International Journal of Music Education最新文献_第5页

An Australian Study of Transferable Music Skills: The Impact of Instrumental Music Education on Non-Music Employment 可转移音乐技能的澳大利亚研究：器乐教育对非音乐就业的影响

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-11-27 DOI: 10.1177/02557614251393873

Diana Tolmie

{"title":"An Australian Study of Transferable Music Skills: The Impact of Instrumental Music Education on Non-Music Employment","authors":"Diana Tolmie","doi":"10.1177/02557614251393873","DOIUrl":"https://doi.org/10.1177/02557614251393873","url":null,"abstract":"The value of music to society has been researched in terms of social good and change, positive economic contribution, and the successful educational impact on young people’s cognitive development. Despite this, the government exhibits variable support for music education. An open and closed question survey resulting in 186 mostly Australian musically educated adults pursuing non-music professions enriches the current instrumental music education value discourse. Irrespective of attained music standard, participants identified their instrumental music education developed the foundational transferable skills used and scaffolded within their non-music professions. Through sustained, active, formal and structured learning of complex instruments their transferable music skills cultivated confident, productive, highly focused, team-oriented professional employees representing excellent role models for their peers. Such transferable skills align with current, and future employment skills requirements as recognised by the World Economic Forum. Methods for data interpretation included using the Global Skills Taxonomy revealing there is scope for revision of many international skills frameworks to accurately represent music skill value. Through the lens of transferable music skills, it is possible to communicate the relevance of instrumental music education, contributing to a future-proofed capable workforce building a stronger economy. This study is the largest of its kind and offers a robust foundation for future international studies that may capture the cultural and historical contexts surrounding skill classifications.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"110 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145609796","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

Perceptions of Musicality and Musical Confidence Among the UAE’s Trainee Primary Teachers: Identity Formation in an International Setting 阿联酋实习小学教师对音乐性和音乐信心的感知：在国际环境下的身份形成

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-11-27 DOI: 10.1177/02557614251396917

Philip Anderson

{"title":"Perceptions of Musicality and Musical Confidence Among the UAE’s Trainee Primary Teachers: Identity Formation in an International Setting","authors":"Philip Anderson","doi":"10.1177/02557614251396917","DOIUrl":"https://doi.org/10.1177/02557614251396917","url":null,"abstract":"Music education provides well-documented classroom benefits, yet generalist teachers often report a lack of readiness to integrate it into their lessons. Using Castells’ theory of identity formation (legitimising, resistance, and project identities) this study investigates teaching confidence among trainee generalist primary teachers in British international schools in the United Arab Emirates (UAE). Using an explanatory sequential mixed-methods design, 18 trainee teachers at a British university branch campus were surveyed about their musical experiences and teaching confidence, with 11 participating in follow-up interviews. Findings revealed that music was ranked lowest among subjects they felt confident teaching, despite most having previous music experience. Analysis showed how dominant Western musical paradigms influenced participants’ self-perception, creating tensions between their diverse musical experiences and perceived professional requirements. These perceptions affected confidence, particularly when teaching older primary students. Despite these challenges, an emergence of teaching methods that offered pathways towards a more inclusive pedagogy was observed in the data. This research contributes to understanding how cultural conceptions of musicality affect teacher confidence and has implications for international teacher education programmes. It recommends developing approaches that help trainee teachers reconceptualise musical knowledge and practice, to embrace more inclusive pedagogical strategies that validate diverse musical experiences.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"148 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145609793","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

It’s Not What, It’s How: Quantity of Instructional Behaviors Are Not Necessarily Associated with Perceptions of Rapport in Preservice Music Teachers and Students 重要的不是什么，而是如何：教学行为的数量不一定与职前音乐教师和学生的融洽感有关

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-11-27 DOI: 10.1177/02557614251393800

Jennifer Blackwell, Nicholas Matherne

{"title":"It’s Not What, It’s How: Quantity of Instructional Behaviors Are Not Necessarily Associated with Perceptions of Rapport in Preservice Music Teachers and Students","authors":"Jennifer Blackwell, Nicholas Matherne","doi":"10.1177/02557614251393800","DOIUrl":"https://doi.org/10.1177/02557614251393800","url":null,"abstract":"The purpose of this study was to investigate perceptions of rapport and the teaching behaviors of preservice teachers in a beginning band setting. We analyzed videos of preservice teacher lessons from an instrumental ensemble field placement for selected teaching behaviors. We completed a narrative contextual summary for each lesson, and both preservice teachers and students completed a measure of instructor-student rapport. While we found no connections between physical proximity, the kind or quantity behaviors exhibited in teaching, and rapport scores, the narrative summary revealed that the quality of relational behaviors, as well as greater instructional competence, seemed to be associated with higher student rapport scores. Thus, we suggest that high quality, genuine relational behaviors are more likely to foster rapport, rather than the mere presence of behaviors associated with rapport. Additionally, high quality instruction was associated with higher perceived rapport, suggesting that clear, goal-oriented teaching is essential to foster rapport with students.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"6 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145609832","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

