Relevant bibliographies by topics / Classroom music teachers

Academic literature on the topic 'Classroom music teachers'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Classroom music teachers"

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Gilbert, Ross G. "Task Organisation and Management in Secondary Music Classrooms." British Journal of Music Education 5, no. 2 (July 1988): 165–72. http://dx.doi.org/10.1017/s0265051700006501.

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Recent research and theory in the area of classroom management indicates that there is a relationship between the task organisation of the classroom and teacher management behaviours. That is, classroom settings such as seatwork and recitation are related to different kinds of pupil behaviour and different kinds of teacher response. A review of related literature and a study of music student teachers in secondary classrooms indicates that music teachers spend considerably more time in recitation-type settings than do teachers of other subjects and are thus required to be more constantly alert and more authoritarian in their behaviour. The implications of these data for teachers, teacher educators and administrations are discussed.
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Kang, Sangmi, and Hyesoo Yoo. "American preservice elementary teachers’ self-reported learning outcomes from participating in Korean percussion lessons in a music-methods course." Research Studies in Music Education 41, no. 3 (January 10, 2019): 327–42. http://dx.doi.org/10.1177/1321103x18806084.

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The purpose of this study was to examine American preservice classroom teachers’ self-reported learning outcomes after partaking in a weekly Korean percussion ensemble in an elementary music-methods course. The preservice classroom teachers rehearsed a Korean percussion ensemble piece ( Samulnori) as their course routine for half of the semester. Participants’ open-ended essays and semi-structured interviews were analyzed to determine their learning outcomes. Based on Abril’s (2006) three world music learning outcome categories (musical, cultural, and other) as initial codes, the emergent coding process was adopted. Through the data analysis, four themes emerged that illustrated preservice classroom teachers’ learning outcomes: (a) Cultural Awareness: Difference, (b) Music Fundamentals: Overlap with Traditional Course Content, (c) Bonding Experience: Community, and (d) Teacher Education: A Well-Rounded Teacher. Based on the results, possible implications for teaching culturally diverse musics to preservice classroom teachers in music-methods courses were discussed.
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Hansen, Dee, and Leslie A. Imse. "Student-Centered Classrooms." Music Educators Journal 103, no. 2 (December 2016): 20–26. http://dx.doi.org/10.1177/0027432116671785.

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Music teacher evaluations traditionally examine how teachers develop student music-learning objectives, assess cognitive and performance skills, and direct classroom learning experiences and behavior. A convergence of past and current educational ideas and directives is changing how teachers are evaluated on their use of student-centered instructional approaches in the music classroom. These are classrooms facilitated rather than directed by the teacher in which students regularly communicate, collaborate, self-reflect, problem solve, and peer-evaluate about their learning. The authors trace the influence of three important initiatives that, among others, contributed to the implementation of student-centered learning in music classrooms: Arts PROPEL, Comprehensive Musicianship, and 21st Century Skills. The article also explores relationships between these entities, the National Music Standards, and teacher evaluation and provides an innovative model of teacher evaluation.
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Ghozali, Imam. "Professional Competence of Teachers in Learning Music at Elementary Schools in Pontianak." Harmonia: Journal of Arts Research and Education 20, no. 1 (June 9, 2020): 84–94. http://dx.doi.org/10.15294/harmonia.v20i1.24932.

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Learning the art of music that has characteristics, special characters, and is carried out within an integrative thematic frame in elementary schools, needs to be supported by the professional competence of classroom teachers. The purpose of this study was to determine the professional competence of classroom teachers in learning music in elementary schools. This paper is the result of interpretive descriptive research with the main data source of classroom teachers, while the source of supporting data are students and principals. Data collection techniques are done by tests, observations, and interviews. The data collection process is carried out starting before the learning stage until the learning evaluation process. Based on the results of the study showed that: (1) the average mastery of classroom teachers to the knowledge of music theory needed in learning has only reached 45%; (2) the average teacher mastery of musical basic competencies has only reached 42.5%; and (3) the average teacher mastery of musical instrument playing skills competencies needed in learning has only reached 33.75%. The results of tests conducted on the teachers turned out to be relevant to the data obtained during the implementation of learning. It was proven that learning material in the form of musical knowledge such as music symbols, time bars, and various tempos is only taught by one class teacher. The practice of singing traditional songs is not supported by the teacher’s ability to give examples of reading song notation in accordance with the demands of the teacher’s handbook. Practical learning material for playing musical instruments is also only implemented by one classroom teacher. The implementation of music art learning in which most of the time allocation is filled with singing songs that are mastered (memorized) by the teacher. This shows that the classroom teacher in the implementation of music art learning has not been supported by adequate professional competence.
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Kallio, Alexis Anja. "Popular “problems”: Deviantization and teachers’ curation of popular music." International Journal of Music Education 35, no. 3 (August 2017): 319–32. http://dx.doi.org/10.1177/0255761417725262.

