The purpose of this study was to examine the intergenerational interactions between preservice music teachers and senior adult musicians engaged in music teaching and learning in a New Horizons ensemble within one university’s music teacher preparation program. This intrinsic qualitative case study included written reflections and observational data of 16 current undergraduate music education students

Although entrance test criteria seem decisive for accessing higher music education programmes, and problems and challenges with the assessment process are reported, the area is largely unexplored. This article concerns how entrance auditions, specifically primary instrument auditions for Swedish specialist music teacher programmes, are examined and discussed. The data comprise video-documented auditions

The purpose of this case study was to examine the researcher’s perceptions of student participants’ intercultural competence during rehearsals, focus groups, and interviews and the perceived benefits and challenges when implementing a researcher-designed curricular unit titled Religious Choral Music from the Christian, Jewish, and Muslim Worlds in one eighth grade middle school women’s choir. Using

This instrumental case study explores and theorizes on the educational potential and value of free collaborative vocal improvisation, a process that enables equal access to music regardless of musical skills. The focus of the article is on the musical activities of an adult choir in Finland that applied tenets from improvisational theatre to facilitate the social and musical processes of free improvisation

This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music

This article presents the results of a qualitative study that explored how freedom in music can stimulate creative development in students. A series of musical and pedagogical activities, called Creative Freedom, which involved favourable conditions for autonomy and creative agency, was developed. This study was conducted between 2013 and 2018 in two different universities and involved a total of 72

This article reports on a pilot project conducted in Australia and Norway evaluating new approaches to collaborative chamber music instruction in higher education settings. Following suggestions from the literature on collaborative and group learning in music, chamber music tuition was chosen as a suitable context to examine the possibility of teaching-through-playing and the impact of such an approach

Students’ motivation has often been the subject of discussion in the field of music education. This article reports on an exploration of students’ motivation during their first year of attending music lessons in Cypriot lower secondary schools (Year 7). This study was a longitudinal study tracking the students (N = 170) over one academic year. The first questionnaire was completed as students entered

Accessing the strategies implemented during real-time musical creative processes represents a challenge for researchers. Retrospective verbal protocol with subjective aided recall (RVPwSAR), where a first-person video is used as an aid to elicit feedback from a subject, has shown great potential for the study of real-time decision-making in sport, therapy, emergency situations, and consumer behavior

I studied the revival project that involved teaching and (re)learning of a nearly extinct music tradition of the Basoga people from Uganda, to find out what might be learnt about and from those learning processes, and insights that might be applicable in formal educational settings. The revival project activities were documented (with participants’ permission) and publicized through a large number

Multi-instrumental musicianship appears in various musical traditions, also frequently figuring in systems of music teacher education. Multi-instrumentalism covers forms of musical creativity and versatile professionalism that differ from ideologies of specialization often emphasized in instrumental music education. Thus, it is relevant to ask whether and how multi-instrumentalism might also shape

This study explores the complexities that are involved in the development of intercultural competence in music teacher education by examining the accounts of two music teacher educators from Finland and Israel who work extensively in culturally diverse contexts. A semi-structured interview method was used in conducting the interviews. Deardorff’s categorisation of the process model for intercultural

Through a case study of Jad (pseudonym), a music learner with autism spectrum disorder (ASD), I sought to understand his experiences as he engaged in peer scaffolding activities of a choral ensemble. The study illuminated the role of intersubjectivity (or shared understanding) in socially mediated music learning within an environment of inclusion. Through inclusive, play-full, intersubjective attunement

Wondering if there is more to learn from youth’s descriptions of the importance of music in their lives, the authors interviewed 35 youth (aged 12–22 years) using a constructivist grounded theory approach. The data analysis process led to the realization that youth were often describing episodes of play. The researchers synthesized essential characteristics of play from the scholarly play literature

Expressiveness is an important aspect of an excellent music performance as it adds quality and interest to the playing and listening experience. Although several studies have investigated tertiary students’ learning of expressiveness, little is known about effective approaches for teaching children to perform expressively. In the present project, 16 young musicians (aged 9–16, with performance levels

This ethnographic study examines the development of agency in students with special needs during an experiment of classroom music teaching in a special school. The experiment took place from August 2015 to March 2016 and was based on Emile Jaques-Dalcroze’s ideas of music and movement as a means of developing competencies, skills and understanding in music and life in general. The lessons included

In adolescence, many students align their music participation choices with the expectations for their gender group. While cultural norms may explain gender disparities in music activities, there is no empirical evidence of how gender salience may influence students’ perceptions of music activities. The purpose of this study was to experimentally test the influence of gender salience on adolescents’

This theoretical article focuses on reasonable accommodation in education by offering conceptual tools that could prove beneficial in resolving policy concerns for equity in music education. Providing reasonable accommodation entails making necessary and appropriate modifications that may include depending on the circumstances, physical or interaction-related changes. From the perspective of teacher

