International Journal of Music Education最新文献_第2页

Subject Music Teachers’ Leisure-Time Musical Engagement and Views on Music Listening in Croatian Primary School Music Culture Lessons 克罗埃西亚小学音乐文化课主题音乐教师业余音乐参与与音乐聆听观

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-05-27 DOI: 10.1177/02557614261452910

Vesna Svalina

{"title":"Subject Music Teachers’ Leisure-Time Musical Engagement and Views on Music Listening in Croatian Primary School Music Culture Lessons","authors":"Vesna Svalina","doi":"10.1177/02557614261452910","DOIUrl":"https://doi.org/10.1177/02557614261452910","url":null,"abstract":"This study examined how subject music teachers in Croatian primary schools perceive the role of listening in Music Culture lessons, and how these views are related to their own musical engagement in leisure time. A cross-sectional survey of 132 teachers used a self-report questionnaire on background variables, frequency of leisure-time musical activities and attitudes towards the necessity, status, and repertoire of classroom listening. Descriptive statistics and Mann–Whitney U tests were applied. Teachers strongly endorsed both singing and listening as necessary classroom activities, but generally favoured a balanced model in which listening is placed on an equal footing with other activities. They supported stylistically diverse listening while still assigning a somewhat privileged role to classical music. Significant associations linked teachers’ leisure listening habits with pedagogical attitudes: frequent classical listeners tended to prioritise classical repertoire and the status of listening, whereas those who often listened to popular and traditional music more strongly supported stylistic diversity. The findings highlight the need for teacher education and professional development to address not only curricular expectations but also teachers’ musical identities and their influence on classroom listening practices.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"59 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148289719","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

Envisioning Orff and Kodály Today: A Century of Possibilities Seized and Missed in Culturally Diverse Music Education 展望奥尔夫和Kodály今天：一个世纪的可能性抓住和错过了文化多样化的音乐教育

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-05-15 DOI: 10.1177/02557614261443628

Huib Schippers, Patricia Shehan Campbell

{"title":"Envisioning Orff and Kodály Today: A Century of Possibilities Seized and Missed in Culturally Diverse Music Education","authors":"Huib Schippers, Patricia Shehan Campbell","doi":"10.1177/02557614261443628","DOIUrl":"https://doi.org/10.1177/02557614261443628","url":null,"abstract":"What would have been the work of Orff and Kodály if they had been surrounded by the sounds of children deeply engaged in West African ewe drumming and dancing, Indonesian gamelan, Caribbean calypso, Turkish aşık songs, and Saami yoiking? If Orff could have handed over his smart phone to Kodály and said: “Listen to the incredible interlocking patterns in this children’s song from Burundi, the microtones in this Indian raga, the harmonies of this isicathamiya choir from South Africa, the circular breathing that supports the sound of the Australian Indigenous didgeridoo. Imagine our children, in Germany and Hungary, and anywhere in the world, working with these musical sounds and ideas!” Using two theoretical frameworks and this slightly unconventional setting, two senior music education scholars who have been active in projects and advocacy for including musical sounds, concepts and pedagogies from different cultures for over four decades trace the history of cultural diversity over the past 100 years as a sequence of opportunities seized and/or missed, reflecting on the significance of each for the two frameworks, and the implications for music education in the second quarter of the 21st century.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"69 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285598","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

Experienced P-12 Music Teachers’ Evolving Approaches to Classroom Management 经验丰富的P-12音乐教师课堂管理方法的演变

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-05-13 DOI: 10.1177/02557614261449581

Colleen Conway, Sean Grier, Daniel Taylor, Tiffanie D. Waldron

{"title":"Experienced P-12 Music Teachers’ Evolving Approaches to Classroom Management","authors":"Colleen Conway, Sean Grier, Daniel Taylor, Tiffanie D. Waldron","doi":"10.1177/02557614261449581","DOIUrl":"https://doi.org/10.1177/02557614261449581","url":null,"abstract":"This qualitative study examines how experienced P-12 music teachers’ classroom management has evolved over two decades, shaped by trauma-informed and culturally responsive pedagogies. Earlier music education research often promoted rigid rules and punitive responses, frequently without cultural or contextual sensitivity. Recent scholarship instead emphasizes relational pedagogies grounded in students’ identities, lived experiences, and sociocultural contexts, reframing classroom management. Using secondary analysis of a longitudinal study of nine music teachers with more than 20 years’ experience, plus new interviews with six participants, we explored how professional development in relational, trauma-informed, and culturally responsive practices influenced beliefs and teaching. Findings show veteran teachers moving from compliance-driven management toward adaptive, empathetic, student-centered approaches. They prioritize caring relationships, affirming identities, and creating safe, respectful environments. Teachers also reported adjusting expectations to account for individual backgrounds and trauma, recognizing student well-being as foundational to learning. Ongoing challenges include meeting diverse needs in large ensembles and balancing curricular demands with accommodations. Teachers’ reflections highlight the need for continuing professional development focused on context-specific relational pedagogies. The study recommends targeted support for music educators at all career stages and calls for further research on how teacher education addresses these approaches and intersectional classroom relationships.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"70 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285599","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

Preservice Music Teachers’ Experiences in an Online Teaching Internship: A Qualitative Case Study 职前音乐教师在线教学实习经验：质性个案研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-05-07 DOI: 10.1177/02557614261447918

Delicia Mandy Nugroho, Michele Biasutti

{"title":"Preservice Music Teachers’ Experiences in an Online Teaching Internship: A Qualitative Case Study","authors":"Delicia Mandy Nugroho, Michele Biasutti","doi":"10.1177/02557614261447918","DOIUrl":"https://doi.org/10.1177/02557614261447918","url":null,"abstract":"The study investigated the online music teaching internship process from the perspectives of preservice music teachers (PMTs) and their mentors. A descriptive case study design based on semi-structured interviews, weekly journals, and lesson plans was used to collect data from PMTs and their mentors. Findings highlighted that PMTs learned to bridge theory and practice, navigate technological challenges, and maintain student engagement while teaching music online. They experienced a shift from task-oriented to student-oriented perspectives, learning how to apply learner-centred methods, resulting in personal growth (confidence, creativity, and innovation) and enhanced teaching proficiency (time and class management). During virtual mentoring, PMTs had mixed experiences, which led to occasional miscommunication with their mentors, prompting the need to have constant discussions. The mentors emphasised that their primary role was to provide emotional support, feedback, and revisions while encouraging PMTs to independently engage with the course content and materials through self-directed research. They thought that the internship experience enabled PMTs to take more risks and be creative and innovative. This process strengthened their sense of identity and enhanced their awareness of the music teacher’s role through improved self-reflection and self-evaluation.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"11 10 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285696","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 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