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British Journal of Music Education最新文献

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Children’s Guided Participation in Jazz Improvisation: A Study of the ‘Improbasen’ Learning Centre. Series: SEMPRE Studies in The Psychology of Music, by Guro Gravem Johansen. Routledge, 2021. xiv+190 pp., hbk, £120, ISBN: 978-1-138-32297-4. doi: 10.4324/9780429451690 儿童在爵士乐即兴演奏的引导参与:“即兴”学习中心的研究。系列:SEMPRE音乐心理学研究，作者:Guro Gravem Johansen。劳特利奇,2021年。xiv+190 pp, hbk，£120,ISBN: 978-1-138-32297-4。doi: 10.4324 / 9780429451690
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-06-29 DOI: 10.1017/S0265051722000171
Sven Bjerstedt
{"title":"Children’s Guided Participation in Jazz Improvisation: A Study of the ‘Improbasen’ Learning Centre. Series: SEMPRE Studies in The Psychology of Music, by Guro Gravem Johansen. Routledge, 2021. xiv+190 pp., hbk, £120, ISBN: 978-1-138-32297-4. doi: 10.4324/9780429451690","authors":"Sven Bjerstedt","doi":"10.1017/S0265051722000171","DOIUrl":"https://doi.org/10.1017/S0265051722000171","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"245 - 247"},"PeriodicalIF":2.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43424370","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: 2
Editorial 编辑
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-06-29 DOI: 10.1017/S0265051722000195
Ally Daubney
{"title":"Editorial","authors":"Ally Daubney","doi":"10.1017/S0265051722000195","DOIUrl":"https://doi.org/10.1017/S0265051722000195","url":null,"abstract":"Some of the key themes relate to the negative impact of school performance measures on the breadth of subjects offered in schools, the significant decline in the numbers of students taking GCSE and ‘A’ Level music qualifications and the decimation of the arts in the school and wider curriculum. Some of the areas raised in this report have been aired again in a recent research report from the Child Poverty Action Group (CPAG) (2022:8), which states that “Pupils experiencing poverty in England are financially excluded from full participation in a wide range of school subjects and activities, including…music”. According to research carried out by CPAG (2022:12). Given that the responsibility of music in the school curriculum lies with schools themselves and not music education hubs, this funding mandate perhaps gives us an indication of the potential future direction of travel for both the roles and remit of music education hubs and the imposition of specific curriculum expectations within a school system that can make its own curricula decisions.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"141 - 144"},"PeriodicalIF":2.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42408661","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 how composing teaching and assessment in English secondary school classrooms reinforce myths about composers and their creative practices 调查英国中学课堂上的作曲教学和评估如何强化了对作曲家及其创作实践的误解
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-05-16 DOI: 10.1017/S0265051722000134
Kirsty Devaney
{"title":"Investigating how composing teaching and assessment in English secondary school classrooms reinforce myths about composers and their creative practices","authors":"Kirsty Devaney","doi":"10.1017/S0265051722000134","DOIUrl":"https://doi.org/10.1017/S0265051722000134","url":null,"abstract":"Abstract Although composing has been a significant part of formal classroom music education in England for over 30 years, there still remains uncertainty about how to teach and assess composing in secondary schools. This research investigates the under-researched area of teaching and learning of composing in upper secondary schools in England whereby students (aged 14–18) may opt to study music for a national qualification. Taking a mixed methodology approach, data were collected through a survey of 182 music teachers, interviews with five prominent composer-educators, as well as research with five case study schools involving observations of teaching and interviews with teachers and students. This paper reports on three prominent beliefs about composers that seem to underpin teaching and assessment practices; firstly that composers have innate musical talents; secondly that composing is solely an individual process and finally that students must learn the ‘rules’ of composing before being creative. This article proposes that these perceptions do not reflect the diversity of composers’ creative practices and may result in reinforcing stereotypes and myths about composers that have the potential to disadvantage certain students in the examination.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"3 - 19"},"PeriodicalIF":2.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46048499","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: 2
How do teachers of primary school approach the music assessment in Chile? Differences and similarities between professors’ experience and ministerial guidelines 智利的小学教师如何进行音乐评估?教授的经历和部长指导方针的异同
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-05-16 DOI: 10.1017/S0265051722000109
Andrea Sepúlveda-Ortega, David Magnitzky-Vargas