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Despite many music classrooms welcoming popular musics in striving towards an inclusive and democratic education, there has been relatively little research into teachers’ decisions regarding which popular musics are included and which are excluded from classroom activities. This is of particular interest taking into account arguments that the norms and values associated with some popular musics or songs exist in conflict with the ideals and ideologies of formal schooling. Through interviews with five Finnish music teachers, this article explores the identification and navigation of “problematic” popular musics in school contexts. Teachers noted that four musical features: lyrics, imagery, musical mood and emotional affect, influenced their constructions of popular musics and their repertoire selections for students. This study suggests that popular repertoire decisions are ethically, ideologically, and politically loaded, and that welcoming students’ own musics does not necessarily result in a more inclusive, democratic classroom culture.
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Gee, Jennifer Potter. "Elementary General Music Teachers’ Preparation in Classroom Management." Journal of Music Teacher Education 31, no. 2 (December 7, 2021): 55–67. http://dx.doi.org/10.1177/10570837211062183.

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The purpose of this study was to examine elementary general music teachers’ classroom management preparation within music teacher education programs. Participants ( N = 341) were active elementary general music teachers as identified by the National Association for Music Education (NAfME). Descriptive data included frequencies, percentages, and cross-tabulations. The most frequently reported sources of classroom management preparation were mentoring from a licensed teacher and supervised fieldwork, while creating classroom rules and expectations and teaching procedures were the most frequent examples of within-course content. Participants were most satisfied with their preparation received through licensed teacher mentoring and supervised fieldwork. Implications for music teacher educators are presented.
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Rauduvaite, Asta, and Yanran Li. "TEACHER'S MUSIC ACTIVITIES IN THE CLASSROOM AS A PREREQUISITE FOR IMPROVEMENT OF MUSIC EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 395. http://dx.doi.org/10.17770/sie2018vol1.3219.

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The relevance of the research is realized through the search for the music teacher’s activities that help to improve the process of music education while fostering the learner’s aesthetic and meaningful relationship to music. The object of the research is a music teacher’s activity of teaching music in general education school. The aim of the research is to analyse the improvement opportunities of a music teacher’s activity during music lessons in seventh-eighth grades in general education schools. The methods of the research include the analysis of scientific literature and documents of education; semi-structured interviews with music teachers; a written survey; quantitative and qualitative data analysis. According to the collected data, a variety of musical activities helps to develop learners’ inborn musical abilities, provide a favourable learning environment with an opportunity to develop the learners’ musicianship and presuppose their transferable skills. In this context, teachers’ active and creative musical involvement helps the learner to experience more positive emotions. Such a personal involvement and cooperation serve as a major condition for the improvement of the teachers’ musical activity. An inappropriate choice of the activities can lead to dissatisfaction and be the main reason for failure. The teachers’ participation in musical activities could encompass a number of music modes, which could create a more attractive and productive activity in the lesson: a teacher – a performer – a listener – a facilitator – a leader.
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March, Hunter C. "Music Workshops for Classroom Teachers." Design For Arts in Education 89, no. 3 (February 1988): 26–27. http://dx.doi.org/10.1080/07320973.1988.9938144.

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Baker, Valerie A. "Teachers’ Perceptions on Current Piano Use in the Elementary General Music Classroom." Update: Applications of Research in Music Education 35, no. 2 (August 1, 2016): 23–29. http://dx.doi.org/10.1177/8755123315598558.

