Relevant bibliographies by topics / Music teachers

Academic literature on the topic 'Music teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 March 2023

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Music teachers":

1

Okay, H. Hakan. "The views of music teachers and music teacher candidates about value training." International Journal of Academic Research 6, no. 2 (March 30, 2014): 92–102. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.15.

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Bremmer, Melissa. "Does the body count as evidence? Exploring the embodied pedagogical content knowledge concerning rhythm skills of a Dutch specialist preschool music teacher." International Journal of Music in Early Childhood 16, no. 1 (June 1, 2021): 89–103. http://dx.doi.org/10.1386/ijmec_00029_1.

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In educational research, the teacher’s body tends to be neglected as a source of evidence of pedagogical content knowledge (PCK). The music teacher’s body might, however, communicate knowledge about teaching that is key to the profession of music teachers. This qualitative single case study set out to explore what the embodied PCK of a music teacher regarding teaching rhythm skills could be. Through a stimulated recall interview, two video analysis tasks, a digital notebook and a semi-structured interview, the PCK of a Dutch specialist music teacher teaching rhythm skills to preschoolers was mapped. The findings show that physical modelling, but also instructional, guiding, representational gestures and embodied ways of assessing, reflect embodied aspects of a music teacher’s PCK regarding rhythm skills. This research study illuminates the role of the music teacher’s body in PCK and provides a starting point for developing a body-based pedagogy for (future) music teachers.
3

Bremmer, Melissa. "Does the body count as evidence? Exploring the embodied pedagogical content knowledge concerning rhythm skills of a Dutch specialist preschool music teacher." International Journal of Music in Early Childhood 16, no. 1 (June 1, 2021): 89–103. http://dx.doi.org/10.1386/ijmec_00029_1.

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In educational research, the teacher’s body tends to be neglected as a source of evidence of pedagogical content knowledge (PCK). The music teacher’s body might, however, communicate knowledge about teaching that is key to the profession of music teachers. This qualitative single case study set out to explore what the embodied PCK of a music teacher regarding teaching rhythm skills could be. Through a stimulated recall interview, two video analysis tasks, a digital notebook and a semi-structured interview, the PCK of a Dutch specialist music teacher teaching rhythm skills to preschoolers was mapped. The findings show that physical modelling, but also instructional, guiding, representational gestures and embodied ways of assessing, reflect embodied aspects of a music teacher’s PCK regarding rhythm skills. This research study illuminates the role of the music teacher’s body in PCK and provides a starting point for developing a body-based pedagogy for (future) music teachers.
4

Friesen Wiens, Kim. "The Discerning Process of Song Selection." Alberta Academic Review 5, no. 1 (September 2, 2022): 7. http://dx.doi.org/10.29173/aar139.