Participatory Music Practitioners’ Skills, Experience and Pathways for Learning: Perspectives From Belgium and the UK 参与式音乐从业者的技能、经验和学习途径：来自比利时和英国的视角

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-11-27 DOI: 10.1177/02557614251396910

An De bisschop, Jo Gibson

{"title":"Participatory Music Practitioners’ Skills, Experience and Pathways for Learning: Perspectives From Belgium and the UK","authors":"An De bisschop, Jo Gibson","doi":"10.1177/02557614251396910","DOIUrl":"https://doi.org/10.1177/02557614251396910","url":null,"abstract":"Participatory music practices—understood here as practices that inherently connect musical and social aims—are growing globally through diverse activity, research and scholarship. Practitioners, as facilitators of such initiatives, are often pivotal to their success and sustainability. This study foregrounds practitioner perspectives to consider what skills and experience they deem necessary for effective practice and ways in which they prepare(d) for practice. It was developed as part of an international research project titled Music for social impact: Practitioners’ contexts, work and beliefs and draws on survey responses and in-depth interviews conducted in Belgium and the United Kingdom. We analysed the data via an inductive approach, using practitioner narratives as a guiding perspective. Across geographical and project differences, practitioners reported similar necessary skills and experience, which we distinguished within three domains: musical, pedagogical and social. Practitioners honed their skills and experience through a variety of preparations; with experiential and peer-learning frequently mentioned. Such on-the-job learning, particularly when working with marginalised communities, raises ethical considerations about how best to prepare and support early-stage practitioners in navigating diverse practice contexts. We suggest that peer-guided experiential learning, cultivating self-directed study and critical reflection, offers an important pathway for practitioners to hone musical, pedagogical and social skills necessary for effective practice.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"201 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145609797","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

Well DAW! That’s Why I Don’t Sound Like the Recording: Teacher Perspectives on Music Production in Elementary Schools 穴鸟!这就是为什么我听起来不像录音：教师对小学音乐制作的看法

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-11-22 DOI: 10.1177/02557614251393892

Johnny Touchette

{"title":"Well DAW! That’s Why I Don’t Sound Like the Recording: Teacher Perspectives on Music Production in Elementary Schools","authors":"Johnny Touchette","doi":"10.1177/02557614251393892","DOIUrl":"https://doi.org/10.1177/02557614251393892","url":null,"abstract":"The study was aimed to adapt, implement, and reflect on a music production curriculum in public elementary schools while developing an open-access resource for teachers. Two music industry professionals informed the content of the study; four elementary school teachers, including myself, implemented the curriculum; and 28 students from primary, junior, and intermediate grades applied the concepts in various projects. Using participatory action research (PAR) as a methodological framework, I explored the following research question: How can music industry professionals, music teachers, and students collaborate, share ideas and their experiences, to inform a curricular design for public elementary school music education that has music production as its core? I theorized that music production should be introduced earlier than traditionally discussed, at the elementary rather than secondary level. The study followed three phases; (1) music industry professionals informed content development: (2) teachers planned and implemented a flipped classroom approach; and, (3) student feedback and experiences guided the creation of open access video resources. Findings support the early integration of music production in elementary education, emphasizing, but not limited to, vocal mixing, beat making, and recording with digital audio workstations (DAWs).","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"14 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575552","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

Investigating Amateur Choirs in the United Kingdom as Sites of Musical Learning and Ambition 调查英国业余合唱团作为音乐学习和抱负的场所

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-11-14 DOI: 10.1177/02557614251393864