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The purpose of this study was to identify teacher opinion of piano use, the amount of piano use, and current purposes for pianos in elementary general music classrooms. A geographically diverse sample of general music teachers ( N = 189) completed a piano use survey. The data indicated that teachers felt piano was an important part of elementary music and that the piano should be used for accompaniment more than any other purpose. Pianos were most commonly used on a weekly basis. Teachers who began piano lessons at a younger age also tended to use more piano in their classrooms. Qualitative statements made about piano use were positive and enthusiastic. This study provides direction for future research in the investigation of relationships between amount of piano use and teacher variables, and the amount of a cappella singing in the elementary classroom.
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He, Siyuan, Sixian He, and Xin Gao. "Innovative Practice of Multimusic Performance Culture Education of Core Literacy in Multimedia Environment." Journal of Environmental and Public Health 2022 (July 30, 2022): 1–9. http://dx.doi.org/10.1155/2022/9440849.

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Under the framework of disciplinary knowledge integrating technology, the multimedia teaching application of music performance attracts a major opportunity for reflection and reconstruction. The purpose of this study is to explore the laws and experiences of music performance teachers’ multimedia teaching applications under the framework of subject teaching knowledge integrating technology. Through the research to understand the classroom multimedia teaching application of music performance teachers, according to the research results, relevant strategies are put forward for the application of music performance teachers’ classroom multimedia teaching, in order to effectively improve the classroom teaching effect of music performance teachers. This research mainly uses the classroom observation method and data statistical analysis method and takes 100 music video lessons of the National Educational Resources Public Service Platform as the survey object. A total of 100 teachers were observed and scored in the classroom through the compiled multimedia teaching observation table for music performance teachers, and then the data was analyzed to draw conclusions. The conclusions of this study are as follows: The multimedia application behaviors of the teachers of the excellent courses are different from those of the teachers of the daily classes. The two types of teachers have differences in the effectiveness of multimedia teaching application of music performance, and the scores of the practical application of information technology are uneven. The overall score of multimedia teaching applications of excellent course teachers is higher than that of daily course teachers, and the classroom teaching effect is better. In this regard, based on the observation and assessment of the effectiveness of multimedia teaching applications by two types of teachers, this paper puts forward some suggestions for music performance teachers to improve the effectiveness of multimedia teaching applications in classrooms from the aspect of teachers themselves and educational functions. It is hoped that it can provide some theoretical basis and practical materials for the personal and professional development of music performance teachers.
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Dissertations / Theses on the topic "Classroom music teachers"

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Mason, Lindsey Lea. "Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407827/.

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The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this study explored teachers’ perceptions of how classroom interactions, in light of differences in communication, might impact students of different socio-economic backgrounds from the teacher. The findings of this study indicated that the participants expressed a desire to connect with all of their students, regardless of their background. They also discussed challenges that made relationships difficult, such as feelings of disconnect from their Title I students and their families based on differences in home life and background. This dissonance was often difficult for the participants to reconcile due to pressures and difficulties in their teaching situations, such as the large number of students and the scheduling of classes, curricular pressures, and other district expectations such as after-school ensembles. Implications for practicing music teachers and teacher education include ways to understand students’ communities and rethinking ways of approaching relevant terminology in education.
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Young, Sharon M. "Music teachers' attitudes, classroom environments, and music activities in multicultural music education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794066543544.

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Gibbs, Beth Ellen Rutkowski Joanne. "Experienced elementary music teachers' perceptions of effective classroom interactions." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-4642/index.html.

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Goodman, Jerry Lee. "Perceived music and music-teaching competencies of classroom teachers in the state of Ohio." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302725455.

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Kalliokulju, Victoria, and Julia Eriksson. "Teachers' views on working with Music in the English Language Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34597.

