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British Journal of Music Education最新文献

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Towards a model of playful music learning for primary classrooms: recommendations based on a review of literature 小学课堂游戏化音乐学习模式：基于文献综述的建议
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2024-07-03 DOI: 10.1017/s0265051724000123
Rachael Byrne, Regina Murphy, Francis Ward, Una McCabe
{"title":"Towards a model of playful music learning for primary classrooms: recommendations based on a review of literature","authors":"Rachael Byrne, Regina Murphy, Francis Ward, Una McCabe","doi":"10.1017/s0265051724000123","DOIUrl":"https://doi.org/10.1017/s0265051724000123","url":null,"abstract":"<p>Playful practices have been linked to increased motivation, engagement, learning and skill development. However, limited research has explored what playful music learning might look like for primary schools, and how teachers might incorporate a range of playful music practices within their classrooms. Our conceptual model for playful music learning amalgamates and builds upon previous philosophy, theory and research in the education and music education spheres. In doing so, it extends musical play across a continuum of ownership as has been proposed by Zosh et al. (2017) in the realm of playful learning more generally. Playful elements associated with the work of music education pedagogues Kodály and Kokas and other researchers in the field are outlined. Examples of musical games-play and guided musical play for primary classrooms are illustrated, and some recommendations are provided to support teachers in facilitating increasingly playful music learning.</p>","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"34 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141495862","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
Preparing conservatoire students for the music education workforce: conversations with alumni 培养音乐学院学生成为音乐教育工作者：与校友的对话
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2024-05-29 DOI: 10.1017/s0265051724000111
Luan Shaw
{"title":"Preparing conservatoire students for the music education workforce: conversations with alumni","authors":"Luan Shaw","doi":"10.1017/s0265051724000111","DOIUrl":"https://doi.org/10.1017/s0265051724000111","url":null,"abstract":"<p>Higher music education institutions should continually review their curricula to ensure that their graduates are best equipped to support musical learning for children and young people. Perspectives on early careers in instrumental teaching were obtained via an alumni-led workshop and focus group at a UK conservatoire. Findings revealed that whilst extensive pedagogical training was offered, its value was not fully acknowledged across the institution and that more could be done to alleviate students’ anxieties about their developing musician identities and future stability. As new teachers, alumni are well placed to help prepare students for the professional realities of joining the music education workforce.</p>","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"132 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165178","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
Five years in: a case study of an Australian early-career secondary school music teacher 五年：澳大利亚早期职业中学音乐教师案例研究
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2024-04-03 DOI: 10.1017/s0265051724000093
Jennifer Anne Robinson
{"title":"Five years in: a case study of an Australian early-career secondary school music teacher","authors":"Jennifer Anne Robinson","doi":"10.1017/s0265051724000093","DOIUrl":"https://doi.org/10.1017/s0265051724000093","url":null,"abstract":"Early-career secondary school music teachers navigate many challenges as they settle into the profession. These include consolidating their knowledge of subject content, gaining classroom confidence and honing skills in classroom management. In addition, their sense of belonging can be enhanced by working at collegial relationships within their faculty, across the school and feeling a part of the wider school community. These factors can elicit a ‘make or break’ response for continuing in the profession. This paper reports on a case study of an Australian early-career secondary school music teacher, in her fifth year in the profession. The case study, as a part of a larger study, sequenced quantitative and qualitative research methods, allowing insight into the music teacher’s working life and enabled the researcher to understand factors that impact daily practice. Themes explored in the study include motivation, perception of value, stress and the difficulties of securing permanent employment. The music teacher presented a positive approach to her work through her development of resilience and shared her future goals and dreams. This research offers suggestions on how schools and education authorities can best support early-career secondary school music teachers to enable them to become resilient, confident and valued practitioners for the future.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533199","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
Improvisation pedagogy: what can be learned from off-task sounds and the art of the musical heckle? 即兴教学法：从任务外的声音和音乐嘲笑艺术中可以学到什么？
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2024-04-03 DOI: 10.1017/s026505172400007x
Jackie Walduck
