Journal of Research in Music Education最新文献_第5页

A Beginning Music Teacher’s Micropolitical Literacy Development 音乐教师微观政治素养发展初探

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-08-19 DOI: 10.1177/00224294231190404

Ryan D. Shaw

{"title":"A Beginning Music Teacher’s Micropolitical Literacy Development","authors":"Ryan D. Shaw","doi":"10.1177/00224294231190404","DOIUrl":"https://doi.org/10.1177/00224294231190404","url":null,"abstract":"When teachers and school staff work together, it inevitably involves issues of power, influence, diplomacy, and cooperation; this has been termed “micropolitics,” and the ability to read situations with micropolitics in mind has been identified as “micropolitical literacy.” The purpose of this year-long case study was to explore one beginning music teacher’s micropolitical literacy development with explicit connections to the framework put forth by Kelchtermans and Ballet. The research questions were (1) How does the participant describe their micropolitical understanding? (2) How does the participant describe their micropolitical strategies? and (3) How does the participant feel about their micropolitical literacy? Qualitative analysis of interview transcripts suggested themes aligned with the theoretical framework’s aspects of know (understanding), do (strategies), and feel (experiential). The participant’s knowledge development focused on power dynamics, structures, and relationships. Strategies included gaining clout and reframing situations. Furthermore, the participant’s experience of micropolitical literacy development was fraught with negative emotions and uncertainty. Overall, literacy development was stymied by systemic challenges in the district.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46975598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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 Completely Different World”: A Counterstory of Transfronterizx Experiences “一个完全不同的世界”:跨边疆经验的反故事

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-08-04 DOI: 10.1177/00224294231187860

C. Gerrard, Rey

引用次数: 0

Editor’s Forum Editor’s论坛

4区教育学

Journal of Research in Music Education Pub Date : 2023-07-31 DOI: 10.1177/00224294231189603

Peter Miksza

引用次数: 0

We Wear the Mask: The Lived Experiences of Black Undergraduate Music Education Students in Predominantly White Schools of Music 我们戴着面具:黑人本科音乐教育学生在以白人为主的音乐学校的生活经历

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-07-21 DOI: 10.1177/00224294231186528

Quinton D. Parker

{"title":"We Wear the Mask: The Lived Experiences of Black Undergraduate Music Education Students in Predominantly White Schools of Music","authors":"Quinton D. Parker","doi":"10.1177/00224294231186528","DOIUrl":"https://doi.org/10.1177/00224294231186528","url":null,"abstract":"The purpose of this hermeneutic phenomenological study was to understand how Black undergraduate music education students make meaning of their lived experiences in predominantly White schools of music (PWSOM). The study was guided by the overall research questions: (1) What makes the lived experience of Black undergraduate music education students unique? and (2) What meaning(s) and understanding(s) do Black undergraduate music education students ascribe to their experiences in PWSOM? Data were collected primarily through open-ended interviews with nine Black undergraduate music education students in PWSOM in the United States. Data analysis revealed seven emergent themes, including (a) navigating the negative perceptions of White people; (b) making White people comfortable; (c) working harder to prove myself; (d) “Do I belong here?”; (e) a climate of racial and cultural insensitivity; (f) distrust of White faculty; and (g) sacrifice and survival. Findings were interpreted using Du Bois’s theory of double consciousness and van Manen’s four existentials of lived experience. Interpretation revealed the essence of the phenomenon to be living a dissonant existence.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45281976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Is Major Minor? The Relationship Between Music Major Status and a Measure of Musical Sophistication 是少校还是少校？音乐专业地位与音乐成熟度的关系

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-07-21 DOI: 10.1177/00224294231185321

Steven J. Morrison, Aaron D. Himes, M. Montemayor, D. G. Springer

{"title":"Is Major Minor? The Relationship Between Music Major Status and a Measure of Musical Sophistication","authors":"Steven J. Morrison, Aaron D. Himes, M. Montemayor, D. G. Springer","doi":"10.1177/00224294231185321","DOIUrl":"https://doi.org/10.1177/00224294231185321","url":null,"abstract":"Although music education researchers often utilize music major status as a single-item proxy variable for musician status—and with this designation presume musical competencies or abilities of research participants—there is a lack of research demonstrating links between status as a music major and those assumed competencies. In this study, we compared undergraduate music majors and non-music majors ( N = 237) at the group and individual levels using Goldsmiths Musical Sophistication Index (Gold-MSI), a well-established measure of multiple ways in which people report engaging with music. Comparing group means, we found that music majors scored higher than non-music majors on each Gold-MSI subscale. Moderate distribution overlap suggested that these results should be considered cautiously. A logistic regression analysis further suggested the complexity of using music major status as a single-item measure, given that music major status was only strongly predicted by the musical training subscale. Measures such as Gold-MSI may provide a viable and psychometrically sound way of determining musical sophistication that will allow more granular and refined analyses of studies relating to musical competencies.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47804624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Effects of Model Recordings on Undergraduate Conductors’ Tempo Selections 模型录音对大学生指挥家节奏选择的影响