Ascertaining the most effective modes of presenting rhythmic information to students is extremely important in order to facilitate rhythm training. This study examines the effects of different bimodal presentations of rhythmic information on the discrimination of rhythm patterns by primary school students. A 2 × 2 factorial design was conducted with two variables – audiovisual and audio-textual – each

The purpose of this phenomenological study was to gain insight into experiences of adults who expressed personal discomfort with singing, either alone or when others might hear them. Singing agency in music learning, one’s belief in one’s own capacity to sing aloud, served as the guiding lens for the study. Narrative analysis of interview data, from 15 adults who self-identified as non-singers, provided

Spontaneous singing is widely acknowledged as an important part of young children’s everyday musical experience. However, its fleeting and often private nature makes it difficult to study. Research into young children’s singing at home frequently relies on data gathered through parental reporting, and studies are often limited to small sample sizes. In this article, I explore the nature, extent and

Music teachers are often faced with students’ negative attitudes towards Music as a school subject, and dilemmas of what would be most important to teach and at the same time interesting, useful and relevant to students. Looking at music teaching and learning through the eyes of students can play a key role in re-shaping the condition of learning and promoting a positive and motivating musical learning

Work–life balance has become a buzzword in many corporate settings. This study situates itself at a higher education institute in Melbourne (Australia) where African music (singing and drumming) was used as a lever for faculty staff to “break from work” and “learn about a new music and culture”. Drawing on email communication, questionnaire data, and anecdotal feedback, a phenomenological approach

This article reports part of the results of a larger study, where the goal was to explore music composer’s representations of music composition. Previously published interviews of 57 established vanguard contemporary music composers (based across continents) were subject to a thematic analysis, validated by an independent analysis of a percentage of those interviews. The analysis revealed two overarching

Tertiary music institutions, like universities generally, are increasingly recognising the value and importance of a curriculum that fosters social awareness and social engagement in students. This article reports on a mixed-methods research project that investigated the nature and extent of social awareness and engagement among undergraduate students at one Australian tertiary music institution. Through

This study was designed to investigate the effect of student performance level on teachers’ expressive-emotional discourse in musical instrument classes, the possible loci of emotions present in teachers’ discourse and the existence of a tradition of expressive factors in the interpretation of certain musical works. Forty-seven guitar master classes were recorded, and students’ performance levels were

With the purpose of exploring how engaging with Hip-Hop might contribute toward decentering Whiteness in US music education, this research aims to understand the perceptions of three White music educators in the United States teaching Hip-Hop in their classrooms comprising majority students of color. The study explores participants’ past experiences with Hip-Hop, their current teaching practices, and

How we listen to music and respond to its media and contexts has changed significantly since the invention of sound recording. Today’s musicians have countless opportunities to listen to others’ interpretations given the vast availability of past and contemporary repertories through the global reach of recordings. This study investigated the extent to which the growing archive of recordings provides

Choral singing is one of the most widespread musical activities, and choral conductors work in a variety of social settings that involve every imaginable type of choir and musical genre. The conduc...

The purpose of this study was to develop a measure to investigate studio teacher’s observational skill as a function of the observer’s ability to identify effective pedagogical practices. A seconda...

The article discusses a lifelong perspective for growing music teacher identity, particularly related to the in-service development of music teachers. It presents a theoretical framework which is developed from literature reviews on teacher identity development and construction and from case studies of the transformative learning journeys of serving music teachers in Singapore. Seven themes – personal

This study examines how piano-accompanied solfege reading practices of preservice music teachers (N = 28) affect their performance on their musical hearing, reading, and writing (MHRW) classes. A p...

This article outlines the methodology and findings from an interpretive collective case study exploring the professional learning of three elementary music teachers. Participants were purposefully ...

Relationship dynamics between students and teachers are an essential element of one-on-one teaching and learning in music schools. The purpose of this study was to investigate factors leading to st...

The Educative Teacher Performance Assessment (edTPA) is a widely implemented performance assessment in the United States used to indicate the readiness of pre-service teachers to enter the classroo...

The purpose of this exploratory study was to investigate the self-reported mental health state of US music majors. The participants (n = 252) completed a researcher-designed online survey, includin...

Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection

The purpose of this case study was to examine pre-service music teachers’ perceptions of peer feedback from two different vantage points (giving and receiving). Music education majors (N = 4) enrol...

This article reflects upon the potential mediation of medical and social interpretations of disability through informing instrumental tuition with the strengths recognised in the learning profile o...

In teaching situations, teachers constantly have to make spontaneous and more or less planned choices based on input from pupils, adapted to the specific school setting and within society’s social ...

In this article, we enquire into the language of diversity as it is currently in use in the field of music education, by way of exploring the social and educational ambitions of the Norwegian system of extra-curricular, Schools of Music and Performing Arts. We take as our case the recently launched governing document of this particular educational system, named Curriculum framework for schools of music

This systematic literature review aims to identify and critically examine the prevailing general trends of music education research that addresses issues of improvisation from 1985 to 2015. The study examined the main features of studies with impact that focus on musical improvisation and have been published in peer-reviewed music education journals. Data were organised on the basis of the following:

Self-observation has proven to be a powerful medium for personal and professional growth and development. This research makes use of self-observation through video to determine the latent structure...

