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The digital ‘turn’ in music education (editorial) Music Education Research (IF 0.688) Pub Date : 2021-04-02 David A. Camlin, Tania Lisboa
ABSTRACT The global COVID-19 pandemic has disrupted music education across the world, resulting in radical changes to the field of practice, accelerating a ‘turn’ toward online digital musical experiences. This digital ‘turn’ is likely to influence the future of music education in a variety of complex and inter-connected ways. In this special issue, we explore the implications of such a ‘turn’ for
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A pandemic as the mother of invention? Collegial online collaboration to cope with the COVID-19 pandemic Music Education Research (IF 0.688) Pub Date : 2021-04-02 Ketil A. Thorgersen, Annette Mars
ABSTRACT This article aims to present how music teachers in Sweden used the facebook group Musiklärarna in the first two months of the COVID-19 pandemic (March andApril, 2020) to cope with challenges related to teaching music. The study is based on Biesta’s perspective on the teacher profession. With the consent of the participants, we have analysed the 303 posts (and their comments) that directly
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Reflecting on the ‘Community’ in Community Music School after a transition to all-online instruction Music Education Research (IF 0.688) Pub Date : 2021-03-30 Karen Salvador, Erika J. Knapp, Whitney Mayo
ABSTRACT As of February 2020, 2119 people of all ages attended early childhood music or music therapy, played and sang in ensembles, or took lessons at two Community Music Schools. On March 13, both facilities closed due to the COVID-19 outbreak, and all activities shifted online. The purpose of this instrumental case study was to examine practical and relational experiences and perspectives regarding
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Twists, turns and thrills during COVID-19: music teaching and practice in Australia Music Education Research (IF 0.688) Pub Date : 2021-03-30 Dawn Joseph, Lucy Lennox
ABSTRACT The global pandemic crisis has significantly affected music educators around the world. In Australia, higher education institutes and schools had to swiftly move from face-to-face teaching to online classes. The authors draw on narrative reflection to show key challenges and opportunities that have affected their teaching in Melbourne. Author one (Dawn) works in initial teacher education programmes
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Shifting from offline to online collaborative music-making, teaching and learning: perceptions of Ethno artistic mentors Music Education Research (IF 0.688) Pub Date : 2021-03-30 Sarah-Jane Gibson
ABSTRACT Turino’s ([2008]. Music as Social Life: The Politics of Participation. Chicago: University of Chicago Press.) distinctions between live and recorded fields can act as an effective framework for furthering academic understandings of how music teaching and learning has been impacted by the shift to online musical practice due to COVID-19 pandemic restrictions. This study investigates the effect
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Some direction: towards a C21 secondary school curriculum Music Education Research (IF 0.688) Pub Date : 2021-03-24 Graham McPhail, Jeff McNeill
ABSTRACT In this third and final paper from the Delphi study One Direction, we report on participants’ responses to four secondary school music curriculum scenarios. These scenarios present four possible directions for a C21 secondary school music curriculum. The scenarios were devised from a combination of ideas derived from the data from the earlier stages of the study (McPhail, G., and J. McNeill
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White preservice music educators’ perceptions of teaching predominantly Black student populations in city schools Music Education Research (IF 0.688) Pub Date : 2021-03-22 Matthew Clauhs
ABSTRACT The purpose of this research was to explore how five White preservice teachers described working with predominantly Black student populations in city school music classrooms. Participants with prior K-12 school music experience in primarily White public and private school settings were assigned to student teaching placements in a city school district in the United States. Using critical race
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Adaptations of music education in primary and secondary school due to COVID-19: the experience in Spain Music Education Research (IF 0.688) Pub Date : 2021-03-18 Diego Calderón-Garrido, Josep Gustems-Carnicer
ABSTRACT COVID-19 caused an essential confinament in order to limit its expansion. Globally, this led to a reconsideration of education processes. The study’s purpose is to analyse how compulsory education music teachers in Spain adapted. To gather the data, 335 teachers were surveyed. The participants preferred to continue teaching in most cases. However, this situation forced them into an adaptation
