International Journal of Music Education最新文献_第4页

Perspectives of international teaching assistants on working in music disciplines in American higher education 国际助教对在美国高等教育音乐学科工作的看法

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-08-01 DOI: 10.1177/02557614241268168

Siyu Tian

{"title":"Perspectives of international teaching assistants on working in music disciplines in American higher education","authors":"Siyu Tian","doi":"10.1177/02557614241268168","DOIUrl":"https://doi.org/10.1177/02557614241268168","url":null,"abstract":"Previous researchers have identified the barriers faced by international teaching assistants (ITAs), yet few studies have specifically explored these barriers within music disciplines. Teaching assistants at American universities often encounter linguistic and sociocultural challenges, while those working in music schools may face additional obstacles due to the unique nature of the subject. The qualitative research method was used to conduct semi-structured interviews with five individuals who currently were or who had been teaching assistants in music departments of colleges and universities. This study explored the challenges faced by international teaching assistants in terms of communication, language and cultural barriers, differences in teaching methods, and difficulties in balancing learning and teaching. Tutor support became an important resource, but the support resources available varied from university to university. The result of this study highlighted the need for professional music teaching training, regular mentor meetings, and support in the daily work and professional development of international teaching assistants.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"36 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141877350","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

Developing the music listening skills test (MLST) for pre-school and elementary school teacher candidates 为学前和小学教师候选人开发音乐聆听技能测试（MLST）

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-07-30 DOI: 10.1177/02557614241268010

Ebru Şen

{"title":"Developing the music listening skills test (MLST) for pre-school and elementary school teacher candidates","authors":"Ebru Şen","doi":"10.1177/02557614241268010","DOIUrl":"https://doi.org/10.1177/02557614241268010","url":null,"abstract":"In this study, it was aimed to develop a music listening skill test for primary school teacher candidates to determine their levels of perception of basic musical structures through listening. A total of 260 teacher candidates studying in the department of primary education (early childhood and elementary education) of a public university in Türkiye formed the study group of the research. KR-20 internal consistency coefficient of the Music Listening Skills Test (MLST) was determined as 0.731. The mean of the item difficulty index of the test is 0.60, and the mean of the item distinctiveness index is 0.38. The MLST consists of a total of 27 questions with 53 listening contents converted into audio files in MP3 format to be played by the practitioner. The MLST can be used as a preliminary assessment tool in studies on the development of musical competencies. In addition, the musical structures in the test content can be handled in the music education processes of teacher candidates. Assessing music listening skills can also make it easier to follow the steps to be followed in the education of teacher candidates. In this way, educational contents can be developed and music education programs can be updated.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"10 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141857935","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

What does research-led teaching mean for music performance programs? Students and educators perspectives from Swedish higher music education 研究导向型教学对音乐表演课程意味着什么？瑞典高等音乐教育中学生和教育工作者的观点

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-07-28 DOI: 10.1177/02557614241268286

Sam de Boise

{"title":"What does research-led teaching mean for music performance programs? Students and educators perspectives from Swedish higher music education","authors":"Sam de Boise","doi":"10.1177/02557614241268286","DOIUrl":"https://doi.org/10.1177/02557614241268286","url":null,"abstract":"Higher music education (HME) institutions, globally, have increasingly been expected to incorporate research into teaching in music performance programs (MPPs). This feature of “musical academization” arguably conflicts with a longstanding focus on the development of practical playing skills as part of a music performance education. Whilst academic literature has outlined how to conduct research supervision in performance programs at universities, the question of how students and educators understand research-led teaching and implementation strategies is lacking. This article highlights challenges to implementing research-led teaching in HME, exploring how research and research-led teaching is understood and implemented in MPPs at a medium sized Swedish university. Drawing on 13 semi-structured interviews with students and educators across different MPPs, it asks: (1) how are research and research-led teaching conceptualized and understood amongst music performance students and educators? and (2) what do students and educators see as the potential of research-led teaching for MPPs specifically? The article divides research in music performance programs into three themes: research as a noun, research-competent educators, and student-centered artistic research. Through this, the article informs discussions relating to implementing research in HME and to demonstrate students and educators’ perspectives on the value of research-led teaching in music performance programs.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"27 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794899","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

‘We hear with our eyes!’ Unlocking tacit knowledge about multisensory music performing 我们用眼睛听开启多感官音乐表演的隐性知识

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-07-27 DOI: 10.1177/02557614241264900

Helen F Mitchell, Diana Blom, Peter Long

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Investigating the health and wellbeing of music students: Perspectives from schools of music in Switzerland and the UK 调查音乐学生的健康和福祉：瑞士和英国音乐学校的观点

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-07-27 DOI: 10.1177/02557614241262798

Dawn Rose, Karen Burland, Kate Blackstone, Elena Alessandri

{"title":"Investigating the health and wellbeing of music students: Perspectives from schools of music in Switzerland and the UK","authors":"Dawn Rose, Karen Burland, Kate Blackstone, Elena Alessandri","doi":"10.1177/02557614241262798","DOIUrl":"https://doi.org/10.1177/02557614241262798","url":null,"abstract":"It is a strange paradox that whilst music is increasingly considered an important part of health and wellbeing, musicians themselves endure physical and psychological challenges within a competitive industry. We compared music student wellbeing in two higher education schools of music; one in the UK, the other in Switzerland, to explore cultural similarities and differences. The study was completed in German (78%) and English (22%) via an online survey and hard copy using a range of psychometric measures. When using the WHO QoL BREF, we found both schools scored lower than norms for physical and psychological health ( p < .001), but higher than norms for social relations ( p < .01) and the Swiss school also for the environment ( p < .001). Self-efficacy predicted physical health (12.3%) whilst psychological health was predicted by self-efficacy and fixed mindset (23.1%). 95% of participants stated that their institution was at least 20% responsible for the wellbeing. This study suggested more similarities than differences between schools of music in different countries in terms of student wellbeing. Whilst physical and psychological health remain risk areas for musicians, the environment and social culture of the school plays an important supportive role in wellbeing and should be considered when preparing music students for professional life.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"40 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794927","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