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The purpose of this degree project was to investigate the views of four elementary schoolteachers concerning the use of music in the English language classroom. Additionally wewanted to see how the teachers motivated their choices to use or not use music, and in order to answer our two research questions we chose to do semi-structured interviews with the fourselected informants. This method helped us to get an in depth perspective of the teachersthoughts and opinions. Krashen (1983) and Piaget (2008, 1988) provided us with theunderlying theoretical concepts for this study: ‘the affective filter hypothesis’ and ‘the theoryof cognitive development.’ Furthermore, we used selected previous research studies andtheoretical literature for the final analysis. Our findings show that the teachers have an overallpositive attitude towards using music and English together and that they all have seen positiveoutcomes for the students’ motivation and language learning when using it. Their motives forusing music were based on their own musical interests, their view of learning, the type ofclass they teach and their previous positive experiences. Our conclusion for this study is thatthe benefits that can come from using music in the English language classroom are far moreprominent than the challenges, and in the end it is up to the teacher to evaluate if this way ofworking will suit her learners. Therefore, our suggestion to English teachers is to at leastconsider the use of music in the English language classroom in order to experience thepossible benefits.
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Cole, Mark Remsen. "An Examination of Cooperating Teachers' Observations of Their Student Teachers in the Areas of Personal, Teaching, and Musical Skills in the Elementary Classroom." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5001.

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The purpose of this descriptive study was to examine the observations of elementary school music teachers regarding the level of preparation of their most recent student teachers at the beginning of their student teaching experience. Twenty-seven elementary music teachers participated in a survey rating the preparedness of their student teacher in the areas of personal, teaching, and musical skills, and provided free-response feedback concerning the skills and abilities they observed as strong and weak. These responses were compared to the 1997 research completed by David Teachout, where preservice teachers and experienced teachers were asked to list what they felt were the forty most important skills necessary for success in regard to new music teachers. The results of the survey found a shift in emphasis in personal skills toward skills related to relationship quality with the students. Teaching skills surrounding Classroom Management were considered important but were the weaker of the demonstrated abilities. Musical skills showed the closest alignment between what was considered essential and demonstrated strength. Additional skills, both strong and weak were noted, and implications for the music teacher curriculum was discussed.
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Venesile, John Anthony. "The relationship among personality characteristics, self-esteem, and music teaching behaviors in prospective elementary classroom teachers." Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1059763317.

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Brenes, Manuel Emilio. "A descriptive study of the ratio of approval to disapproval demonstrated by music teachers and classroom teachers in first, second, and third grades." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/1745.

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The purpose of this study was to determine the approval to disapproval ratios of feedback given by music and classroom teachers to first, second and third grades. Eight teachers from a South Florida Elementary School were selected for this study. Twelve 20-minute videos were taken for further examination. Analyses of data using percentage formulas were used to determine the ratio of each of the teacher reinforcement. Classroom teachers gave 2.3% social approval feedback, 59% academic approval feedback, 22% social disapproval feedback, 16.5% academic disapproval feedback, and 0% errors. Music teachers gave .7% social approval feedback, 67% academic approval feedback, 22% social disapproval feedback, 10% academic disapproval feedback, and 0% errors. Today's teachers are 8% more academically approving than thirty years ago. Results also show that today's music teachers are still more approving than classroom teachers.
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Wiles, Michael Ashley. "A phenomenographic approach to understanding Taiwanese music teachers' experiences of creativity in the classroom." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12277/.

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This thesis examines what creativity means to a group of Taiwanese music teachers, and how it relates to their classroom experiences and teaching practices. The research followed a qualitative, interpretative approach. Interviews were used to gather data, and were analysed according to phenomenographic principles. Analysis of the interviews indicated that two main approaches were taken by teachers regarding their experiences of creativity: a product-focused, and a process-focused approach. In the product-focused approach, creativity was defined from the outside according to externally imposed factors, frames of reference, and motivating forces. In the process-focused approach, creativity was defined from the inside, from the point of view of the individual involved, and in which personal agency, inclusion, and collaboration were valued. From the two approaches, four categories were further identified that delineated the main focus of teachers’ experiences, namely curriculum, talent, knowledge, and dialogic. The approach taken by teachers towards creativity also showed a relationship to how music education was perceived. Teachers who had a product-focused approach to creativity saw music education in terms of content, while those who were process-focused had a meaning-oriented view of music education that valued the experience of students over the content that was taught. Similarly, a correspondence was found between how creativity was perceived and the nature of classroom interactions that varied between teacher-centred and learner-centred. The thesis concludes by questioning whether traditional approaches to music education still prevalent in Taiwanese classrooms can accommodate the democratic and universalized approach to creativity promoted by the Taiwan government. It is recommended that music teacher educators in Taiwan re-evaluate the goals of music education and how it is delivered if music education and creativity are to co-exist.
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Keyloun, Cruz Mary Louise. "Effects of a Music Literacy Integration Intervention on Teachers’ Self-Efficacy and Proactive Attitudes Toward Music Integration in Classroom Instruction." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/96.

