Report of an Informal Symposium on the Organization and Administration of Music Education Degree Programs

1969 ◽  
Vol 17 (3) ◽  
pp. 301-308
Author(s):  
Herbert H. Henke
Keyword(s):  
Music Education ◽  
Degree Programs ◽  
Organization And Administration ◽  
Education Degree

Access and Retention of Marginalized Populations Within Undergraduate Music Education Degree Programs

2014 ◽  
Vol 62 (2) ◽  
pp. 105-127 ◽  
Author(s):  
Kate R. Fitzpatrick ◽  
Jacqueline C. Henninger ◽  
Don M. Taylor
Keyword(s):  
Music Education ◽  
Undergraduate Students ◽  
Role Models ◽  
Degree Programs ◽  
Marginalized Populations ◽  
Structured Interviews ◽  
Personal Initiative ◽  
School Music ◽  
Education Degree ◽  
High School Music

The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the lens of critical theory, data sources included semistructured interviews with the participants and structured interviews with their high school music teacher and a university-based mentor. Participants described a lack of resources with regard to their preparation for auditions as well as a lack of information regarding the application and audition process. Such inhibiting factors were mediated by personal initiative, hard work, and dedication. The presence of role models and mentors was considered an important aid to their retention within music education degree programs. Participants also provided suggestions for improving access, admission, and retention of students from traditionally marginalized populations.

Music Therapy Knowledge and Interest: A Survey of Music Education Majors

2020 ◽  
Vol 57 (4) ◽  
pp. 455-474
Author(s):  
Lori F Gooding ◽  
D Gregory Springer
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Music Teachers ◽  
Degree Programs ◽  
Education Majors ◽  
Education Students ◽  
Career Option ◽  
Key Factor ◽  
Career Options ◽  
Music Education Majors

Abstract Music teachers play an important role in exposing students to career options in the field of music. As a result, there is a need to explore music education students’ interest in and knowledge of music therapy. The purpose of this study was to investigate music education students’ exposure to, knowledge of, and willingness to promote music therapy as a career option for prospective collegiate students. A survey was given to 254 music education majors from four research institutions, two with and two without music therapy degree programs. Participants answered demographic, yes/no, Likert-type scale, and open-ended questions about their exposure to, knowledge of, and willingness to promote careers in music therapy. Results indicate that exposure to music therapy occurred in both pre-collegiate and college settings, and that music teachers appear to be influential in exposing students to music therapy. Students often sought out information on music therapy independently, which played an important role in how individuals learned about music therapy, though it has the potential of providing misinformation. Significant differences were found in participants’ knowledge and willingness to promote music therapy as a career option based on the presence of music therapy degree programs. Exposure seemed to be a key factor in music therapy knowledge and promotion; thus, music therapists need to ensure accurate dissemination of music therapy-related information in both pre-collegiate and college settings. Increasing the visibility of the field has the potential to expand interest and potentially attract young musicians well suited for a career in music therapy.

scholarly journals El sistema de evaluación de la práctica profesional docente: un estudio de caso de una carrera de pedagogía en educación musical en una universidad confesional

2016 ◽  
pp. 75
Author(s):  
Rodrigo Pérez Blanco
Keyword(s):  
Music Education ◽  
Beginning Teachers ◽  
Professional Practice ◽  
Evaluation System ◽  
Teaching Practice ◽  
Beginning Teacher ◽  
El Sistema ◽  
Teacher Professional ◽  
Education Degree ◽  
Professional Teaching

RESUMENEl objetivo de esta investigación cualitativa es analizar el sistema de evaluación de la práctica profesional, a través del análisis de las percepciones de profesores principiantes de la carrera de Educación Musical. Este estudio aporta a construir y reconstruir la realidad que vivieron 17 profesores principiantes mientras fueron estudiantes en práctica, permitiendo crear líneas de acción en aspectos descendidos si fueran necesarios. Además, se proponen algunos tópicos emergentes para realizar posteriores investigaciones relacionadas con el tema de investigación.Palabras clave: Sistema de evaluación, práctica profesional docente, profesor principiante. Evaluation system of professional teaching practice: A study case of a music education degree in a denominational universityABSTRACTThe objective of this qualitative research is to analyze the evaluation system of the professional practice through the analysis of perceptions of beginning teachers graduated with a Music Education Degree. This study brings to construct and reconstruct the reality that beginning 17 teachers lived while they were internship students, allowing to create lines of action in aspects as necessary. In addition, some emerging topics are proposed for further research related to this topic.Keywords: Evaluation system, teacher professional practice, beginning teacher.

Community Music in Higher Education

2018 ◽  
Author(s):  
Lee Willingham ◽  
Glen Carruthers
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Lifelong Learning ◽  
Traditional Music ◽  
Community Music ◽  
Degree Programs ◽  
Cultural Life ◽  
Schools Of Music ◽  
Education Goals

The establishment of community music courses and degree programs in universities gives rise to discourse about the fundamental principles of community music. Can community music flourish in the complexity of academia, where disciplines are regulated, researched, and examined systematically? This chapter will argue that community music principles are synergistic with higher education goals, and, in fact, traditional music education has much to learn and gain from community music practices. How can schools of music be more civic minded, community friendly, and enhance the cultural life of the regions they serve? How can rigour exist (artistic and scholarly) in a culture of empathy, inclusivity, and hospitality where nonformal pedagogies are practiced, and where intergenerational and lifelong learning—along with activism, health, and wholeness—are foundational? These questions are addressed and measured against a tradition where audition standards and progression pathways are becoming increasingly multivalent.

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