{"title":"How do teachers of primary school approach the music assessment in Chile? Differences and similarities between professors’ experience and ministerial guidelines","authors":"Andrea Sepúlveda-Ortega, David Magnitzky-Vargas","doi":"10.1017/S0265051722000109","DOIUrl":"https://doi.org/10.1017/S0265051722000109","url":null,"abstract":"Abstract This research reflects the considerations of music teachers when assessing their students, the tools used and their consistency with guidelines issued by the Chilean Ministry of Education, along with theoretical approaches to assessment. In this way, we have analysed the theoretical contribution of renowned scholars such as Pujol, Santos Guerra, Chacón, and Fautley, as well as the music curricula of the Ministry of Education from first to eighth grade. We propose that it is essential to understand the experience of teachers in the assessment process from a constructivist perspective, analysing their agreement or disagreement with the current ministerial theoretical foundations in relation to assessment.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"80 - 95"},"PeriodicalIF":2.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56884160","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
Time for change? Recurrent barriers to music education 是时候改变了?音乐教育的经常性障碍
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-05-02 DOI: 10.1017/S026505172200016X
J. Henley, D. Barton
{"title":"Time for change? Recurrent barriers to music education","authors":"J. Henley, D. Barton","doi":"10.1017/S026505172200016X","DOIUrl":"https://doi.org/10.1017/S026505172200016X","url":null,"abstract":"Abstract This article reports findings from a study that sought to identify barriers to music and music education in the UK. Emerging from empirical research involving n = 723 participants and clarified by an evidence base of over 10,000 research participants, the key findings presented in this paper relate to pupil and participant voice and involvement, location as a sub-theme of diversity and inclusion, collaboration and transition points. The research is contextualised by twenty years of policy initiatives seeking to address barriers to music learning. The article provides an overview of the research study before presenting the rich data that emerged within each theme reported. Research participant voice is used as much as possible to enable the reader to consider, reflect and interpret the data in a way that is meaningful for their own context. The paper concludes by asking why after 20 years of policy initiatives, research and evaluation the same barriers still exist and, as we emerge from the pandemic, suggests that this research provides a compelling case that now is the time for change.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"203 - 217"},"PeriodicalIF":2.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46300642","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: 1
Evaluation of the Early Childhood Music Education project’s influence on the development of 3- to 5-year-old children in Andalusia, Spain 西班牙安达卢西亚幼儿音乐教育项目对3-5岁儿童发展影响的评估
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-04-21 DOI: 10.1017/S0265051722000110
Joseph Thapa, J. A. Rodriguez-Quiles
{"title":"Evaluation of the Early Childhood Music Education project’s influence on the development of 3- to 5-year-old children in Andalusia, Spain","authors":"Joseph Thapa, J. A. Rodriguez-Quiles","doi":"10.1017/S0265051722000110","DOIUrl":"https://doi.org/10.1017/S0265051722000110","url":null,"abstract":"Abstract In 2005, the Barenboim-Said Foundation launched the Early Childhood Music Education project in Andalusia (Spain) to promote music education for young children. Ten years later, an initial study was performed to evaluate the influence of the project on the development of the participating children. The results of this study form part of a broader ongoing research project, in collaboration with the University of Seville, aimed at investigating the influence of the Early Childhood Music Education project on general aspects of child development. This study has a quasi-experimental design, framed in Gardner’s Theory of Multiple Intelligences, consisting of an experimental and a control group (n = 1101) and the administration of a questionnaire, adapted to measure and compare means between the two groups, as the sole measurement tool. The results, analysed using an independent samples t-test for the comparison of means and Cohen’s d effect size, reveal statistically significant differences in the means of the dimensions of the experimental and control groups. This confirms the hypothesis that the Early Childhood Music Education project has a positive impact on the different dimensions, in accordance with Gardner’s Theory of Multiple Intelligences.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"96 - 108"},"PeriodicalIF":2.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42657116","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 perspective on music performance anxiety: an exploration of coping strategies used by music teachers 教师视角下的音乐表演焦虑:音乐教师应对策略的探索
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-04-12 DOI: 10.1017/S0265051722000146
Erin MacAfee, G. Comeau
{"title":"Teacher perspective on music performance anxiety: an exploration of coping strategies used by music teachers","authors":"Erin MacAfee, G. Comeau","doi":"10.1017/S0265051722000146","DOIUrl":"https://doi.org/10.1017/S0265051722000146","url":null,"abstract":"Abstract The purpose of this study was to explore music performance anxiety (MPA) from music teachers’ perspectives by identifying and describing common coping strategies teachers use to support students with MPA. A quantitative content analysis of scientific and non-scientific MPA literature identified preparation, open communication, realistic expectations, exposure therapy and deep breathing as the five most common coping strategies mentioned in the literature. Qualitative thematic analyses of existing literature and interview transcripts from five piano teacher participants provided descriptions of the five commonly identified coping strategies. A comparison of literature and interview results suggests a gap between research knowledge of MPA and practical teaching application. While music teachers employ a variety of strategies to help students cope with MPA, they may also benefit from formal MPA training opportunities grounded in research to provide additional resources for effectively managing students with MPA.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"34 - 53"},"PeriodicalIF":2.0,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41898643","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: 2