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Exploring perceptions and experiences of students, parents and teachers on their online instrumental lessons Music Education Research (IF 0.688) Pub Date : 2021-03-10 Dainora Daugvilaite
ABSTRACT This holistic multiple-case study sought to examine how students’ learning changes when transitioning from face-to-face to online instrumental lessons in a one-to-one setting. Specifically, as this was a pilot research, it explored the students’ sight-reading, aural skills, lesson engagement, and motivation to practice. The participants interviewed in this study were ten young, London-based
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Online peer mentoring and remote learning Music Education Research (IF 0.688) Pub Date : 2021-03-08 Andrew Goodrich
ABSTRACT The spread of COVID-19 rapidly altered the way music teachers deliver instruction. Now instead of interacting face to face with their students in a classroom setting, instructors often have to teach their students remotely. This sudden transition from in-person to remote learning presents numerous challenges that require a rethinking of established teaching practices. Peer mentoring, for example
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Musicking a different possible future: the role of music in imagination Music Education Research (IF 0.688) Pub Date : 2021-02-28 Juliet Hess
ABSTRACT Across the globe, many countries are at a nexus of multiple crises. The COVID-19 pandemic, structural racism, the climate crisis, and a severe economic downturn have all converged. These crises have wreaked havoc on minoritized communities in particular. This moment requires imagination to write a different future – to not return to the status quo. Imagination becomes crucial for fathoming
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Developing emplaced performance knowledge in professional symphony orchestras Music Education Research (IF 0.688) Pub Date : 2021-01-22 Jamie Kennedy
ABSTRACT During an investigation into learning in professional orchestral performance, space and place was observed to be important to the musicians’ development of orchestral practices. Emplacement is advanced here as a useful concept to explain this spatial aspect of orchestral performance knowledge. Originating in sensory ethnographic research, emplacement refers to the process of construing cultural
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What is on offer within Norwegian extracurricular schools of music and performing arts? Findings from a national survey Music Education Research (IF 0.688) Pub Date : 2021-01-11 Anne Jordhus-Lier, Siw Graabræk Nielsen, Sidsel Karlsen
ABSTRACT This article presents the results of a survey among rectors of schools of music and performing arts in Norway. The aim was to map the schools’ offerings in terms of musical genres and related instruments and ensembles, and to determine how the availability of different genres was distributed demographically and geographically. A questionnaire including structured and open-ended questions was
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Frontiers of difference: a duo-ethnographic study of social justice in music education Music Education Research (IF 0.688) Pub Date : 2021-02-17 Judy Lewis, Catharina Christophersen
ABSTRACT There has been a growing realisation in social justice literature that there are barriers to music teaching and learning, privileging certain musics and certain people. Recent writings suggest that practice-near perspectives may provide valuable insights into the particularities and complexities of social (in)justice within music education. Despite that, the use of action research and autoethnography
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Disentangling motivation within instrumental music learning: a systematic review Music Education Research (IF 0.688) Pub Date : 2021-01-07 António Oliveira, Fabiana Silva Ribeiro, Luísa Mota Ribeiro, Gary McPherson, Patrícia Oliveira-Silva
ABSTRACT Motivation is a crucial aspect of learning, particularly in the field of music. For decades, motivation for learning music has been a much-discussed subject, and yet its influence still remains a convoluted issue. This study systematically analyses peer-reviewed English language studies, according to PRISMA guidelines, in order to understand how children’s and adolescents’ motivation to learn
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Music education for social change: constructing an activist music education Music Education Research (IF 0.688) Pub Date : 2021-02-12 Daniel J. Shevock
(2021). Music education for social change: constructing an activist music education. Music Education Research: Vol. 23, No. 1, pp. 125-127.