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With the adoption of the common core state standards, pressure to raise the achievement of young learners was intense. Classroom teachers were scrutinized to teach lessons with high levels of thinking and rigor. Teachers were inclined to eliminate or ignore artsenriched lessons that would benefit students. The reason for this action was associated with the efficacy of the classroom teacher toward music integration in literacy curriculum. The purpose of the study was to examine the effects of the Music Literacy Integration Intervention (MLII) on the self-efficacy and proactiveness of teachers at a small elementary school in Florida toward integration of music in reading instruction. There were 3 data-collection instruments. The Teacher Efficacy scale (TES) was used to collect pretest and posttest data for Research Question 1, whereas the Proactiveness Attitude scale (PAS) was used to collect the same type of data for Research Question 2. The Teacher Interview Instrument was used to collect only postimplementation data for Research Question 3. The triangulated data from the 3 instruments were used to respond to Research Question 4. Teacher participants had 272 students in kindergarten-Grade 5. There was a convenience sample of 20 teachers for the survey part of the study. Only 18 teachers returned completed surveys. The sample size for the interviews was 6 teachers randomly selected from 18 teachers. Quantitative data analysis for the Research Questions 1 and 2 was descriptive statistics (i.e., pretest mean, posttest mean, standard deviation, and effect size indicator). The inferential statistical model for the 2 research questions was the t test for paired samples. Qualitative data analysis for Research Question 3 followed a modified version of the constant-comparative, data-analysis procedure. Triangulated survey and interview data were used to respond to Research Question 4. Findings for Research Question 1 indicated the MLII improved teachers’ perceptions on their self-efficacy toward music integration as measured by the TES from pretest to posttest. Results for Research Question 2 suggested the MLII improved teachers’ perceptions of their proactive attitudes toward music integration as measured by the PAS. The increases in scores in both research questions showed large effect sizes. Findings for Research Question 3 indicated teachers perceived that the MLII met its objectives of providing useful strategies that facilitated the integration of music literacy into the reading instruction. Results for Research Question 4 showed the qualitative data from Research Question 3 confirmed the quantitative data from Research Questions 1 and 2. An implication was music had a positive effect on students’ reading abilities and school leaders should reinvest in music integration into the reading curriculum.
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Books on the topic "Classroom music teachers"

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Leon, Dallin, ed. Music skills for classroom teachers. 8th ed. Dubuque, IA: W.C. Brown Publishers, 1992.

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Winslow, Robert W. Music skills for classroom teachers. 9th ed. Boston, Mass: McGraw Hill, 2001.

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Winston, Robert W. Music skills for classroom teachers. 7th ed. Dubuque, IA: Wm. C. Brown, 1988.

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Hoffer, Charles R. Music for elementary classroom teachers. Long Grove, Ill: Waveland Press, 2005.

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Cutietta, Robert A. Encountering the fundamentals of music: An activities approach for classroom teachers. Mountain View, Calif: Mayfield Pub. Co., 1989.

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Haritun, Rosalie A. Music teacher's survival guide: Practical techniques & materials for the elementary music classroom. West Nyack, N.Y: Parker Pub. Co, 1994.

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Fallin, Jana R. Using music to enhance student learning: A practical guide for elementary classroom teachers. New York: Routledge, 2011.

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1961-, Frierson-Campbell Carol, ed. Teaching music in the urban classroom: A guide to survival, success, and reform. Lanham, Md: Rowman & Littlefield Education, 2006.

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Orio, Patricia De. Teaching students with disabilities: A resource guide for the strings classroom. [United States]: TL Publications, 2014.

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Burnsed, Charles Vernon. The classroom teacher's guide to music education. Springfield, Ill: C.C. Thomas, 1993.

