International Journal of Music Education最新文献_第7页

The ‘professional digital competence’: Exploring the perspective of primary music teachers in Spain 专业数字能力"：探索西班牙小学音乐教师的视角

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-12-30 DOI: 10.1177/02557614231219705

Daniel Mateos-Moreno, Paloma Bravo-Fuentes

{"title":"The ‘professional digital competence’: Exploring the perspective of primary music teachers in Spain","authors":"Daniel Mateos-Moreno, Paloma Bravo-Fuentes","doi":"10.1177/02557614231219705","DOIUrl":"https://doi.org/10.1177/02557614231219705","url":null,"abstract":"The terms ‘Digital competence’ or ‘Professional digital competence’ are frequently used, yet their understanding remains varied and elusive. Moreover, existing research in education heavily focuses on the study of digital competence among students, with comparatively limited attention given to teachers. In this study, we aim to investigate primary music teachers’ perspectives on ‘professional digital competence’ in Spain. This entails understanding their conceptualizations on (1) the term itself, (2) the cultivation of related skills and (3) its practical application with students. Additionally, we seek to compare primary music teachers’ viewpoints with those of teachers from other subjects. Through a qualitative multi-case study involving purposeful sampling of 20 participants, the results suggest that our music teachers, regardless of their self-stated technological skills, possess a limited understanding of the ‘professional digital competence’ and express negative or pessimistic beliefs towards its development and implementation. Furthermore, they feel compelled to use educational technology despite their reservations. Our findings similarly indicate that their beliefs are not meaningfully different from those of non-music teachers in the same context. In discussing the implications, we suggest that these beliefs may lead to stress and anxiety among participants, necessitating support from educational administrators. Additionally, we propose that future research should further investigate both why and how our participants feel/are pressured to use technology, and the particular disadvantages of technology in music education identified in our analysis of their beliefs.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":" 8","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140174","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

Exploring music integration: Early childhood and elementary teacher practices 探索音乐整合：幼儿和小学教师的实践

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-12-29 DOI: 10.1177/02557614231217793

Jennifer L Gee

引用次数: 0

The Way I Feel, the Way I Play? The role of affect in goal realization in musical practice 我的感觉，我演奏的方式？情感在音乐实践中实现目标的作用

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-12-04 DOI: 10.1177/02557614231212578

Zofia Mazur-Socha, Mariola Laguna

{"title":"The Way I Feel, the Way I Play? The role of affect in goal realization in musical practice","authors":"Zofia Mazur-Socha, Mariola Laguna","doi":"10.1177/02557614231212578","DOIUrl":"https://doi.org/10.1177/02557614231212578","url":null,"abstract":"We examined practice-related affect to determine the role it plays in four phases of goal realization in musical practice. Study 1 with a sample of 171 piano students and Study 2 with 235 students playing various instruments allowed for testing the relationships between four types of affect differing in valence and activation level based on the circumplex model and the phases of goal realization: practice intention, practice planning, actional phase of practice, and performance evaluation. In Study 2 we also analyzed longitudinal relationships between affect measured at Time 1 and actional phase of practice and performance evaluation measured 2 weeks later at Time 2. In both studies, highactivation positive affect was related to higher practice intention, while both high- and low-activation negative affect were related to more negative performance evaluation. The results are important for advancing affect and goal theories and for improving theoretical models of musical practice. They are relevant for music educators and music education researchers and can be used in screening and progressmonitoring efforts, shaping interventions to enhance students’ motivation to practice their instruments.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"14 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138603749","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

Where is Mi Gente? Codeswitching (Afro)Latinidad in the music classroom Mi Gente 在哪里？音乐课堂上的（非洲）拉丁编码转换

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-12-04 DOI: 10.1177/02557614231215807

