music teachers’ philosophical beliefs, and their application of those beliefs to teaching and advocacy in the United States. I also explored the factors that might predict those beliefs and their application to teaching and advocacy. To measure music teachers’ philosophical beliefs, I developed the Philosophical Beliefs (Ph.B.) scale based on the foundational utilitarian, aesthetic, and praxial philosophical perspectives. Using the Ph.B. scale, I conducted a survey through the National Association for Music Education in the United States, and 527 music teachers responded to the survey. The results revealed that music teachers’ philosophical beliefs and their use of beliefs in teaching and advocacy varied among the philosophical perspectives. In particular, the aesthetic perspective was most favored as a philosophical belief by music educators but used the least in advocacy. More experienced music teachers had stronger philosophical beliefs and made more use of these beliefs in practice. I discuss how future work may extend the research in this paper to consider additional philosophical and ethical perspectives of music educators.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"85 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097087","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

‘ Belonging, Being and Becoming ’: Supporting preschooler’s identity development through Musicking “归属，存在和成为”：通过音乐支持学龄前儿童的身份发展

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-05-19 DOI: 10.1177/02557614251339549

Xiangyi Tao

{"title":"‘ Belonging, Being and Becoming ’: Supporting preschooler’s identity development through Musicking","authors":"Xiangyi Tao","doi":"10.1177/02557614251339549","DOIUrl":"https://doi.org/10.1177/02557614251339549","url":null,"abstract":"Focussing on the Australian early childhood sector, this study extends advocacy for supporting children’s identity development through music. The Australian Early Years Learning Framework (EYLF) advocates that educators honour children’s right to a fulfilling childhood alongside their capacity to navigate change and transitions. This value is encapsulated in the EYLF’s title, ‘Belonging, Being and Becoming’. Music is primarily discussed in Learning Outcome Five as a means of encouraging children to be confident and communicate effectively. This study utilised a 3-month practitioner enquiry at a long-day care centre. Participatory observations and arts-informed methods were employed to capture children’s voices and learning dispositions. Data analysis referred to the four areas of the identity concept proposed in the EYLF. The results highlight the value of ‘ Musicking ’ in fostering a sense of belonging, self-discovery and cultural appreciation. Music performances and co-creation have emerged as opportunities for children to express agency and celebrate individual identities. Pedagogical sensitivity and multi-modal experiences are proposed for opening up learning opportunities for young children.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"31 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097085","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

Preventing Musician’s Focal Dystonia: A guide for music educators 预防音乐家的局灶性肌张力障碍：音乐教育者指南

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-05-19 DOI: 10.1177/02557614251339548

Anna Détári, Eckart Altenmüller

{"title":"Preventing Musician’s Focal Dystonia: A guide for music educators","authors":"Anna Détári, Eckart Altenmüller","doi":"10.1177/02557614251339548","DOIUrl":"https://doi.org/10.1177/02557614251339548","url":null,"abstract":"Musician’s Focal Dystonia is a task-specific neurological movement disorder affecting the fine motor control of 1% to 2% of highly skilled musicians, often disrupting or even terminating professional musical careers. Given that recovery from the condition is time-consuming and not at all guaranteed, prevention is of high importance. The disorder develops as a result of a period of maladaptive learning, prompted and aggravated by a complex set of risk factors. While some of these, such as genetic predisposition, are immutable, others, such as practice organisation and strategies, general performance-related health and psychosocial factors within the learning environment, are malleable and can be positively influenced in educational settings. This implies that music educators can play a significant role in protecting future generations from acquiring Musician’s Focal Dystonia. Therefore, this article aims to provide music educators with clear information about the pathophysiology of the condition, the potential risk factors, and guidelines for practical preventative steps which can be implemented in individual and group instrumental teaching. We hope that this work is the start of collaborative work between clinicians, health professionals, music educators and the musicians themselves to work towards the common goal of reducing the cases of this disorder.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"131 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097084","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 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