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Songs that were once considered standard repertoire in elementary music programs across Canada are now being identified as including derogatory, misogynistic, and/or harmful texts. While there has been research and findings compiled on the text of songs (Bailey, 2020; Ellingsen, 2019; Kelly-McHale, 2018; McDougle, 2021), this is still a relatively new field, particularly regarding how information about texts of songs is shared with teachers. How can existing music education programs provide learning opportunities around repertoire selection for both in-service and preservice teachers? The Orff Level Certificate Program of Carl Orff Canada works with both preservice and in-service music teachers. The Orff program occurs on a yearly basis, with approximately 25 teacher educators and 250 teachers enrolled across the country. With the majority of elementary educators being “white, middle class, female, heterosexual teachers” (Holden & Kitchen, 2019, p. 27), there is a need to acknowledge the social hierarchy present in the classroom, that is, the power and privilege held by music educators. By working with music teachers to think critically about what musics to include, Orff Level Teacher Educators can provide the tools for music educators to “shape a curriculum and a pedagogy that purposefully places classroom musics alongside students’ own musics, experiences and interests (Hess, 2017, p. 71). In March 2021, an online survey, including a combination of multiple-choice and open-ended questions was sent to 25 Orff Level Teacher Educators in Canada. Responses were received from 17 teacher educators. The following questions guided the investigation: (a) How are songs selected for inclusion in the program? (b) Have there been changes to the repertoire list over the last five years? If so, what is driving these changes? (c) How do teacher educators see their selection process of repertoire impacting teachers’ choices of repertoire? Using thematic analysis, I analyzed the responses looking for common themes. These findings have served as a foundation for dialogue with Orff Teacher Educators. The next phase of the study will begin in spring 2022 where I will be interviewing three to five participants to further clarify findings from the survey portion of the research. References Bailey, P. (2020, April 27). Reclaiming kumbaya! https://www.decolonizingthemusicroom.com/reclaiming-kumbaya Ellingsen, A. (2019, October 30). Jump Jim Joe. https://www.decolonizingthemusicroom.com/jump-jim-joe Hess, J. (2017). Equity in Music Education: Why equity and social justice in music education? Music Educators Journal, 104(1), 71–73. https://doi.org/10.1177/0027432117714737 Holden, M., & Kitchen, J. (2019). Equitable admissions in Canadian teacher education: Where we are now, and where we might go. In J. Mueller, & J. Nickel, (Eds.) Globalization and diversity in education: What does it mean for Canadian teacher education? (23-60). Canadian Association for Teacher Education. Kelly-McHale, J. (2018). Equity in music education: Exclusionary practices in music education. Music Educators Journal, 104(3), 60–62. https://doi.org/10.1177/0027432117744755
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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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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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Sularso, Sularso. "Pendekatan literasi musik: Upaya mengetahui persepsi mahasiswa pendidikan guru sekolah dasar tentang keragaman budaya musik Indonesia." Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan 10, no. 1 (August 7, 2022): 1–7. http://dx.doi.org/10.30738/wd.v10i1.12745.

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Bagi mahasiswa pendidikan guru sekolah dasar, pembelajaran musik menjadi matakuliah wajib yang harus dituntaskan. Dalam masyarakat multikultural, siswa pendidikan guru sekolah dasar harus memahami khasanah musik Indonesia secara baik. Persoalannya adalah mahasiswa pendidikan guru sekolah dasar tidak secara spesifik mengambil jurusan musik, sehingga rata-rata mereka tidak memiliki pengetahuan literasi musik secara memadai. Perspektif literasi musik tradisional ini dimaksudkan untuk membantu mahasiswa sekolah dasar dalam memahami hubungan antara musik tradisional dan pendidikan musik multikultural. Signifikansi penelitian ini terletak pada pentingnya perspektif literasi musik tradisional dalam membantu semua mahasiswa pendidikan guru sekolah dasar dalam mengkonstruksi pengetahuan tentang musik tradisional Indonesia. Berpijak pada persoalan tersebut, maka penelitian ini bertujuan untuk mengetahui persepsi mahasiswa pendidikan guru sekolah dasar dalam kaitannya dengan keragaman budaya musik Indonesia dengan pendekatan literasi musik. Data diperoleh melalui observasi, dan wawancara. Data yang dikumpulkan meliputi data-data pengetahuan musik tradisi, respon pengindraan musik, hingga perhatian mahasiswa terhadap fenomena musik tradisi disekitarnya. Hasil klasifikasi ketiga jenis data tersebut selanjutnya dianalisis dengan pendekatan literasi musik. Hasilnya adalah bahwa pendekatan literasi musik tradisional dapat membantu mahasiswa pendidikan guru sekolah dasar dalam mengkonstruksi pengetahuan tentang musik tradisional Indonesia. Kontribusi penelitian ini terletak pada pembentukan perspektif baru tentang pentingnya peningkatan literasi musik tradisional Indonesia sebagai upaya untuk melestarikan identitas dan semangat multikultural bagi calon guru sekolah dasar di Indonesia. Music literacy approach: An effort to find out the perceptions of elementary school teacher education students about the diversity of Indonesian music culture Abstract: For elementary school teacher education students, learning music is a compulsory subject that must be completed. In a multicultural society, elementary school teachers' education students must understand the repertoire of Indonesian music well. The problem is that elementary school teacher education students do not specifically major in music, so on average, they do not have adequate knowledge of musical literacy. This traditional music literacy perspective is intended to assist elementary school students in understanding the relationship between traditional music and multicultural music education. The significance of this research lies in the importance of the traditional music literacy perspective in helping all elementary school teacher education students in constructing knowledge about Indonesian traditional music. Based on these problems, this study aims to determine the perceptions of elementary school teacher education students in relation to the diversity of Indonesian music culture with a musical literacy approach. Data was obtained through observation and interviews. The data collected includes data on knowledge of traditional music, musical sense responses, and students' attention to the phenomenon of traditional music around them. The results of the classification of the three types of data are then analyzed using a musical literacy approach. The result is that the traditional music literacy approach can help elementary school teachers educate students in constructing knowledge about Indonesian traditional music. The contribution of this research lies in the formation of a new perspective on the importance of increasing literacy in traditional Indonesian music as an effort to preserve the identity and multicultural spirit of prospective elementary school teachers in Indonesia.
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Sile, Maruta, and Inta Ratniece. "Improvement of Music Teachers’ Competence via Productive Activity." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 425. http://dx.doi.org/10.17770/sie2015vol2.422.