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-07-11 DOI: 10.1177/00224294231183903

B. Silvey, M. Montemayor, D. G. Springer, Faith Hall, Robert Fears

{"title":"Effects of Model Recordings on Undergraduate Conductors’ Tempo Selections","authors":"B. Silvey, M. Montemayor, D. G. Springer, Faith Hall, Robert Fears","doi":"10.1177/00224294231183903","DOIUrl":"https://doi.org/10.1177/00224294231183903","url":null,"abstract":"The purpose of this study was to determine the effects of model recordings on undergraduate conductors’ tempo decisions for selected wind band excerpts. Participants ( N = 42) studied three music score excerpts for 5 minutes each either (a) with an increased-tempo recording, (b) with a decreased-tempo recording, or (c) with a metronome set to the faster, printed tempo in the score, followed by a tapping task to demonstrate their preferred tempo. Participants returned 48 hours after their score study session for retention testing in the form of a second tapping task. Results indicated that for two of the three pieces, participants tapped faster in response to the metronome compared to both the decreased- and increased-tempo model recordings. Participants’ tempo choices at the first testing session were most often not significantly different than the tempos they heard during study. However, we found that participants’ preferred tempos did not vary as a function of study conditions during the retention testing session that occurred 48 hours later, where tempos trended toward moderation across all three musical selections. We speculate that pedagogical recommendations to avoid using model recordings may have limited empirical support, at least among novice conductors and at least in terms of possible long-term effects from short-term use.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49223842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Music Educators as DJs: Remixing Teaching With Hip-Hop 音乐教育家作为dj:与Hip-Hop混音教学

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-07-05 DOI: 10.1177/00224294231181509

Donna J. Gallo, A. Kruse

{"title":"Music Educators as DJs: Remixing Teaching With Hip-Hop","authors":"Donna J. Gallo, A. Kruse","doi":"10.1177/00224294231181509","DOIUrl":"https://doi.org/10.1177/00224294231181509","url":null,"abstract":"To investigate how music educators engage their students with Hip-Hop, we adopted a “research remix” approach, combining elements of case study and constructivist grounded theory. This approach allowed us to privilege Hip-Hop culture and to construct new understandings about Hip-Hop teaching and learning. Six elementary and middle school music teachers implemented Hip-Hop-focused instruction in their classrooms while also attending professional development workshops. Data included videos of classroom instruction, participant interviews, and videos of the workshops with co-facilitation from Hip-Hop artists and the researchers. Educators encountered tensions and challenges related to a perceived Hip-Hop “realness” and a lack of musical and pedagogical skills. To address these challenges, participants remixed their approaches by blending elements of Hip-Hop music and culture with their established teaching strategies. Teachers’ dispositions and feedback from students and colleagues engendered critical reflections about their positionalities in relation to Hip-Hop. We constructed a visual model of a DJ as a metaphor to describe participants’ approaches to remixing their teaching with Hip-Hop within their contexts. Implications include a need for increased emphasis on Hip-Hop in U.S. music teacher education programs and institutional pathways for Hip-Hop musicians to become music educators.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46037189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Professional Development Among U.S. Music and Non-Music Teachers: Comparative Evidence From the 2017–2018 National Teacher and Principal Survey 美国音乐和非音乐教师的专业发展:来自2017-2018年全国教师和校长调查的比较证据

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-07-02 DOI: 10.1177/00224294231180084

