scholarly journals Understanding the Meaningfulness of Vocal and Instrumental Music Teachers' Hand Gestures Through the Teacher Behavior and Gesture Framework

2019 ◽  
Vol 4 ◽  
Author(s):  
Lilian Simones
Keyword(s):  
Instrumental Music ◽  
Music Teachers ◽  
Teacher Behavior ◽  
Hand Gestures ◽  
Instrumental Music Teachers

A framework for studying teachers’ hand gestures in instrumental and vocal music contexts

2017 ◽  
Vol 23 (2) ◽  
pp. 231-249 ◽  
Author(s):  
Lilian Lima Simones
Keyword(s):  
Student Learning ◽  
Instrumental Music ◽  
Music Teachers ◽  
Vocal Music ◽  
Music Pedagogy ◽  
Teacher Behaviour ◽  
Hand Gestures ◽  
Instrumental Music Teachers ◽  
Role Of Teachers

A framework for studying teachers’ hand gestures in instrumental music pedagogy is proposed, focusing on teachers’ teaching behaviours as a context-dependent basis for understanding the meaning and functionality of their gestures. The application of the Teacher Behaviour and Gesture framework across instrumental music pedagogical settings (one-to-one, small and large teaching groups and across singing, woodwind, brass, strings, and other pedagogical contexts) will bring understandings on the role of teachers’ gestures in their pedagogical interactions with students, with implications for student learning and instrumental music teachers’ teaching and education.

Instrumental Opportunities: Music for All

2020 ◽  
Vol 38 (3) ◽  
pp. 48-57
Author(s):  
Linda Thornton ◽  
Mara E. Culp
Keyword(s):  
Instrumental Music ◽  
Music Teachers ◽  
Music Teacher ◽  
Future Research ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Inclusive Settings ◽  
Instrumental Music Teachers ◽  
Teacher Students ◽  
The Face

Although resources exist to help instrumental music teachers assist learners in inclusive settings, students’ voices may be absent from those resources. As such, music teachers may struggle to honor the needs and experiences of students with physical differences. Students with physical differences may be steered away from instrumental music or toward an instrument that may not be the student’s preference. The purpose of this study was to understand the stories of students with physical differences and their teacher to examine how participation in instrumental music was enabled in this setting. Data were generated through examining artifacts and completing interviews with the instrumental music teacher, students, and students’ parents. Interview data were analyzed using process/action coding. Main themes that emerged were (a) previous experiences and prior knowledge, (b) recognizing strengths and challenges, (c) perseverance toward desires in the face of uncertainty, (d) help and support from others, and (e) materials. Implications for future research and possible applications to music teaching and music teacher education are discussed.

A Comparison of Expert and Novice Music Teachers' Preparing Identical Band Compositions: An Operational Replication

1999 ◽  
Vol 47 (2) ◽  
pp. 174-187 ◽  
Author(s):  
Thomas W. Goolsby
Keyword(s):  
Novice Teachers ◽  
Instrumental Music ◽  
Music Teachers ◽  
Band Directors ◽  
Frequency Distributions ◽  
Performance Variables ◽  
Instrumental Music Teachers ◽  
Expert And Novice ◽  
Identical Composition ◽  
And Performance

This replication is the third causal-comparative study of expert and novice instrumental music teachers seeking to determine characteristics that may define successful, outstanding band directors, using methodology refined in two previous studies (Goolsby, 1996, 1997). Here, 10 expert and 10 novice teachers prepared an identical composition for a rated performance. A total of 216 rehearsals were analyzed to establish frequency distributions for 30 teaching and performance variables and for sequential patterns of instruction. Results showed that novices used more time overall and spent more time in verbal instruction while preparing the composition. The expert teachers spent a greater percentage of the rehearsals performing than novices did. Differences for frequency distributions indicate that novice teachers stopped and restarted more frequently without providing instruction; experts addressed balance, style, tone, and intonation more than did novices.