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<p><em>Professional pedagogical performance is an important condition for a successful implementation of national education policy. Creative and understanding the evolving process of today – a competent music teacher is competitive both in the domestic employment market and abroad. Music as art is creative in its essence. However, in practice it is often found that reproductive activity often dominates the preparation of music teachers. Being the most creative of arts – music in the course of acquiring the art of playing music loses its inherent creativity. Primarily, the preparation of music teachers is focused on activities based on the quality of learning by heart and remembering. The matter of research is related to raising awareness of productive activity in the improvement of music teacher competency. The objective is to study opportunities for improvement of music teacher competences within productive activity.</em> <em>The research is developed by theoretical and empirical methods involving discussions and a questionnaire. In order to improve the professional competence of a music teacher via productive activity, a procedural – structural model titled “Improvement of Music Teacher’s Competence via Improvisation” was developed, the utility of which is evaluated on the basis of various specific criteria. An exercise system is also developed and approved. As a result of verifying the model, we assure the utility thereof in the improvement of the professional competence of music teachers. The developed improvisation exercises are useful for practical productive activities.</em></p>
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Nurtug, Bariseri Ahmethan, and Bahar Yigit Vahide. "Preservice music teachers` perception of their music teachers." Educational Research and Reviews 12, no. 7 (April 10, 2017): 432–41. http://dx.doi.org/10.5897/err2017.3153.

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Vasil, Martina. "Integrating popular music and informal music learning practices: A multiple case study of secondary school music teachers enacting change in music education." International Journal of Music Education 37, no. 2 (February 19, 2019): 298–310. http://dx.doi.org/10.1177/0255761419827367.

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The purpose of this multiple case study was to examine the practices and perspectives of four music teachers who integrated popular music and informal music learning practices into their secondary school music programs in the United States. A primary goal was to understand music teachers’ process of enacting change. Data included 16 semi-structured interviews, eight school site visits and observations, documents, and a researcher journal. Findings revealed that teachers enacted change within micro-contexts—their classrooms. Teachers had an internal locus for change; they developed rationales for change and initiated curricular changes in response to a lack of student engagement, which seemed to stem from students feeling insecure in their musical abilities and disconnected from the content and pedagogy used in music classes. For the teachers in this study, the solution was integrating popular music and informal music learning practices. Thematic analysis revealed eight characteristics of effective teacher-initiated change in secondary music education: (1) holistic and gradual change processes, (2) teacher reflection and inquiry, (3) teacher autonomy, (4) enabling institutional factors, (5) use of a variety of supportive networks, (6) student-centered pedagogy, (7) teacher-selected professional development, and (8) a balance of structure and chaos and formal and informal learning.
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You might also be interested in the extended bibliographies on the topic 'Music teachers' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Music teachers":

1

Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16074/1/Julie_Ballantyne_Thesis.pdf.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.
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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16074/.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.
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Johnson, Sherry Anne. "High-school music teachers' meanings of teaching world musics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22326.pdf.