In partnership with academics from McGill University and community arts partners, a high school in Montreal faced with significant challenges became an “urban arts school,” offering music and visual art programs centered in youth culture, as well as integrating arts into several academic subjects. The initiative was inspired by the school’s popular extra-curricular activities, which included a Hip

While the interest in understanding how music affects an individual’s development is growing, the significance of music education for a more equal society has also been frequently discussed. In this study, we pay special attention to the potential for social capital that music learning, making, and experiencing offer. We report upon the reactions and feedback from the audience and performers in attendance

In order to promote children’s collaborative musical creativity in new digital environments, we need a better understanding not only of the sound production capabilities provided by the new digital tools, but also of the interaction affordances involved. This study focuses on the interactional patterns emerging in children’s musical creativity, comparing creative group processes on iPad tablet computers

Choral conducting is a complex and multi-faceted leader role. Leading music is a particular kind of leadership through the prominence of gestural communication, and it is a ubiquitous phenomenon ac...

This article considers whether the German concept of “Bildung”, meaning human personal growth—a term not often used in English debates about culture or education—can help in understanding differing pedagogical and philosophical approaches to recent music education policy in England. It explores connections between two conceptions of Bildung: “object-oriented” and “subject-oriented”; two key approaches

The subject of the inseparability of music and dance in African artistic experiences has preoccupied scholars and researchers in the field of ethnomusicology, ethnochoreology, and musicology. Commonly, music is conceptualized as an accompaniment to dance. Moreover, the existing literary perspectives frame the inseparability of music and dance in African communities in aesthetical, structural, functional

As schools become increasingly culturally diverse, globalisation and cross-cultural exchange challenge teachers in complex but exciting ways. This article reports on the impact of music education for students in a secondary school in Victoria, Australia. Socially inclusive practices were a focus of the study as the school has a high percentage of young people with a refugee background. A number of

Whilst increasing attention is paid to decolonizing music education practice in the classroom, the research processes by which scholars identify, understand, and evaluate anti-colonial or decolonizing work are often entrenched in colonial logics themselves. The politics of knowledge and knowledge production between indigenous epistemes and the Academy thus raise questions as to the methodological responsibility

In light of recent discussions on the importance of shared visions in teacher education, this inquiry raises necessary questions as to whose visions shape unified and shared visions, and whose remain absent, unspoken, or silenced in the margins. The starting point for this inquiry was a set of visions for music education in Nepal that were co-constructed with over 50 musician-teachers working in the

The purpose of this study was to develop a valid and reliable rubric to be used for the evaluation of large ensemble wind band performances. The guiding questions for this study were: (a) what are the psychometric qualities (i.e., reliability and validity) of the scale developed to assess wind band ensemble performance at the high school level? (b) how do the items fit the model and vary in difficulty

This research examines the effect of repetition on melodic dictation tasks in an undergraduate ear-training class. A pilot group of freshman music majors (n = 17) were asked to notate four melodies, of which two were slightly more difficult since they contained more melodic leaps. Participants heard two melodies repeated three times and two other melodies six times. An analysis of variance (ANOVA)

This article explores the perceived disconnect between informal and formal musical knowledge, through a focused case study which aligned students’ informal knowledge with aspects of the formal curriculum. The upper high school or senior secondary student participants had a background in the creation and performance of popular and contemporary music, and already possessed well-developed informal and

This article presents results from a large-scale Norwegian study that examines the quality of early childhood education and care, using the research tool ITERS-R. Although ITERS-R consists of 39 items, this article focuses solely on results within music education in Item 18. Music and movement. According to ITERS-R, results from 206 toddler day care groups reveal that the quality of music education

The motivation of teachers represents an emergent area of research within psychology, where the complex and fluid nature of practitioner engagement is increasingly recognised. Underpinned by psycho-social theories, this article explores the potential of socially-situated structures and processes to develop and maintain generalist teachers’ personal involvement with music. Data is utilised from a broad

This study aimed to understand the nature of feedback that students and teacher exchanged in a workshop-based collegiate songwriting course. Two research questions guided the study: (1) What kinds of feedback do students and teacher give as they respond to each other’s work? and (2) What factors contribute to the culture of feedback in this class? Data sources included field notes from class observations

The aim of this study is to investigate the structure and complexity of emotional states experienced by young musicians before entering the stage and to explain the influence of emotional beliefs on their pre-performance emotions. Emotions were elicited with a guided imagery induction, where 222 students aged 9- to 12-years-old recalled their most recent concert memory. They described their emotions

In a qualitative study of the nature of musical communication during scaffolding music learning, the most important themes to emerge reflected the role of musical communication in blossoming young learners’ expressive agency. The study focused on two different groups of young piano learners (aged 4–9) during collaborative (listening, creating, and performing) problem-solving experiences. Working as