{"title":"Improvisation pedagogy: what can be learned from off-task sounds and the art of the musical heckle?","authors":"Jackie Walduck","doi":"10.1017/s026505172400007x","DOIUrl":"https://doi.org/10.1017/s026505172400007x","url":null,"abstract":"A tension between freedom and constraint is characteristic of improvisation practice and pedagogy, presenting challenges for teachers/workshop leaders. To create musical focus in ensemble improvisation, some sounds are encouraged, whilst others are edited out, ignored or marginalised. This article investigates improvised sounds as central or subaltern, asking how marginal sounds such as musical ‘heckles’ and off-task sounds can be accepted meaningfully into musical frameworks. I question what can be <jats:italic>learned</jats:italic> from subaltern sounds. How can power structures within the improvisation workshop be subverted by listening to sounds outside teacher-defined frames, and how can listening become inclusive without sessions descending into chaos?","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"5 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533203","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
Current state and prospects of teaching-learning processes in music teacher education in Spain: a literature review 西班牙音乐师范教育教学过程的现状与前景：文献综述
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2024-04-03 DOI: 10.1017/s0265051724000056
Oscar Casanova, M. Cecilia Jorquera-Jaramillo, Rosa M. Serrano
{"title":"Current state and prospects of teaching-learning processes in music teacher education in Spain: a literature review","authors":"Oscar Casanova, M. Cecilia Jorquera-Jaramillo, Rosa M. Serrano","doi":"10.1017/s0265051724000056","DOIUrl":"https://doi.org/10.1017/s0265051724000056","url":null,"abstract":"The teaching-learning process, both in general and in the specialty of Music Education, has evolved and its explanatory models have become increasingly complex. In view of current challenges, it is relevant to analyse the elements that are considered necessary to train music teachers to become competent professionals. This study identifies characteristics found in specialised Spanish and international scientific literature on teaching-learning processes in music teacher education, referring to their current state as well as to desirable developments and future prospects. Although a certain overlap among emergent categories in Spain and those in other countries can be observed, we also found differences of degree, as well as interesting divergences.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"24 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533229","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
Music-making for music teacher identity: perspectives from novice music teachers in South Korea 音乐制作促进音乐教师的身份认同：韩国音乐教师新手的观点
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2024-04-01 DOI: 10.1017/s0265051724000081
Jihae Shin
{"title":"Music-making for music teacher identity: perspectives from novice music teachers in South Korea","authors":"Jihae Shin","doi":"10.1017/s0265051724000081","DOIUrl":"https://doi.org/10.1017/s0265051724000081","url":null,"abstract":"Music teacher identity is constructed at the intersection between musician and teacher. This study investigated the meaning of music-making among Korean novice music teachers and its role in constructing music teacher identity. Five music teachers participated in this study, and I used two data collection methods, reflective journaling and individual interviews. The results showed that while playing their instruments outside the classroom, several music teachers understood the importance of music in their lives, which was essential in constructing music teacher identities. In addition, playing outside the classroom allowed these participants to demonstrate their musical abilities to students, parents and other teachers and gain credibility as music teachers. However, other participants did not appear to recognise the importance of the intersection between music-making outside the classroom and teaching, which was an obstacle to music-making. Music-making inside the classroom was an important pedagogical tool to teach low-level students effectively. Importantly, regardless of their level of music-making inside the classroom, novice music teachers commonly viewed professional playing skills with primary and secondary instruments as important for teaching.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"37 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140340820","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
Enjoyment of music and GCSE uptake: survey findings from three North East schools in England 享受音乐与 GCSE 升学率：英格兰东北部三所学校的调查结果
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2024-01-04 DOI: 10.1017/s0265051723000438
Helen Whitford, Dimitra Kokotsaki
{"title":"Enjoyment of music and GCSE uptake: survey findings from three North East schools in England","authors":"Helen Whitford, Dimitra Kokotsaki","doi":"10.1017/s0265051723000438","DOIUrl":"https://doi.org/10.1017/s0265051723000438","url":null,"abstract":"In recent years, music education has seen a decline in the number of students choosing to continue their studies at Key Stage 4 (14- to 16-year-old students) and choose music as a GCSE option in England. Whilst the English Baccalaureate (EBacc), a school performance measure which excludes the arts, has come under much scrutiny as to its impact on school music, enjoyment and the perceived importance of music lessons could also be contributing factors to low uptake. This paper presents student survey findings from the first part of a two-phase project that was based on a qualitatively driven mixed-method research design. Findings demonstrated that a decline in enjoyment and in the importance attributed to school music occurred in the first three years of lower secondary school (Key Stage 3). The enjoyment of school music was linked with the students’ engagement with practical components of music making, and its importance was mostly equated with future employment opportunities. The findings are discussed in terms of their practical implications in the teaching of music in secondary schools.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"4 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139110334","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 space for singing in the 21st century classroom – A focus group interview study with primary school music teachers in Sweden 在 21 世纪的课堂上为歌唱留出空间--瑞典小学音乐教师焦点小组访谈研究