Examining a collaborative community amongst music student teachers in Korea 考察韩国音乐学生教师之间的合作社区
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-04-11 DOI: 10.1017/S0265051722000092
Jihae Shin
{"title":"Examining a collaborative community amongst music student teachers in Korea","authors":"Jihae Shin","doi":"10.1017/S0265051722000092","DOIUrl":"https://doi.org/10.1017/S0265051722000092","url":null,"abstract":"Abstract Teacher collaboration has been recognised as one of the most influential factors positively affecting school teaching practice. To add to the literature in this area, I investigated a collaborative community of Korean preservice music teachers. The results showed that the collaborative community was a place where these preservice music teachers were able to share their thoughts about their passion for music teaching and various philosophical issues closely related to the role of music in public education. In addition, the collaborative community played a role in helping preservice music teachers focus on the level of students’ current knowledge and understand the importance of instructional pacing. Finally, music student teachers freely and frequently expressed their worries and frustration about student teaching and gained emotional support from their peers.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"54 - 65"},"PeriodicalIF":2.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46588194","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
Making sense of democratisation: a case study about extracurricular music workshops in France 理解民主化:一个关于法国课外音乐工作坊的案例研究
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-04-11 DOI: 10.1017/S0265051722000158
Joris Cintéro
{"title":"Making sense of democratisation: a case study about extracurricular music workshops in France","authors":"Joris Cintéro","doi":"10.1017/S0265051722000158","DOIUrl":"https://doi.org/10.1017/S0265051722000158","url":null,"abstract":"Abstract Since the early 2000s, education policy in France has strongly encouraged publicly funded conservatoires and music schools to forge partnerships with various stakeholders in sectors outside of specialised music education. This change in the objectives traditionally assigned to music schools and conservatoires has given rise to new ‘pedagogical projects’, among which extracurricular music workshops are quite widespread. This study investigated the views of specialised music teachers in relation to these new pedagogical formats through an analysis of their evaluations of a workshop led in a French school between 2018 and 2019. I interviewed the music teachers who participated in the project (n = 8), those who refused to participate (n = 7) and also the administrative staff (n = 4). The results indicate that far from the ecumenism traditionally associated with policies promoting the democratisation of culture, conservatoire teachers think about and are involved in these projects in different ways, reflecting a wide range of considerations around pedagogy, project quality, purpose or politics.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"66 - 79"},"PeriodicalIF":2.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41806005","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
Student-centred strategies for higher music education: using peer-to-peer critique and practice as research methodologies to train conservatoire musicians 以学生为中心的高等音乐教育策略:使用对等批评和实践作为研究方法来培养音乐学院的音乐家
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-04-06 DOI: 10.1017/S0265051722000080
Jacob Thompson-Bell
{"title":"Student-centred strategies for higher music education: using peer-to-peer critique and practice as research methodologies to train conservatoire musicians","authors":"Jacob Thompson-Bell","doi":"10.1017/S0265051722000080","DOIUrl":"https://doi.org/10.1017/S0265051722000080","url":null,"abstract":"\u0000 This article presents some arguments in favour of a student-centred learning and teaching approach for higher music education (HME), with specific reference to conservatoire settings in the United Kingdom. In support of student-centred pedagogy, theoretical modelling is undertaken to offer a model of motivation accounting for both individual and group learning environments, thus drawing together diverse pedagogical research into learner “self-efficacy,” “distributive” classroom agency and partnership models of learning and teaching. Based on the author’s own teaching practice with MA Music students at Leeds Conservatoire, two student-centred classroom strategies are outlined: Critical Response Process (CRP) and practice as research. These strategies are evaluated via theoretical and, in the case of CRP, primary research data from a questionnaire presented to MA Music students reflecting on their experience. Finally, an overarching student-centred framework for HME course design is proposed, cross-mapping different learning activities, knowledge paradigms and forms of motivation based on the previous discussion.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"20 - 33"},"PeriodicalIF":2.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46057484","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
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