High-pressure in music education: Understanding the phenomenon and empowering students 音乐教育中的高压：了解这一现象并增强学生的能力

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-07-27 DOI: 10.1177/02557614241265907

Oksana Komarenko, Gerardo Ramirez, Kristie Speirs Neumeister

引用次数: 0

Exploring music performance anxiety among fine arts high school music department students in Turkey 探究土耳其艺术高中音乐系学生的音乐表演焦虑症

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-07-27 DOI: 10.1177/02557614241265369

Gülnihal Gül, Melike Çakan Uzunkavak, Doruk Engür

引用次数: 0

Teaching the whole singer: An examination of methods used to address student wellness in the collegiate voice studio 教全人歌唱：高校声乐工作室解决学生健康问题的方法研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-06-21 DOI: 10.1177/02557614241262458

Melissa Baughman, Darrell J Jordan

{"title":"Teaching the whole singer: An examination of methods used to address student wellness in the collegiate voice studio","authors":"Melissa Baughman, Darrell J Jordan","doi":"10.1177/02557614241262458","DOIUrl":"https://doi.org/10.1177/02557614241262458","url":null,"abstract":"We examined the perspectives and experiences of collegiate voice instructors regarding methods used to address wellness in the collegiate voice studio. Collegiate voice instructors ( N = 835) from 13 states were invited to participate in a researcher-designed survey. A total of 74 respondents completed the survey. All respondents strongly agreed that students’ wellness impacts their performance abilities, which strengthens the case for addressing wellness in the voice studio. There seemed to be a concern with the lack of training in specific techniques, though, so it may be useful to create accessible training sessions and resources related to wellness that are tailored specifically to voice instructors. Respondents seemed to use, value, and were most familiar with breathing exercises and stretching, so future researchers may consider examining the contextual use and effectiveness of these methods as they relate to wellness. While voice instructors believed that it is important to address the whole singer through wellness, they were also careful to guard their own boundaries and be mindful of their own limitations and comfort levels.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"43 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141448658","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 composition strategies influence melodic idea generation 作曲策略如何影响旋律创意的产生

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-05-27 DOI: 10.1177/02557614241256675

Ashleigh Southam, Alistair Macaulay, Jamie Costley

{"title":"How composition strategies influence melodic idea generation","authors":"Ashleigh Southam, Alistair Macaulay, Jamie Costley","doi":"10.1177/02557614241256675","DOIUrl":"https://doi.org/10.1177/02557614241256675","url":null,"abstract":"Previous research has shown that classroom activities in music composition, involve the use of composition strategies during the creative process. This implies that teaching composition strategies may be beneficial to improve compositions in regards to their craftsmanship and their originality. Practical guides on composing for experienced musicians suggest using composition strategies as a way to create variety and novelty. This study aimed to investigate how the use of composition strategies might influence melodic idea generation from the perspective of experienced musicians. Five participants were given two short composition activities. In the first activity, participants composed freely with or without using composition strategies. In the second activity, participants were to include a choice of five composition strategies that were provided. They were subsequently interviewed about their composition process, their experience of the activities and how they viewed the strategies in relation to generating ideas. Results showed that all the participants perceived the as being an external phenomena that sometimes encroached on their more subconscious approach to idea generation and selection. This result has implications for how to assist idea generation during creative musical activities. Instructional sequencing could benefit from including idea generation as a precursor to learning new information.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"60 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141159444","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

Formal, informal, and non-formal learning as analytic categories for research in music education 将正规、非正规和非正式学习作为音乐教育研究的分析类别

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2024-05-14 DOI: 10.1177/02557614241250035

Gaute Storsve

{"title":"Formal, informal, and non-formal learning as analytic categories for research in music education","authors":"Gaute Storsve","doi":"10.1177/02557614241250035","DOIUrl":"https://doi.org/10.1177/02557614241250035","url":null,"abstract":"Using a deductive approach, this article explores how synthesizing existing theoretical frameworks—UNESCO’s domains of education encompassing formal, informal, and nonformal learning, Folkestad’s dimensions of learning (the situation, learning style, ownership, and intentionality), and Green’s characterizations of informal learning—can enhance our understanding of students’ experiences of music-making across diverse contexts. It explores previous theoretical perspectives and empirical research on music education across these domains, incorporating a global perspective and discussing the varied interpretations of “non-formal” learning. The article highlights how a continuum between formal and informal learning is challenged by more fluid and nuanced understandings presented here. Drawing on empirical material from an ongoing study in Norwegian upper secondary schools, this work demonstrates the practical implications of a nuanced approach to understanding music learning contexts. Observations and interviews from collaborative learning settings offer insights into the interconnectedness of formal, informal, and non-formal learning domains. By offering a critical examination and synthesis of existing theoretical perspectives, this article contributes to broadening the discourse on music education. It underscores the need for a comprehensive approach to research and education practices that fully acknowledges the complexity of learning experiences across various contexts.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"26 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942990","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