Justin J. West

{"title":"Professional Development Among U.S. Music and Non-Music Teachers: Comparative Evidence From the 2017–2018 National Teacher and Principal Survey","authors":"Justin J. West","doi":"10.1177/00224294231180084","DOIUrl":"https://doi.org/10.1177/00224294231180084","url":null,"abstract":"The purpose of this study was to describe music teacher professional development (PD) in the United States and to chart potential differences between the experiences of music teachers, other arts teachers (visual art, theater, dance), and teachers in low-stakes (natural and social sciences) and high-stakes (math, English language arts) academic disciplines. Using data from the 2017–2018 National Teacher and Principal Survey, I evaluated PD practices, perceptions, and policies against six consensus criteria for effective PD: content specificity, social interaction, sustained duration, relevance, agency, and policy support. Findings showed music teacher participation in content-specific and socially interactive PD was robust and that the vast majority of music teachers described their PD as relevant. Cross-comparisons revealed discipline associations as to some criteria (social interaction, relevance, agency) but not others (content specificity, sustained duration, policy support). Although music teachers achieved parity or were advantaged in some areas (e.g., access to content-specific PD), they consistently reported less access to socially interactive PD, spent less overall time in PD, and were considerably less likely to exercise agency in support of their PD endeavors. Music teachers—along with their art, theater, and dance colleagues—generally, although not overwhelmingly, operated on less favorable PD terrain in 2017–2018.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48018720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Challenging Stereotypes? Norwegian Music Teachers’ Repertoires on Gender Roles and Gender-Expansiveness 挑战刻板印象？挪威音乐教师关于性别角色和性别扩展的剧目

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-06-09 DOI: 10.1177/00224294231175859

Eirik Skjelstad, L. Ellefsen

{"title":"Challenging Stereotypes? Norwegian Music Teachers’ Repertoires on Gender Roles and Gender-Expansiveness","authors":"Eirik Skjelstad, L. Ellefsen","doi":"10.1177/00224294231175859","DOIUrl":"https://doi.org/10.1177/00224294231175859","url":null,"abstract":"The 2020 Norwegian national curriculum for primary, lower secondary, and upper secondary education includes a “competence aim” after Year 7 that expects pupils to be able to “investigate how gender, gender roles, and sexuality are presented in music and dance in the public sphere and create expressions that challenge stereotypes.” This article reviews four focus group interviews in which music teachers discussed the relevance and application of the new competence aim and their own experiences with gender roles and gender-expansive expressions among their pupils in their music practices. Using analytical tools from the field of discourse psychology, we trace and identify the discursive resources or “repertoires” that music teachers draw on when approaching questions of gender roles, gender identities, and sexuality. While the repertoires in question imply that the teachers hold progressive views about gender identities and expressions, the notion of “ideological dilemmas” enables us to ask whether the progressive attitudes may in fact also work to confirm perceptions of normative, binary gender conformity, hence also delimiting the diversity and freedom of gender expression that the repertoires seem to celebrate. We suggest that a queer pedagogical thinking can offer music teachers tools to address topics related to gender roles, sexuality, and queerness in their music educational practices.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48097740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Meeting the Social and Emotional Needs of P–12 Learners: A Descriptive Study of Music Teacher Education Programs 满足P-12学习者的社会和情感需求:音乐教师教育项目的描述性研究

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2023-06-03 DOI: 10.1177/00224294231174606

Mara E. Culp, Christina L. Svec, M. McConkey, Scott N. Edgar, Daniel S. Hellman, Kathleen Melago, Holly Smith

{"title":"Meeting the Social and Emotional Needs of P–12 Learners: A Descriptive Study of Music Teacher Education Programs","authors":"Mara E. Culp, Christina L. Svec, M. McConkey, Scott N. Edgar, Daniel S. Hellman, Kathleen Melago, Holly Smith","doi":"10.1177/00224294231174606","DOIUrl":"https://doi.org/10.1177/00224294231174606","url":null,"abstract":"The purpose of this survey study was to describe how teacher preparation programs prepare undergraduate preservice music teachers to consider P–12 learners’ socioemotional development. Music teacher education programs ( N = 665) were identified from the 2019 Title II Report of National Teacher Preparation Data. Program representatives were invited via email to complete an online questionnaire; data from respondents ( n = 133) were analyzed quantitatively and qualitatively. Findings revealed that programs varied greatly in providing opportunities, conceptions, and practices. Relevant, embedded coursework existed in most music teacher education programs. Just under one quarter of respondents reported requiring socioemotional development coursework, and 4.51% indicated at least one music-specific course. Course topics were directed at specific populations and teaching methods; courses were often housed in education, psychology, or sociology departments. Required experiences included fieldwork in general music, practicum, student teaching, or “diverse,” rural, or urban settings. Methods of delivery for optional experiences were similar to required experiences, with the addition of conferences and partnerships with organizations.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46701284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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