International Journal of Music Education最新文献_第3页

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

Higher Education Piano Teachers’ Perspectives to Imagery: A Qualitative Study 高等教育钢琴教师意象观的质性研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-02-16 DOI: 10.1177/02557614251412638

Dorothy Li, Brad Merrick, Leon Rene de Bruin

{"title":"Higher Education Piano Teachers’ Perspectives to Imagery: A Qualitative Study","authors":"Dorothy Li, Brad Merrick, Leon Rene de Bruin","doi":"10.1177/02557614251412638","DOIUrl":"https://doi.org/10.1177/02557614251412638","url":null,"abstract":"Musicians often engage in imagery to improve their practice and performance, however, there are experiences that shape preferences and varying approaches to how they engage with imagery and how they may teach imagery. Mental practice and imagery research offers varied nomenclature that span motor-sensory adaptation, refinement, expressive lucidity and goal-orientation that point to self-regulatory concepts in music learning. Exploring what teachers may conceive imagery to be, how teachers formulate upon their early understandings of imagery and how they currently engage with imagery in impactful teaching practice from personal experience is an under-researched area of investigation. This phenomenological study investigated three higher education piano teachers’ use and approaches to imagery by analysing perceptions, attitudes and applications of imagery in teaching within a masters-level music performance course in Melbourne, Australia. Interpretive phenomenological analysis (IPA) revealed differing conceptions of imagery and how it is utilised as a pedagogical tool and the value teachers hold for engaging imagery as a means of approaching planning, performance and reflective practice. The findings highlight social and experiential underpinnings to how imagery is conceived and used as a pedagogy. The study offers implications to activation of imagination in imagery conceptions in applied learning experiences and usage in teaching practices.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"45 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146198732","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

Measuring the Status Quo: Western Art Music in Canadian Undergraduate Music Education Programs 衡量现状：加拿大本科音乐教育课程中的西方艺术音乐

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-02-14 DOI: 10.1177/02557614251393872

Lloyd McArton, Ran Jiang, adam patrick bell, Roger Mantie

引用次数: 0

Youth Well-being Through Choral Singing: Qualitative Study 青少年合唱幸福感：质性研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-02-03 DOI: 10.1177/02557614261418508

Jovana Blagojević, Katarina Habe

{"title":"Youth Well-being Through Choral Singing: Qualitative Study","authors":"Jovana Blagojević, Katarina Habe","doi":"10.1177/02557614261418508","DOIUrl":"https://doi.org/10.1177/02557614261418508","url":null,"abstract":"The potential of choral singing to support well-being is increasingly recognized, yet most studies focus on adults or clinical populations. Research examining healthy neurotypical youth choir singers is emerging, but few explore its impact on well-being outcomes. This qualitative study explored how choir participation impacts youth well-being, examining the experiences of Serbian youth choir singers, aged 15 to 24. Focus group interviews were conducted with 26 participants (7 males and 19 females), including members of school and extracurricular choirs, to address motivation for joining, perceived benefits and challenges associated with choir participation, and the role of conductors. Thematic analysis, guided by Self-Determination Theory (SDT) and PERMA well-being frameworks, revealed significant socio-emotional benefits from choir participation. Passion for singing, social connections, and musical skill development were the major motivators for joining. Participants consistently reported benefits, including increased positive emotions, reduced stress, greater confidence, improved social interaction, increased support, personal growth, and the conductor’s encouragement, which were central to their well-being. Challenges like performance anxiety, intergroup dynamics, and rehearsal intensity were observed. The findings highlight the multidimensional benefits of choral singing and its potential to enhance well-being among healthy youth.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"88 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146115674","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

Preparing to Teach with Music: Elementary Preservice Teachers’ Comfort and Perceptions in a Music Integration Course 准备用音乐教学：初级职前教师在音乐整合课程中的舒适和感知

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-01-13 DOI: 10.1177/02557614251412633

Jennifer L. Gee

{"title":"Preparing to Teach with Music: Elementary Preservice Teachers’ Comfort and Perceptions in a Music Integration Course","authors":"Jennifer L. Gee","doi":"10.1177/02557614251412633","DOIUrl":"https://doi.org/10.1177/02557614251412633","url":null,"abstract":"The purpose of this study was to investigate elementary preservice teachers’ comfort and perceptions of teaching music throughout their participation in a music integration course. Utilizing a repeated measures design, participants ( N = 112) completed three surveys measuring their conceptual understanding of music integration, anticipated classroom use, and comfort with specific musical and instructional activities. Results indicated statistically significant increases in participants’ comfort with singing alone, singing in small groups, integrating music into classroom instruction, and teaching other subjects. While initial perceptions of music integration often emphasized its subservient use, most participants reported strong intentions to integrate music regularly in future teaching. These findings reinforce the value of hands-on coursework in building preservice teacher comfort and emphasize the importance of equitable access to arts instruction. The study highlights the importance of embedding music integration into teacher preparation programs and suggests that reflective, experience-based instruction can build both pedagogical competence and commitment to music in the elementary classroom.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"29 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145955052","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

“I seldom see an Asian face”: Experiences of East Asian International Students in American Music Education Degree Programs “我很少看到亚洲人的面孔”：东亚留学生在美国音乐教育学位课程中的经历

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-01-12 DOI: 10.1177/02557614251412622

Xin Xie, Sarah Watts

{"title":"“I seldom see an Asian face”: Experiences of East Asian International Students in American Music Education Degree Programs","authors":"Xin Xie, Sarah Watts","doi":"10.1177/02557614251412622","DOIUrl":"https://doi.org/10.1177/02557614251412622","url":null,"abstract":"The internationalization of higher education has led to a growing number of international students, particularly from Asia, studying music-related programs in United States, yet little systematic exploration has revealed the experiences of these students and the challenges, successes, and intercultural understandings they must navigate to complete their education abroad. The purpose of this multiple case study was to explore the experiences of East Asian international students in American music education degree programs. The following questions guided this study: What are the experiences of East Asian international students in American music education programs? What differences in school/educational/social cultures are present and how are they navigated? The experiences of four Asian international students were examined through two rounds of in-depth, semi-structured interviews. Data sources for this study included interview transcripts as well as extra information gleaned through the member-checking process. Several themes emerged: navigating professional challenges, language barriers, lack of inclusivity and representation, and navigating cultural differences in educational and social contexts. These findings provide crucial insight for university faculty to foster more inclusive music education environments by emphasizing the importance of mentorship, cultural understanding, and supporting international students’ career development while also recognizing their valuable contributions to the university community.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"57 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145949860","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

Pedagogy of the Producer: DAWs, YouTube, and Music Education 制作人的教学法：DAWs， YouTube和音乐教育

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2026-01-09 DOI: 10.1177/02557614251407316

adam patrick bell, Joel Martinez, Fereidoon Tavassoli

引用次数: 0