Marjoris Regus, Teresa Satterfield

{"title":"Where is Mi Gente? Codeswitching (Afro)Latinidad in the music classroom","authors":"Marjoris Regus, Teresa Satterfield","doi":"10.1177/02557614231215807","DOIUrl":"https://doi.org/10.1177/02557614231215807","url":null,"abstract":"Musical codeswitching (CS) entails mixing musical ideas and genres. The term CS originated in linguistics, based on language alternations attested in bilinguals. Switches in sociocultural behaviors also now receive scholarly attention as CS. The current multiple case study explores CS domains (music, language, and behavior) in the context of music education programs, where CS remains under-researched. This study also fills a gap by examining historically underrepresented individuals’ (HURIs) participation in music education. Here, a CS-based account provides a deeper understanding of the complex sociocultural capital, linguistic resources and lived experiences that HURIs navigate. As part of an interpretive qualitative study design, semi-structured interviews were carried out with a HURI subpopulation (bilingual, [Afro]Latina/o/x faculty, and students) in music education. Findings show participants perceive CS to be mandatory for accessing dominant U.S. music school culture. Additional findings reveal HURIs must master CS in musical, linguistic, and behavioral domains to avoid negative outcomes, yet sustained multi-CS scenarios may have psychological and even physical costs. Insights from CS are thus critical for pinpointing institutional barriers to greater HURI involvement in music education.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"25 23","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138602761","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

Can the professional study of a musical instrument be associated with the development of cognitive processes? A meta-analytic study 乐器专业学习是否与认知过程的发展有关？一项元分析研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-11-30 DOI: 10.1177/02557614231211351

Miren Pérez-Eizaguirre, E. Vergara-Moragues, Jesús Privado

引用次数: 0

Didactic transposition in music education: Exploring didactical suitability in three Navarrese schools 音乐教育中的教学转换：探索纳瓦拉三所学校的教学适用性

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-11-20 DOI: 10.1177/02557614231204895

R. Angel-Alvarado, Olga Belletich, Miguel R. Wilhelmi

引用次数: 0

Pre-college piano teaching practice in China and the United States: An international comparative study from the piano teachers’ perspectives 中国和美国的大学预科钢琴教学实践：钢琴教师视角下的国际比较研究

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-11-18 DOI: 10.1177/02557614231208236

Yuan Jiang, D. Dumlavwalla

{"title":"Pre-college piano teaching practice in China and the United States: An international comparative study from the piano teachers’ perspectives","authors":"Yuan Jiang, D. Dumlavwalla","doi":"10.1177/02557614231208236","DOIUrl":"https://doi.org/10.1177/02557614231208236","url":null,"abstract":"In an increasingly interconnected world, it is crucial that music educators understand pedagogical practices across national boundaries. While China and the United States are representatives of different social norms, they do share common ground in the field of piano teaching practices. The purpose of this study is two-fold: (1) to promote a greater understanding of the current state of pre-college piano teaching practices in China and the United States and (2) to identify the similarities and differences between pre-college piano education in these two countries from the teachers’ perspectives. The researchers examined the research questions through a self-reporting survey. Data was collected in 2021 from piano teachers in China ( n = 40) and the United States ( n = 25), who completed a 22-item questionnaire. A summary of pre-college piano instructors’ demographics, studio settings, pedagogical practices, and their students’ study environments were presented, and comparisons between the two countries were explored. Results indicated that there were statistical differences between the two countries regarding many aspects of pre-college piano teaching practice such as teaching materials, approaches, and student performance activities. Similarities were found in the teachers’ most frequent teaching activity in piano lessons and the students’ study environment.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"64 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139261937","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

Rent-a-crowd! Understanding how applause magnitude impacts music performance appraisal 租借人群了解掌声大小如何影响音乐表演评估

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-11-17 DOI: 10.1177/02557614231201918

