Classroom Teachers' and Music Specialists' Perceived Ability to Implement the National Standards for Music Education

1999 ◽  
Vol 47 (2) ◽  
pp. 111-123 ◽  
Author(s):  
Susan J. Byo
Keyword(s):  
Music Education ◽  
Teacher Perceptions ◽  
Music Teachers ◽  
National Standards ◽  
General Educators ◽  
Classroom Teachers ◽  
Factors Affecting ◽  
Public Elementary Schools ◽  
Music Specialists ◽  
Grade Classroom

This study was designed as an examination of teacher perceptions about factors affecting the successful teaching of the National Standards for Music Education. Subjects of the study were music specialists and fourth-grade classroom teachers—or generalists—from public elementary schools throughout Florida. A survey was administered to both groups to determine opinions regarding the feasibility of implementing each of the nine National Standards for Music Education (singing, playing instruments, improvising, composing/arranging, reading/notating, listening/analyzing, evaluating, understanding music as it relates to other subjects, and understanding musk as it relates to history and culture) by rating seven items (contact time, resources, assistance, ability, training, interest, responsibility, and level of assistance). Results indicated that, with respect to all seven items, music specialists are considerably more amenable to the implementation of all nine standards than are general educators. Certain standards are more feasible for both music teachers and generalists to integrate, whereas others should be solely implemented by music teachers. Music specialists are less dependent on the assistance of generalists, but the generalists need the assistance of music specialists to successfully implement most standards. Both groups expressed a concern about the lack of time and resources to effectively teach what is required by most standards.

scholarly journals Evaluating the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music

2018 ◽  
Vol 48 (1) ◽  
pp. 120-136 ◽  
Author(s):  
Margaret S. Barrett ◽  
Katie Zhukov ◽  
Joanne E. Brown ◽  
Graham F. Welch
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Empirical Evidence ◽  
Primary Schools ◽  
Early Education ◽  
Classroom Teachers ◽  
Music Program ◽  
Music Specialists ◽  
The Impact ◽  
Music Activities

This article reports on the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Singing tests and class surveys were administered to students in 11 Australian primary schools where music specialists mentored classroom teachers over the period of one to two school terms. The results show that implementing music activities in early education settings can positively impact young children’s singing skills and attitudes to music regardless of gender, ethnicity and socio-economic standing of the school. The study provides empirical evidence of the benefits accrued by children through access to music education.

Comparison of the National Standards for Music Education and Elementary Music Specialists' Use of Class Time

2002 ◽  
Vol 50 (2) ◽  
pp. 155-164 ◽  
Author(s):  
Evelyn K. Orman
Keyword(s):  
Decision Making ◽  
Music Education ◽  
National Standards ◽  
Elementary Music ◽  
General Music ◽  
Class Time ◽  
Music Specialists ◽  
Elementary General Music

The purpose of this study was to examine use of class time in elementary general music classes in relation to the nine voluntary National Standards for Music Education. Elementary music specialists (N = 30) were videotaped teaching students in Grades 1 through 6. Use of class time was analyzed separately for teacher and student according to activity and the focus of the activity. Overall, results indicated that elementary music specialists spent class time on all nine standards; however, less time was devoted to those standards that required creative or artistic decision-making skills from the students. Congruent with previous research, teachers in this study spent the majority of class time (46.36%) engaged in talking. Additional results showed that students spent the majority of class time (57.07%) in passive roles.

First Remembrances of Wanting to Become a Music Teacher

2002 ◽  
Vol 50 (4) ◽  
pp. 323-332 ◽  
Author(s):  
Clifford K. Madsen ◽  
Steven N. Kelly
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Qualitative Assessment ◽  
Factors Affecting ◽  
College Age ◽  
Preparatory Program ◽  
School Music ◽  
Music Education Majors ◽  
Areas Of Interest

In the study described here, we used an open-ended written essay to identify the factors that lead students to become music teachers. Ninety music education majors were given the instructions to indicate in their own words their earliest remembrances of when they considered becoming a music teacher, including age, place, who was with them, how they felt, their thoughts at the time, and any other aspects they considered important. Essays were analyzed and classified according to these areas of interest; additionally as a more qualitative assessment, total responses were analyzed to discern some of the nuances evidenced in individual responses. Results indicated that the age at which the decision was made and influential people in their lives were the most important factors affecting these subjects' decision to become a music teacher. The decision was vividly remembered, with school music teachers exerting the primary influence. Of the subjects, 76% decided to become a music teacher before entering a teacher preparatory program. Students who did not decide until they were of college age remained ambivalent about their choice.

scholarly journals Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence

2021 ◽  
Vol 11 (3) ◽  
pp. 97-118
Author(s):  
Petra Brdnik Juhart ◽  
Barbara Sicherl Kafol
Keyword(s):  
Music Education ◽  
Early Adolescence ◽  
Music Teachers ◽  
Professional Competence ◽  
Music Teaching ◽  
Music Curriculum ◽  
Factors Affecting ◽  
School Music ◽  
Research Findings ◽  
General School

Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.

scholarly journals An Investigation of Pre-Service Music Teachers’ Self-Regulatory Skills