Instructional Expertise and Micropolitics: The Social Networks of Instrumental Music Teachers

2020 ◽  
Vol 68 (3) ◽  
pp. 328-350
Author(s):  
Ryan D. Shaw
Keyword(s):  
Social Networks ◽  
Instrumental Music ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Career Stage ◽  
Specialized Knowledge ◽  
The Social ◽  
Instrumental Music Teachers ◽  
Semistructured Interviews

The purpose of this study was to understand the social networks of three instrumental music teachers in a midwestern school district. Research questions were (1) How do instrumental music teachers describe their formal/instructional networks? and (2) How do instrumental music teachers’ social networks differ by career stage? I used a qualitative ego network design to map social networks of information sharing with a focus on the flow of social capital. Data sources included a name-generating questionnaire to construct networks and two semistructured interviews focusing on the nature and significance of teachers’ ties. Findings suggest that social networks showed particularities in terms of number of ties and tie strength. On matters of instruction, participants sought out music teachers whom they respected or who possessed specialized knowledge. Participants spoke of the importance of forging micropolitical ties to secure needs related to resources and scheduling, using ties strategically. Finally, participants felt that networks differed by career stage with advice seeking decreasing over time and networks becoming more close-knit. Implications are offered for music teachers and music teacher educators.

“Staying On Our Feet”

2013 ◽  
Vol 61 (4) ◽  
pp. 431-451 ◽  
Author(s):  
Catherine G. Bell-Robertson
Keyword(s):  
Instrumental Music ◽  
Online Community ◽  
Music Teachers ◽  
New Music ◽  
Music Teacher ◽  
Emotional Needs ◽  
Specific Content ◽  
School Year ◽  
Instrumental Music Teachers

Multiple forms of support for teachers new to the profession are important and necessary. The use of an online community by 11 novice instrumental music teachers at the middle school and high school levels was investigated in this case study. The teachers exchanged messages and information within the online community during the 2010–2011 school year; data sources included all transcripts from the online community and multiple interviews with each participant. The participants’ experiences in the utilization of the wikispace as an online community of practice was analyzed using Wenger’s three components of domain, community, and practice. The findings suggest that the online community appeared to have met novice teachers’ emotional needs as they learned to become music teachers but that their positions were often also quite different in terms of specific responsibilities and music curricula they taught. Thus, online conversations focused more on the affective issues that surround being a new music teacher rather than on curriculum and classroom-specific content.

scholarly journals Examining the sources of self-efficacy among instrumental music teachers

2019 ◽  
Author(s):  
◽  
Bradley James Regier
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
Effective Teaching ◽  
Instrumental Music ◽  
Self Efficacy ◽  
Music Teachers ◽  
Physiological State ◽  
Instrumental Music Teachers ◽  
Mastery Experiences ◽  
Vicarious Experiences

This dissertation comprises three projects that were designed to investigate the extent that mastery experiences, verbal persuasions, vicarious experiences, and physiological state contribute to instrumental music teachers' self-efficacy. The first investigation was a review of the literature about self-efficacy and its sources among general education teachers, music teachers, and preservice teachers. The second investigation was a survey study of how instrumental teachers' self-efficacy for teaching strategies is influenced by its four sources. Results indicated concert band directors' self-efficacy related the most with mastery experiences, followed by verbal persuasions, physiological state, and vicarious experiences, respectively. Further investigation indicated levels of self-efficacy related with years of experience and self-perceptions of effective teaching. The third investigation was a case study of preservice instrumental teachers' self-efficacy and concerns. Participants' beliefs were most impacted by their familiarity with a setting and perceived success of previous pedagogical experiences. Results from these three projects indicated that instrumental music teachers' self-efficacy (a) is most influenced by the relative success of previous teaching experiences, (b) relates to effective teaching behaviors, and (c) improves with experience and familiarity in a setting.

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