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Cain, Timothy. "Mentoring trainee music teachers." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/192637/.

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This study analyses the relationships between Secondary school music trainee teachers and the mentors who are primarily responsible for training them to teach music. The methodology was an in-depth collective case study of a sample of trainee music teachers and their mentors, adopting primarily the methods of non-participant observations and interviews. The study is located within a review of pertinent theories of mentoring and an analysis of empirical research. This analysis compares studies of ITT mentoring in different contexts, and demonstrates that, despite the diversity of mentoring practice, research has produced findings which are consistent across two or more studies. The collective case study consists of five individual cases ofmentoring relationships, each of which is presented so as to preserve its individuality. The talk in meetings between trainees and their mentors is then analyzed drawing on Mercer's (1995) typology of classroom talk as exploratory, cumulative and disputational. The analysis shows that exploratory talk has an underlying structure which is missing in cumulative and disputational talk. Analysis ofthe talk also reveals three further types of conversation between mentors and their trainees which are characterised as solo conversations, short conversations and parallel monologues. The study has two major conclusions: first, that in mentoring conversations exploratory talk is more likely to promote productive reflection than other types of talk, and second, that the potential for exploratory talk to promote reflection may not be fully realised by music mentors.
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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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Cusano, Janice M. "Music specialists' beliefs and practices in teaching music listening /." Electronic version Electronic version, 2004. http://wwwlib.umi.com/dissertations/fullcit/3209909.

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Thesis (Ph. D.)--Indiana University, 2004.
Computer printout. Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0878. Adviser: Mary Goetze. Includes bibliographical references (leaves 205-223), abstract, and vita.
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Owen, Remington Carson Harrison. "Finding The Gaps: Lecturers' Perceptions on the Preparedness of Preservice Music Teachers." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21579.

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This thesis provides views of lecturers directly involved in the training of preservice music teachers, views previously absent from research. The scope of data collected included lecturers’ perceptions of particular strengths and weaknesses in preservice music teachers, factors that lecturers attribute weaknesses to, how gaps in knowledge and skills can be addressed, gaps within initial music teacher education programs and how to address those gaps within programs. Interviews were conducted with 7 lecturers across Australia who are directly involved in a tertiary music education program. Whilst lecturers speak from a variety of institutions, each with different structures and elements that affect their initial music teacher education programs, trends were identified. The findings suggest that lecturers perceive preservice music teachers to be passionate, however, lacking in general music knowledge and skills. Gaps in knowledge and skills are largely due to elements that are out of the control of the lecturers, who outlined strategies for how they best prepare music teachers, within the existing limitations. This research identifies issues that impact the ability of lecturers to prepare music teachers across Australia, and raises important issues that initial music teacher education programs need to address when considering how to best train music teachers.
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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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Durst, Melissa Anne. "Assessment of Ohio Music Teachers: Challenges and Implications." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1335757438.

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Holmes, Ivan. "Studio music teachers and public music examinations : the quality interface." Thesis, James Cook University, 2006. https://researchonline.jcu.edu.au/1834/1/01front.pdf.

