Description : The purpose of the study was to describe research leaders' perceptions of the relative importance of various research preparation opportunities for future music education professors. The 122 questionnaire respondents answered 38 Likert-type and open-ended content questions that asked about research experiences, research skills, research resources, and research coursework. The highest rated research experience was having each doctoral student do an oral presentation of his or her research, the highest rated research skill was the ability to choose an important research question for a study, the highest rated research resource was SPSS, and the most common response for what coursework should be required for doctoral students was a basic course that introduced the students to research concepts. Conclusions address the possible programmatic applications of the results.
Description : This volume examines pluralism in light of recent music education research history and pluralistic approaches in practice. Pluralistic research holds the potential to blend frameworks, foundations, methods, and analysis protocols, and leads to a sophisticated understanding of music teaching and learning. This blending could take place in a range of contexts that may span an individual study to a lifelong research agenda. Additionally, pluralistic ideals would guide the addressing of questions as a community. The volume also illuminates the work of innovative music education researchers who are constructing pluralistic research studies and agendas, and advocate for the music education profession to embrace such an approach in order to advance shared research goals. The ramifications of this transformation in music education research are a subject of discussion, including the implications for researcher education and the challenges inherent in conducting and disseminating such research.
Description : Composing Our Future is the ideal book for music teacher-educators seeking to learn more about composition education. While much has been written on the value of composition, both pre-service and practicing teachers still report a degree of trepidation when asked to engage in composition orin leading students to compose. In order to prepare pre-service teachers and meet the needs of practitioners already in the field, music teacher educators need resources to guide the development of undergraduate and graduate curriculum, specific courses, professional development workshops, andenvironments where composition education can begin, grow and flourish. This volume offers insight to current practices written by authors engaged in this work. Each chapter provides information, solid theory, and examples of successful practices that teacher educators can draw upon in the creation and implementation of engaging and invigorating practices in musiceducation. This information includes:DT A charge to teacher educators to embrace composition as a critical component in teacher preparationDT An examination of the philosophical issues surrounding composition's inclusion in, and exclusion from, music teacher educationDT An overview of what is known about child composers and the work they create and how to help teachers draw vital information from that body of literature DT An examination of the relationship between creativity and composition DT Examples of successful practices ranging from working with individual special learners to teaching in a variety of school-based teaching contextsDT Models of university and school-based partnerships to facilitate pre-service teachers' transition from collegiate study to school-based work with childrenDT An exploration into new tools, partnerships and opportunities available through technologyDT A vision for creating and sustaining meaningful composition programs both in colleges and in PK-12 schools
Description : "Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than other areas of life. Digital technologies have come to affect music learning and teaching in profound ways, influencing how we create, listen, share, consume, and interact with music--and conceptualize musical practices and the musical experience. For a discipline as entrenched in tradition as music education, this has brought forth myriad views on what does and should constitute music learning and teaching. To tease out and elucidate some of the salient problems, interests, and issues, The Oxford Handbook of Technology and Music Education critically situates technology in relation to music education from a variety of perspectives--historical, philosophical, socio-cultural, pedagogical, musical, economic, policy--organized around four broad themes: Emergence and Evolution; Locations and Contexts: Social and Cultural Issues; Experiencing, Expressing, Learning and Teaching; and Competence, Credentialing, and Professional Development. Chapters from a highly diverse group of junior and senior scholars provide analyses of technology and music education through intersections of gender, theoretical perspective, geographical distribution, and relationship to the field. The Oxford Handbook of Technology and Music Education's dedication to diversity and forward-facing discussion promotes contrasting perspectives and conversational voices rather than reinforce traditional narratives and prevailing discourses."-- $c Book jacket.
Description : Personhood and Music Learning edited by Susan O’Neill is a scholarly but accessible exploration of personal action and experience across diverse music learning contexts. It offers interesting and challenging insights into persons making meaning and connections with music—critical for understanding choices and decisions that impact people’s lives. Perspectives and narratives by 25 authors from around the world focus on: musicians, composers and conductors; music teaching and learning with children and adolescents; music education research and professional practice. This book aims to recast theories of personhood in relation to music learning, reassert the person into multiple narratives, and restore the centrality of personhood to music education theory, research and practice. Students and researchers internationally, as well as music educators in all areas of professional practice, will find in these pages thought-provoking ideas with profound implications for envisioning the future of music education.
Description : The original Handbook of Research on Music Teaching and Learning was published in 1992 by Schirmer Books with the sponsorship of the Music Educators National Conference (MENC) and was hailed as "a welcome addition to the literature on music education because it serves to provide definition and unity to a broad and complex field" (Choice). This new companion volume, again with the sponsorship of the MENC, will take into account the significant changes in musiceducation in the intervening years. This second volume involves the profession's ...
Description : This book surveys emerging music and education landscapes to present a sampling of the promising practices of music teacher education that may serve as new models for the 21st century. Contributors explore the delicate balance between curriculum and pedagogy, the power structures that influence music education at all levels, the role of contemporary musical practices in teacher education, and the communication challenges that surround institutional change. Models of programs that feature in-school, out-of-school and beyond school contexts, lifespan learning perspectives, active juxtapositions of formal and informal approaches to teaching and learning, student-driven project-based fieldwork, and the purposeful employment of technology and digital media as platforms for authentic music engagement within a contemporary participatory culture are all offered as springboards for innovative practice.