2021 ◽  
Vol 3 (3) ◽  
pp. 548-562
Author(s):  
Yavuz Selim Kaleli
Keyword(s):  
Academic Achievement ◽  
Music Education ◽  
Music Teachers ◽  
The Self ◽  
Factors Affecting ◽  
Significant Difference ◽  
Research Findings ◽  
And Performance ◽  
Service Music ◽  
Achievement Levels

Self-regulatory skill is one of the important factors affecting academic orientation and performance of learners at all levels in learning-teaching processes. The aim of this study is to compare the self-regulatory skills of pre-service teachers studying in music education departments based on the variables of gender, class, overall achievement and performance in individual instruments lessons. The study was conducted with 198 Pre-service Music Teachers studying at Necmettin Erbakan University and Gazi University. Data were collected by using Academic Self-regulatory Skills Scale. Research findings showed that pre-service music teachers’ self-regulatory skills differed based on the variables of year of study, achievement levels in individual instrument lessons and overall academic achievement. It was found that students with high academic achievement levels had effective self-regulatory skills. However, no significant difference was found between the self-regulatory skills of male and female pre-service music teachers.

Integrating Music Across the Elementary Curriculum

2020 ◽  
Author(s):  
Kristin Harney
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Interdisciplinary Approach ◽  
Elementary Classrooms ◽  
National Standards ◽  
Classroom Teachers ◽  
Elementary Curriculum ◽  
Music Specialists ◽  
And Mathematics ◽  
Teaching Ideas

This book is designed to support K–5 classroom teachers as they integrate music throughout the elementary curriculum. It contains detailed, practical ideas and examples, including full lesson plans and over a hundred teaching ideas and strategies for integrating music with visual art, language arts, social studies, science, and mathematics. Following an overview of the interdisciplinary approach, the remaining chapters explore connections between music and other areas of the elementary curriculum. Each chapter also includes a section addressing national standards with tables showing the specific standards that are included in each lesson and activity. This text utilizes the most recent National Core Arts Standards (2015) as well as the most recent standards in language arts, social studies, science, and mathematics. All the lessons in this book are designed to be fully taught by classroom teachers; the content is accessible to those who lack formal music training, yet is solidly rooted in research and best practices. While classroom teachers can teach these lessons on their own, this book may facilitate partnerships and collaboration between classroom teachers and music specialists. All the lessons and activities included in this text have been reviewed by practicing teachers, and most have been field-tested in elementary classrooms. Throughout the book, there is an emphasis on interdisciplinary lessons that demonstrate valid connections between disciplines while maintaining the integrity of each discipline involved. The text also includes a model that allows teachers to successfully create their own interdisciplinary lessons.

Teaching for learning or teaching for documentation? Music teachers’ perspectives on a Swedish curriculum reform

2014 ◽  
Vol 32 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Olle Zandén ◽  
Cecilia Ferm Thorgersen
Keyword(s):  
Music Education ◽  
Curriculum Reform ◽  
Music Teachers ◽  
New Music ◽  
Classroom Teachers ◽  
New Curriculum ◽  
Teachers Perspectives

This study analyses 10 Swedish music teachers’ descriptions of how a new music syllabus and a new credit scale have influenced their practice. In the new curriculum, grading is introduced in year 6 and not, as previously, in year 8. We have therefore focused on the effects of this change on school years 5–7. The new syllabus is much more precise and explicit than the earlier one, and it is reported to have strongly affected both teachers’ and pupils’ work in the classroom. Teachers are facing a number of dilemmas when trying to combine the demands of the syllabus with their conceptions of quality in music education.

scholarly journals Teacher perceptions of A-level music: tension, dilemmas and decline

2021 ◽  
pp. 1-15
Author(s):  
Adam Whittaker
Keyword(s):  
Music Education ◽  
Teacher Perceptions ◽  
Music Teachers ◽  
Musical Training ◽  
Opportunity To Learn ◽  
Nationwide Survey ◽  
Musical Instrument ◽  
Art Music ◽  
School Curriculum ◽  
Level 3

Abstract A-level music, a qualification taken most often in English and Welsh school contexts around the age of 18, has been a long-standing feature of the musical training of many musicians. Historically bound up with Western European Art Music, the qualification has somewhat broadened its horizons in recent times, though with mixed success in opening up new ways of thinking about music. Recent research has highlighted the seemingly precarious nature of A-level music in many English schools. The reasons for this picture of decline are highly complex and difficult to disentangle, and are part of a much broader diminishing of creative subjects in the school curriculum. Decreasing numbers of A-level music entries run somewhat counter to popular policy discourse, which celebrates flagship announcements of £79 million given to Music Education Hubs in 2019–2020, and 2018 survey results that reported more than 700,000 children learning to play a musical instrument through music hub provision. However, behind these headlines, although there are many children having the opportunity to learn a musical instrument, few continue through to A-level and beyond. Despite its declining numbers, A-level music is recognised as a valuable qualification amongst music teachers, offering something distinct from graded music examinations and other Level 3 musical qualifications. This article presents the results of a recent nationwide survey of A-level music teachers to offer an insight into teacher perceptions of current A-level music specifications, the extent to which it prepares students for entry into higher musical education, and its appropriateness for aspiring young musicians.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

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