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The research focuses on quality issues within the private music teaching industry and the public music examination system (PMES). It is clear that there is a schism between the formalized structures and accountabilities of music in the school system and the lack of such structures and accountabilities with the private studio music teaching industry. The Thesis traces the literature documenting the rise of the private music teacher and the accountability rationale implicit in the development of the public music examination system. The dual aims of the research focus on the need to profile the private music teaching industry in Australia and to probe the extent to which the public music examination system might, in practice, afford a window of accountability on to this industry. The literature foregrounding this study derives from three areas: the historical development of the private music teaching industry; the concomitant need for certification - and the resultant development of the public music examination system; finally the issue of performance assessment across the relevant disciplines is explored to provide research direction for music. A limited profile of the private music teacher emerged from the first phase of the study. While the respondent sample was smaller than was originally envisaged, comparison with other studies (e.g., Gibbs 1999) suggested that the findings from the current study were consistent. The second phase focussed specifically on the public music examination system and its tangible outcomes in the form of the examination report. Five examiners were male and three female. Reports were analyzed in terms of the relevant examination sections with a primary focus on the Technical and Performance lists sections. In each section reports were segmented into idea units as the basic unit for analysis. Categories were derived from the data and each idea unit was categorized accordingly. Examiners’ use of categories was analyzed in each section and comparisons made between examiners. Considerable examiner variability was identified. A discussion of gender differences in accessing categories generates hypotheses for further research. Discussion of marks awarded by examiners leads to hypotheses about the implications of exposure to one examiner rather than another. While this is but a small scale study and possibly the first in the music genre, its implications for further research are far-reaching. Implications for the discipline are also explored.
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Books on the topic "Music teachers":

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Froehlich, Hildegard C., and Gareth Dylan Smith. Sociology for Music Teachers. Second edition. | New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315402345.

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Annabel, Carter, ed. The Music teachers' yearbook. London: Rhinegold Publishing, 1993.

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

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

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Reed, Laura. Publicity handbook for music teachers. [U.S.]: Music Teachers National Association, 1989.

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

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

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Lane, David H. A book for music teachers: Music, mind, and self. Bryn Mawr, Pa: T. Presser Co., 1987.

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Starer, Robert. The music teacher. Woodstock, N.Y: Overlook Press, 1997.

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Marie, Conway Colleen, and MENC, the National Association for Music Education (U.S.), eds. Great beginnings for music teachers: Mentoring and supporting new teachers. Reston, Va: MENC, the National Association for Music Education, 2003.

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Book chapters on the topic "Music teachers":

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Standen, John. "Music." In Handbook for History Teachers, 483–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-63.

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Leslie, Orrey. "Music." In Handbook for History Teachers, 1014–16. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-176.

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Standen, John. "Music and History." In Handbook for History Teachers, 673–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-100.

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Mateiro, Teresa. "Preparing Music Teachers in Brazil." In Educating Music Teachers for the 21st Century, 147–74. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_7.

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Aróstegui, José Luis. "Music vs. Education." In Educating Music Teachers for the 21st Century, 175–99. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_8.

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Aróstegui, José Luis. "Evaluating Music Teacher Education Programmes." In Educating Music Teachers for the 21st Century, 1–14. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_1.

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Laucirica, Ana. "Evaluating Music Teacher Education Programmes." In Educating Music Teachers for the 21st Century, 75–100. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_4.

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Melo, Rui B., Filipa Carvalho, and Ana Delgado. "Beyond the Pleasures of Music: Are Music Teachers at Risk?" In Advances in Intelligent Systems and Computing, 333–42. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41929-9_31.

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Carey, Gemma, and Catherine Grant. "Peer Assisted Reflection for Studio Music Teachers." In Teaching for Learning and Learning for Teaching, 63–78. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-289-9_5.

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Heiling, Gunnar, and José Luis Aróstegui. "An Agenda for Music Teacher Education." In Educating Music Teachers for the 21st Century, 201–22. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_9.

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Conference papers on the topic "Music teachers":

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Stramkale, Ligita. "The Impact of Covid-19 Pandemic on Music Education: A Review of the Literature." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.61.