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Book chapters on the topic "Classroom music teachers"

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Webb, Michael, and Clint Bracknell. "Educative Power and the Respectful Curricular Inclusion of Aboriginal and Torres Strait Islander Music." In The Politics of Diversity in Music Education, 71–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_6.

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AbstractThis chapter argues for the full, respectful curricular inclusion of Aboriginal and Torres Strait Islander music in order to promote a more balanced and equitable social and cultural vision of the nation-state in Australian schools. It challenges views that claim Indigenous cultures have been irretrievably lost or are doomed to extinction, as well as the fixation on musical authenticity. We propose that the gradual broadening of Indigenous musical expressions over time and the musical renaissance of the new millennium have created an unprecedented opportunity for current music educators to experience the educative power of Aboriginal and Torres Strait Islander music. This means that culturally nonexposed music teachers can employ familiar musical-technical approaches to the music even as they begin to more fully investigate the music’s cultural-contextual meanings. The chapter considers issues that impinge on the music’s educative power, especially those relating to its definition, its intended audiences, and pedagogies. It aims to help clear the way for the classroom to become an environment in which students can sense the depth and vitality of contemporary Australian Indigenous music.
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Raiber, Michael, and David Teachout. "What is your classroom? 1." In The Journey from Music Student to Teacher, 69–92. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003107675-7.

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Clough, Nick, and Jane Tarr. "A review of participatory action research as a basis for inter professional learning within the school setting: developing teachers as music makers in the classroom." In Addressing Issues of Mental Health in Schools through the Arts, 169–89. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429032172-8.

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Raiber, Michael, and David Teachout. "How will you present instruction in your classroom?" In The Journey from Music Student to Teacher, 93–114. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003107675-8.

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Partington, Julia. "“Ideal Relationships”: Reconceptualizing Partnership in the Music Classroom Using the Smallian Theory of Musicking." In Musician–Teacher Collaborations, 159–70. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-14.

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Raiber, Michael, and David Teachout. "How will you construct music learning experiences in your classroom?" In The Journey from Music Student to Teacher, 115–34. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003107675-9.

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Raiber, Michael, and David Teachout. "How will you teach students to understand and make music in your classroom?" In The Journey from Music Student to Teacher, 135–54. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003107675-10.

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Sæther, Eva. "The Art(s) of Getting Lost: Halting Places for Culturally Responsive Research Methods." In The Politics of Diversity in Music Education, 15–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_2.

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AbstractThis chapter revisits the ideas of radical empiricism and sensuous scholarship, embedded in current music education research. Focusing on the development of methodological implications of cultural responsiveness and arts-based research methods, the chapter argues for epistemic openness. The discussion is located within the author’s own experiences of course development for Swedish music teacher students in Gambia, field studies in multicultural classrooms in Sweden, and research design that includes the fiddle, opening up for music to ask the questions. Borrowing from anthropological research the concepts of radical empiricism and sensuous scholarship, music education researchers might find useful tools to approach project planning, to perform the analysis of the material and to communicate the results in culturally responsive forms that inform both research and praxis. By studying music transmission with culturally sensitive research methods, this chapter suggests possibilities to do more than observing and reporting. There is a possibility to engage with different knowledge systems and politics, in all types of retrieved material – and to generate inclusive knowledge building.
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Garrett, Matthew L., and Joshua Palkki. "Honoring Gender Diversity in Music Classrooms." In Honoring Trans and Gender-Expansive Students in Music Education, 98–126. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197506592.003.0005.

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In this chapter, attention is given to specific ideas that school music teachers can use to honor TGE students. Examples for sharing and displaying TGE-inclusive names, pronouns, and titles are presented within a variety of music classroom contexts. The authors describe how school music teachers can select inclusive classroom curricular materials by reviewing them for bias against gender diversity, by incorporating inclusion in elementary classroom discourse, and by working to avoid gender stereotypes in instrumental music settings. Further discussion focuses on the need for age-appropriate interactions with children, the implications of gendered vernacular language in classrooms settings, and considerations for music teacher-educators working with pre-service teachers at the college level.
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Bernard, Cara Faith, and Joseph Michael Abramo. "Literacy." In Teacher Evaluation in Music, 111–42. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190867096.003.0006.