Stephanie E. Pitts, Elizabeth H. MacGregor

{"title":"Investigating Amateur Choirs in the United Kingdom as Sites of Musical Learning and Ambition","authors":"Stephanie E. Pitts, Elizabeth H. MacGregor","doi":"10.1177/02557614251393864","DOIUrl":"https://doi.org/10.1177/02557614251393864","url":null,"abstract":"Singing in an amateur choir is widely recognised as a source of enjoyment, social connection, and wellbeing. Choir membership in the United Kingdom, however, is at risk of decline through an ageing demographic and lack of diversity, and also through its relationship to historic music education practices, which encouraged singing and knowledge of choral repertoire in ways that are now less prevalent. In partnership with the Peterborough Sings! music education charity, in 2022 we conducted an online survey to investigate factors affecting the development of musical learning and ambition within amateur choirs. In this article, we report on data from choir members ( n = 362) and choir directors ( n = 78), representing over 350 different choirs in the United Kingdom. We focus here on choir members’ perceptions of musical learning and ambition, exploring three primary themes: namely, (i) the impact of audition policies on inclusion and belonging, (ii) the role of prior music education and training among members and directors, and (iii) ambition and affirmation through performing and competing. We compare the relationship between learning and ambition in the auditions, rehearsals, and performances of lower-voice, upper-voice, and mixed-voice choirs, and demonstrate how shared learning goals and styles contribute to success and satisfaction in choral singing.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"21 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145515784","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

Home away from home: An examination of a Caribbean youth steel pan ensemble 家外之家：对加勒比青年钢锅合奏团的考察

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-09-25 DOI: 10.1177/02557614251339541

David Edmund, Jian-Jun Chen-Edmund, Eltino Pickering

引用次数: 0

Improvising for the test: Influences of graded music examinations on the teaching and learning of improvisation within studio lessons 应试即兴演奏：音乐分级考试对演播室即兴演奏教学的影响

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-06-29 DOI: 10.1177/02557614251338549

Patrick Olsen

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Let’s rock: The means and meanings of participation in a music therapy rock band 让我们一起摇滚：参与音乐治疗摇滚乐队的方式和意义

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-06-29 DOI: 10.1177/02557614251348952

Jesse Rathgeber

{"title":"Let’s rock: The means and meanings of participation in a music therapy rock band","authors":"Jesse Rathgeber","doi":"10.1177/02557614251348952","DOIUrl":"https://doi.org/10.1177/02557614251348952","url":null,"abstract":"This case study explores the means and meanings of participation in a music therapy rock band. The Smooth Criminals is a band composed of five young adult members diagnosed with developmental disabilities and four assistants, comprising three music therapists/interns and a volunteer. Data generation occurred between 2013 and 2016 in a music therapy clinic in the Southwest of the United States and included video recordings of weekly rehearsals and three concerts, field notes, a researcher journal, and interviews with members, their families, and the facilitators/assistants. Analysis entailed a recursive process of axial coding with early themes informing questions and inquiries explored later in the study. Themes in the findings include (1) the band as a space for community and mutual care for all participants, (2) the band as a space to play with and construct personal identity, and (3) adaptations and accommodations used to support the band. Experiences in the band held communal and social meanings for members, facilitated by band members’ self-adaptive strategies and the support roles of the facilitators. The discussion explores possible applications of the themes and what might be adapted and transposed from community music therapy experiences such as this into music education contexts.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"75 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144515502","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

A phenomenological study of music education majors’ vocational identity development during the COVID-19 pandemic

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2025-06-18 DOI: 10.1177/02557614251348950

Faith A Hall, Brian A Silvey

{"title":"A phenomenological study of music education majors’ vocational identity development during the COVID-19 pandemic","authors":"Faith A Hall, Brian A Silvey","doi":"10.1177/02557614251348950","DOIUrl":"https://doi.org/10.1177/02557614251348950","url":null,"abstract":"In this phenomenological study, we explored seven undergraduate music education majors’ vocational identity development within the context of the COVID-19 pandemic. Symbolic interactionism was used as a framework for investigating the impact of COVID-19 on the secondary socialization of our participants. Social distancing, online and hybrid learning, and other COVID-19 preventative measures impacted the interactions of undergraduate music education majors that contributed to their identity development. Considering the unique experience of navigating the music education degree during the COVID-19 pandemic, we aimed to provide a profile of these incoming music teachers, including their strengths, difficulties, preparedness, and outlooks on their upcoming careers. The research questions were: (1) What are the lived experiences of undergraduate music education majors pursuing their degree program in the COVID-19 pandemic years? (2) How did undergraduate music education majors develop teacher and musician identities during the COVID-19 pandemic? Participants were seven American undergraduate music education majors who were students during the fall 2020 academic semester and had not yet enrolled in student teaching at the time of the study. Data were collected through semi-structured interviews, participant written reflections, researcher memos, and researcher observational notes. We identified the essence of the phenomena as motivated by empathy and organized our findings into four emergent themes: (a) navigating interactions, (b) influences on teacher identities, (c) (re)developing personal teaching philosophies, and (d) entering the teaching profession.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"26 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144319320","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