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2023-12-22 DOI: 10.1017/s0265051723000360
Eva Bojner Horwitz, David Thorarinn Johnson, Viveka Lyberg-Åhlander, Birgitta Sahlén, Petri Laukka, Pia Bygdéus
{"title":"Making space for singing in the 21st century classroom – A focus group interview study with primary school music teachers in Sweden","authors":"Eva Bojner Horwitz, David Thorarinn Johnson, Viveka Lyberg-Åhlander, Birgitta Sahlén, Petri Laukka, Pia Bygdéus","doi":"10.1017/s0265051723000360","DOIUrl":"https://doi.org/10.1017/s0265051723000360","url":null,"abstract":"The present study aimed to increase understanding of how singing activities may be initiated in primary school, and what support and assistance teachers require to conduct singing activities as an integrated part of the school day. Five music teachers participated in a focus group interview. The following main themes were identified: 1) pedagogical and methodological flexibility, 2) the role of routines and familiarity, 3) the embodied and multimodal dimensions of singing, 4) the importance of accompaniment and instruments, 5) the experience of insecurity and obstacles and 6) the perceived synergies between singing and other learning activities. This knowledge may be important to integrate within music teacher education in order to secure singing’s place in schools.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"3 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138887387","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
Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach 学生对学校音乐的态度和对 GCSE 音乐学习的障碍认知：一种现象学方法
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2023-12-21 DOI: 10.1017/s0265051723000426
Dimitra Kokotsaki, Helen Whitford
{"title":"Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach","authors":"Dimitra Kokotsaki, Helen Whitford","doi":"10.1017/s0265051723000426","DOIUrl":"https://doi.org/10.1017/s0265051723000426","url":null,"abstract":"<p>The study aimed to investigate how students in lower secondary schools in England perceive the subject of music in terms of its importance and enjoyment. Following findings from the first survey phase of the project, it specifically sought to shed light on the reasons why the majority of students decide not to choose music as one of their optional subjects at GCSE level. The paper presents interview findings with students in three schools at the north-east of England following the phenomenographic method of data analysis. Among factors found to impact on students’ decision to continue music at Key Stage 4 (ages 14–16 years) were the desire to spend more time learning music, having more choice and autonomy in the classroom, having more information about the content and requirements of GCSE music, feeling disadvantaged due to not being proficient at instrumental playing and having a limited perception of their own musicality or perceiving music as being elite or difficult. The findings are discussed in terms of their practical implications for the teaching and learning of music in secondary schools.</p>","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"23 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138823167","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 blew my mind’. Creating spaces for integrating creativity, electroacoustic music and digital competencies for student teachers 它让我大开眼界为学生教师创造融合创造力、电声音乐和数字能力的空间
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2023-12-18 DOI: 10.1017/s0265051723000384
Jesús Tejada, Adolf Murillo, Borja Mateu-Luján
{"title":"‘It blew my mind’. Creating spaces for integrating creativity, electroacoustic music and digital competencies for student teachers","authors":"Jesús Tejada, Adolf Murillo, Borja Mateu-Luján","doi":"10.1017/s0265051723000384","DOIUrl":"https://doi.org/10.1017/s0265051723000384","url":null,"abstract":"<p>This exploratory study describes the design and implementation of a sound-based intervention in the initial training of specialist music teachers at a Spanish university. It aimed to create spaces geared towards more creative and contemporary approaches to musical learning in order to gauge the perceptions of trainee teachers regarding this kind of approach. The intervention (45 h of class time) was based on the creation of electroacoustic compositions following the SBM (Sound Based Music) approach using digital tools (Aglaya Play, AP). Qualitative process data were collected through self-reports, individual memories, and nine focus groups. The results suggest that the implementation of new intervention models that take into account the development of future teachers’ creativity with activities focused on exploration, experimentation, and creation with sound can generate new opportunities to enrich their teaching identities.</p>","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"72 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138714205","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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