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This chapter describes the ways music teachers can “authentically” implement a variety of literacy strategies in their classrooms. This “authentic” approach to literacy may contribute to the teaching of musical content rather than to an added burden of teaching literacy separate from music. These approaches can help music teachers better articulate their literacy practices to evaluators. First, the chapter lists the different ways music teachers commonly conceive of literacy and the relationship of those perceptions to teacher evaluation. Second, it provides a framework of “disciplinary literacy” and “artistic literacy” to implement literacy in music classrooms. Next, the chapter outlines ways in which disciplinary literacy and artistic literacy may be used to improve communication with evaluators. Finally, the chapter applies the concept of literacy to teacher evaluation and provides strategies for incorporating these varieties of approaches into the music classroom. Sample lesson plans implementing literacy strategies are included in the chapter.
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Conference papers on the topic "Classroom music teachers"

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Arrington, Nancy McBride. "Examining Preservice Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5415.

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The sense of efficaciousness for teaching diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. Both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for meeting needs of diverse learners in the elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners, potentially contributing to a positive impact on their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education. Keywords: Self-Efficacy, Diverse Learners, Music Integration, Scholarship of Teaching and Learning
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Daliņa, Dace, and Vēsma Ozoliņa. "Problems of Group Management in Preschool Music Lessons and Possible Solutions." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.15.

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The research was implemented within the framework of the University of Latvia master’s study program “Pedagogy” course “Effective classroom management”. During the action research, the researchers identified group management problems in music lessons at educational institution X, in group Y. Key problem identified was the insufficient attention of children at the beginning of the lesson. The research proceeded to also look for possible solutions. The aim is to analyse current methods of delivering effective music classes in a pre-school setting, and propose and validate new strategies to improve the beginning of a music lesson. The study involved 17 preschool children (11 boys and 6 girls), a music teacher, and two group teachers, and an observer. The study was conducted from October 2019 to March 2020. The first results of the action research show that as the teacher changed her classroom activities, introduced certain group management techniques, such as signalling and acoustic counting, and repeating these as a routine activity in each lesson, children’s attention improved significantly at the beginning of the music lesson and became more sustained.
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Tan, Clarence, Alfredo Bautista, Joanne Wong, Siew-Ling Chua, and Hui-Ping Ho. "USING KEYWORDS TO SEARCH FOR CLASSROOM VIDEOS: WHAT ARE MUSIC TEACHERS INTERESTED IN?" In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2143.

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Bernabé Villodre, María del Mar. "CONSIDERATIONS OF HIGHER EDUCATION MUSIC TEACHERS ON DIDACTIC TRAINING IN THE INSTRUMENTAL CLASSROOM." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1348.

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Milhano, S. "IN-SERVICE ELEMENTARY CLASSROOM TEACHERS TRAINING IN THE PEDAGOGICAL USE OF TECHNOLOGIES IN MUSIC EDUCATION." In International Conference on Future of Education. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/26307413.2021.4104.

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Ellis, Antonio. "African American Male K–12 Teachers: Exploring Historical Relationships Between Hip-Hop Music and Classroom Culture." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579812.

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Stramkale, Ligita. "The Independence of Primary School Students in Learning Music at a Distance during Covid-19 Pandemic." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.022.