Olivia Utharntharm, Helen F Mitchell

{"title":"Rent-a-crowd! Understanding how applause magnitude impacts music performance appraisal","authors":"Olivia Utharntharm, Helen F Mitchell","doi":"10.1177/02557614231201918","DOIUrl":"https://doi.org/10.1177/02557614231201918","url":null,"abstract":"Applause is ubiquitous in the reception of music performance. Applause magnitude can reveal and sway audience reactions, and it is critical for musicians and educators to understand how audiences and evaluators respond to this extramusical effect in the appraisal of music performance. This study investigated how listeners respond to applause magnitude and prompted discussions about extramusical effects and social influence. Three applause levels (polite, strong and vocal) were added to two identical solo trumpet performances (one Fanfare and one Vocalise). Thirty listeners rated these six performances for overall quality and five performance dimensions (intonation, expression, balance, rhythmic accuracy and dynamic control). Vocal applause significantly impacted ratings of overall quality, expression and dynamic control compared to polite applause. Listeners were aware of varying applause levels and the majority were susceptible to unconscious or conscious bias in their evaluations. Most listeners were unaware of the identical audio and found the experiential learning process ‘enlightening’. Listeners became cognisant of their susceptibility to extramusical effects and reflected on evaluation strategies. Future studies should employ experiential learning to inform emerging music professionals about perceptual vulnerabilities and enhance critical thinking and expert evaluation skills.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"97 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139263166","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

Teacher expectation effects on vocal and instrumental performance: A focus on student gender 教师期望对声乐和器乐表现的影响：关注学生性别

IF 1.8 3区教育学

International Journal of Music Education Pub Date : 2023-11-16 DOI: 10.1177/02557614231208235

Shangpeng Li, Yu Sun, Zheng Li

{"title":"Teacher expectation effects on vocal and instrumental performance: A focus on student gender","authors":"Shangpeng Li, Yu Sun, Zheng Li","doi":"10.1177/02557614231208235","DOIUrl":"https://doi.org/10.1177/02557614231208235","url":null,"abstract":"In this study, the researchers examined teachers’ differential expectations for male and female students and the effects on music performance within the higher education context. The participants were 91 teachers and 480 second-year undergraduate students majoring in vocal and instrumental performance from two universities. Data of teacher expectations and students’ prior achievement were collected at the beginning of the 2021–2022 school year as well as students’ later achievement at the end of the school year. Researchers found that teachers held higher expectations for female students learning vocal performance than for males, and higher expectations for male students learning instrumental performance than for females. With students’ prior achievement being controlled, teacher expectations had significant effects on student year-end musical performance. Furthermore, the magnitude of teacher expectations was moderated by student gender. Specifically, males learning vocal performance and females learning instrumental performance were more susceptible to teacher expectations than their counterparts. Implications for addressing gender inequity in music education were also discussed.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"67 10","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139267327","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

Perceived preparedness to teach over time: A longitudinal case study of instrumental music teachers 随着时间的推移，教学的感知准备:器乐教师的纵向案例研究

3区教育学

International Journal of Music Education Pub Date : 2023-11-10 DOI: 10.1177/02557614231204440

John Denis

{"title":"Perceived preparedness to teach over time: A longitudinal case study of instrumental music teachers","authors":"John Denis","doi":"10.1177/02557614231204440","DOIUrl":"https://doi.org/10.1177/02557614231204440","url":null,"abstract":"Music teacher education programs are an integral part of preparing novice music teachers for a successful start to their careers. Despite that, many studies show that music educators often feel unprepared by their education. This three-and-a-half year longitudinal case study examined instrumental music educators’ perceptions of the preparation provided by their education as they completed university coursework and entered the profession. Participants were four instrumental music education majors who were in their upper-level courses at the beginning of the study and participants completed five focus group discussions. Participants were four instrumental music education majors who were in their upper-level courses at the beginning and participants completed five focus group discussions starting at the end of their third year, continuing through both semesters of their final year, and at the end of their first 2 years in the classroom. I identified three emergent themes from the data: the importance of authenticity and contextualization; the core practices of classroom management, secondary instrument knowledge/skills, and rehearsing ensembles were central to feelings of preparedness; and a shifting focus over time. Findings indicated various perceptions of preparedness and their connection to music teacher education experiences, including implications for future research.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"113 52","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135138064","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