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The study topicality is related to the impact of the Covid-19 pandemic on music education in various educational institutions worldwide. This literature review aimed to summarize and identify current issues related to music education during the Covid-19 pandemic. The study used publications available in the Sage Journal database and published in the last three years (2020-2022). The study addressed three research questions. RQ1: What teaching modes adopted during the Covid-19 pandemic in music education are mentioned in studies, and for what purposes are music teachers using digital tools? RQ2: What are the challenges and benefits of teaching and learning music during the Covid-19 pandemic? RQ3: What are the common reasons for music teacher burnout, and how to ensure the teacher’s and student’s well-being during the music teaching and learning process in the Covid-19 pandemic? The literature review allowed us to identify three thematic groups that affected music education during the Covid-19 pandemic: (1) The teaching mode and the digital tools that support music education; (2) The challenges and benefits in teaching and learning music; (3) The stress and well-being of music teachers and students. The study revealed that music teachers mostly use digital tools to promote students’ creativity, support learning, and assess outcomes. During the Covid-19 pandemic, teaching and learning music were associated with several challenges: learning organization, providing the material and technical base, learning to play musical instruments, communication and support for students. That resulted in increasing the workload and a lack of control over equipment and performance, which affected the well-being of music teachers. Despite the challenges, music teachers seek and create several solutions to improve the overall effectiveness of music education in the changing epidemiological environment. The findings describe the impact of the Covid-19 pandemic on music education and help music teachers to understand the problems that occurred during the pandemic.
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Zitkeviciene, Daiva, and Ona Monkeviciene. "Music Teachers’ Communication Ways Helping Preschool Children to Engage with Learning Objects and to Explore their Critical Aspects." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.75.

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This article aims to reveal the variation-theory-grounded ways that music teachers use to communicate with pre-school children and direct their attention to learning objects (sounds of music) and the critical aspects of learning objects (music sound qualities) while listening to music. Variation theory is a novel didactic approach in the musical education of pre-school children. A learning study based on the theory of variation as a phenomenographic approach and a strategy for a lesson study as a form of participatory action research were employed. While conducting the empirical research, attempts were made to identify the ways in which music teachers communicate with children, which are grounded in variation theory and direct children’s attention to learning objects and their critical aspects. The research distinguishes two groups of ways of music teacher communication that encourage children to listen to music: music teacher communication that directs children’s attention to feeling, understanding and discerning the learning object, i. e., sounds of music (group one) and the critical aspects of learning objects, e. g., pitch, duration of music (group two). These ways that apply variation theory are new and enrich the didactics of early music education.
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Conway, Colleen. "Profiles of Veteran Music Teachers." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681711.

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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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Grkić Ginić, Jelena. "Student Teachers’ Music Competences Acquired in Initial Class Teacher Education." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.204g.

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Chen, Junyi. "On the Expectation of Music Teachers in Music Psychology Education." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.110.

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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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Макашева, М. С., and А. Б. Палымбетова. "ИСПОЛЬЗОВАНИЕ ИНФОРМАЦИОННО- КОММУНИКАЦИОННЫХ ТЕХНОЛОГИЙ НА ОСНОВЕ ДИСТАНЦИОННОГО ОБУЧЕНИЯ В ПРОЦЕССЕ ПОДГОТОВКИ БУДУЩИХ УЧИТЕЛЕЙ МУЗЫКИ." In Proceedings of the XXVI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25022021/7423.

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The article deals with the use of information and communication technologies in the process of instrumental training of music teachers based on distance learning. The analysis of comparing and matching different viewpoints of modern teachers from the USA, Russia and Kazakhstan, who explore the issues regarding the use of information and communication technologies in the process of individual music lessons in the context of distance learning, was carried out. The practical guidelines for the use of information and communication technologies in the process of distance learning were developed to improve the performing skills of the future music teacher. Based on the applied research on the use of distance learning in the process of training specialists and practical work in the field of musical and performing pedagogy, the pedagogical terms for the use of information and communication technologies were determined. The analysis of the application possibilities was carried out and the pedagogical terms for the use of information and communication technologies in the training of future music teachers were suggested in this article.
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Hodijah, Siti, and Leli Kurniawati. "Teachers’ Understanding on Music for Early Childhood." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.034.

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Daučianskaitė, Agnė, and Vilma Žydžiūnaitė. "Shared Leadership Education: The Experiences of Music Teachers in a Music School." In The Asian Conference on Education & International Development 2022. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2189-101x.2022.13.

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Reports on the topic "Music teachers":

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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4629.

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This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.
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Haddad, Joanne. Reproduction of 'Good Reverberations? Teacher Influence in Music Composition since 1450'. Social Science Reproduction Platform, May 2022. http://dx.doi.org/10.48152/ssrp-4zww-p927.

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