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As a result of the Covid-19 pandemic, the primary school students were forced to study at a distance of two and a half months starting from mid-March 2020. There was a situation where students had to learn music independently more than they had done so far. The study aims to determine 2nd and 3rd grade students’ perspectives on independent distance learning of music during the Covid-19 pandemic. To achieve the aim of the study, previous researches on this issue were analysed, as well as an empirical study was carried out. The study involved 105 (N=105) primary school students in grades 2-3 and occurred in the second term of the 2019/2020 school year in a public primary school located in Riga. A questionnaire consisting of 20 statements was conducted to determine students’ perspectives on music distance learning independently. The twenty statements were divided into four groups: students’ independence, provision of technical aids, difficulties and attitude. The study revealed that the students’ skills to find and complete the tasks that are given by the teacher in the E-class are at a middle level. The students assessed their ability to learn to sing songs and perform music listening tasks independently at a high level. The students mostly used computers or mobile phones when they learned music at a distance. However, the majority of students faced a lack of technical aids. The study found out that complete music listening task was the easiest for the students, but a little harder was learning to sing songs. The most difficult part of learning for students was to complete a writing task because the possibility of printing it was limited. The students rated their attitude towards music distance learning independently at a middle level. Many students missed the presence of their teachers and longed for social activities in the classroom. The study concluded that there is a significant difference between 2nd and 3rd grade students’ skills to find independently the tasks sent by the teacher. Moreover, the 3rd grade students wanted to learn music independently at a distance more than the 2nd grade students did. The study provides evidence-based data on primary school students’ readiness to learn music independently at a distance.
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Liu, Tse. "The main directions of development of patriotic education of students by means of vocal art in the People's Republic of China." In Наука России: Цели и задачи. НЦ "LJournal", 2021. http://dx.doi.org/10.18411/sr-10-04-2021-69.

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The purpose of the article is to show how modern technologies expand the educational possibilities of children's patriotic songs by enriching this genre with new means of expression, as well as the emergence of new forms of song representation (songs for movies, TV shows for children, laser shows, open-air performances, etc.). The direct participation of children in the preparation for participation in the events, performances in front of the audience, as well as the presence as spectators and the use of music teachers of these genres in the classroom have an effective educational impact on children of different ages for the purpose of patriotic education of young people in China.
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Yu-Huei Su, Mei-Ju Su, Ching-Hui Huang, Tsung-Lin Wu, and Heng-Shuen Chen. "Using e-learning platform and teachers network community to enhance classroom management and emotion management for school children - music and the healthy life - as the example." In HEALTHCOM 2006 8th International Conference on e-Health Networking, Applications and Services. IEEE, 2006. http://dx.doi.org/10.1109/health.2006.246441.

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Shriki, Atara, and Ilana Lavy. "QUALIFYING MATHEMATICS TEACHERS TO DESIGN INTERDISCIPLINARY LEARNING ACTIVITIES OF MATHEMATICS AND MUSIC." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end099.

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"Interdisciplinary learning of mathematics and arts is often acknowledged as supporting the development of students' problem-solving skills, encouraging student involvement in learning, and fostering students' creativity. However, for teachers to acknowledge the benefits of interdisciplinary learning of mathematics and arts, and express willingness to apply it in their classrooms, they must first experience such learning for themselves. To that end, they have to take part in dedicated training courses. The study described in this paper followed the experience of twenty-seven elementary school mathematics teachers who participated in an annual professional development program that took place once every two weeks and was designed to qualify them to implement an interdisciplinary approach to teaching mathematics and arts. The course included four interdisciplinary modules: math-music, math-painting, math-photography, and math-dance. None of the teachers had prior knowledge of interdisciplinary teaching and learning. The mathematical topic chosen was fractions, as this topic entails numerous difficulties of various kinds both for the teachers and the students. In what follows we focus on the teachers' experience with module no. 1, math-music. Before we explicitly exposed the teachers to the rationale of interdisciplinary learning of mathematics and music, they were asked to design learning activities that integrate fractions and music. No specific instructions were given, as we aimed at allowing the teachers to examine their initial perceptions and interpretations regarding interdisciplinarity, and then adapting the contents of the professional development program to the teachers' early perceptions and knowledge. After completing the design of the activities, the teachers presented them, explained their considerations, and provided mutual feedback. They also rated the extent to which interdisciplinarity was expressed in the activity, according to criteria they had developed themselves. The study indicated that teachers who knew how to play a certain musical instrument and read notes produced more mathematically significant content. Moreover, activities based on considerations relating only to common student mistakes in performing arithmetic operations in fractions did not lead to the design of activities characterized as having a high extent of interdisciplinarity. In case the considerations included general mathematical knowledge and knowledge of the mathematics curriculum, the extent of integration increased. Following these findings, the professional development program focused on deepening the teachers' mathematical knowledge and musical knowledge relevant to the subject of fractions. This approach has proven to be effective in terms of teachers' ability to produce meaningful interdisciplinary math-music activities, thus indicating the feasibility of teacher training for implementing an interdisciplinary approach."
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