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Creative pedagogies in the time of pandemic: a case study with conservatory students Music Education Research (IF 0.688) Pub Date : 2021-02-12 Andrea Schiavio, Michele Biasutti, Roberta Antonini Philippe
ABSTRACT The present paper reports data from an original qualitative study that investigates how music students reacted to novel remote teaching strategies that emerged during the COVID-19 pandemic. A population of twenty learners enrolled at an Italian conservatory responded to an open-ended survey, verbalising their recent learning experiences concerning three complementary aspects of their everyday
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Experiential learning in music education: investigating the Cypriot context Music Education Research (IF 0.688) Pub Date : 2021-02-02 Chryso Hadjikou
ABSTRACT Experiential learning is one of the main characteristics found in the new Cypriot curriculum. The aim of this paper is to investigate teachers’ implementation of experiential learning in their music classrooms and their students’ perceptions of the new Cypriot music curriculum in relation to experiential learning. Interviews with eight music teachers and eight focus groups with a total of
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Experiential learning in music education: investigating the Cypriot context Music Education Research (IF 0.688) Pub Date : 2021-02-02 Chryso Hadjikou
ABSTRACT Experiential learning is one of the main characteristics found in the new Cypriot curriculum. The aim of this paper is to investigate teachers’ implementation of experiential learning in their music classrooms and their students’ perceptions of the new Cypriot music curriculum in relation to experiential learning. Interviews with eight music teachers and eight focus groups with a total of
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Virtual reality in vocal training: a case study Music Education Research (IF 0.688) Pub Date : 2021-01-27 Sati Doganyigit, Omer Faruk Islim
ABSTRACT Vocal training is a specialist, multidisciplinary subject area that helps individuals to develop the behaviours and skills to utilise their voices effectively, properly and pleasantly based on abstract narration. Vocal trainers use abstract concepts in order to make corrective interventions during vocal training, and aim to create associations through imagery. This qualitative study aims to
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Developing emplaced performance knowledge in professional symphony orchestras Music Education Research (IF 0.688) Pub Date : 2021-01-22 Jamie Kennedy
ABSTRACT During an investigation into learning in professional orchestral performance, space and place was observed to be important to the musicians’ development of orchestral practices. Emplacement is advanced here as a useful concept to explain this spatial aspect of orchestral performance knowledge. Originating in sensory ethnographic research, emplacement refers to the process of construing cultural
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What is on offer within Norwegian extracurricular schools of music and performing arts? Findings from a national survey Music Education Research (IF 0.688) Pub Date : 2021-01-11 Anne Jordhus-Lier, Siw Graabræk Nielsen, Sidsel Karlsen
ABSTRACT This article presents the results of a survey among rectors of schools of music and performing arts in Norway. The aim was to map the schools’ offerings in terms of musical genres and related instruments and ensembles, and to determine how the availability of different genres was distributed demographically and geographically. A questionnaire including structured and open-ended questions was
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Listening to music as a teaching area in Croatian primary schools: the teacher's perspective Music Education Research (IF 0.688) Pub Date : 2021-01-07 Vesna Svalina, Ivona Sukop
ABSTRACT Since the school year 2006/2007 in Croatian primary schools the music teaching programme has been an open model. According to the open model, listening to music is the default activity, while other activities are selected by the teachers. The teaching area of listening to music in pupils develops the ability of auditory concentration, hearing specifications, analysis of the listened work and
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An ecology of musical livelihoods Music Education Research (IF 0.688) Pub Date : 2020-11-25 Donna Weston
(2020). An ecology of musical livelihoods. Music Education Research: Vol. 22, Special Issue : An ecology of musical livelihoods: from higher education training and beyond, Edited by Donna Weston, pp. 491-494.
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Funding for small-to-medium art music organisations in Brisbane (Queensland, Australia): a case study Music Education Research (IF 0.688) Pub Date : 2020-11-13 Kirsten Tong
ABSTRACT When discussing any livelihood, a key consideration is monetary support. This is of particular concern for music livelihoods, as many art music organisations rely on external sources of funding. As both public and private funding levels are influenced by myriad factors and thus often change, this case study has been undertaken to investigate and document the current funding environment for
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Music students’ experienced workload, livelihoods and stress in higher education in Finland and the United Kingdom Music Education Research (IF 0.688) Pub Date : 2020-11-05 Tuula Jääskeläinen, Guadalupe López-Íñiguez, Michelle Phillips
ABSTRACT Neoliberal education policies – viewing students’ life as human capital, economic investment for the labour market and consumer power – may increase students’ workload in higher education. In this mixed methods study, we examined music students’ experiences of workload in Finland and the United Kingdom in connection with stress and livelihoods. We used Bayesian mixed effects ordinal probit
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The value of ‘Soft Skills’ in popular music education in nurturing musical livelihoods Music Education Research (IF 0.688) Pub Date : 2020-11-13 Donna Weston
ABSTRACT A survey of 80 graduates of an Australian popular music degree revealed that graduates had a deep understanding of the value of soft skills to their employability and musical livelihoods. Soft skills are defined here as interpersonal and intrapersonal transferrable skills such as effective collaboration and communication, as opposed to the hard skills related to the technical requirements
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‘More than a day job, a fair job: music graduate employment in education’ Music Education Research (IF 0.688) Pub Date : 2020-11-21 Scott Brook, Roberta Comunian, Sarah Jewell, Jee Young Lee
ABSTRACT The focus on graduate employability for Creative Industries has tended to overlook the significance of the education sector as a destination. This article makes a case for the educational logic of music careers considered as an example of the developmental agenda embedded in the concept of ‘culture’. It further supports this account by looking at longitudinal graduate destination data in both
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‘This circle of joy’: meaningful musicians’ work and the benefits of facilitating singing groups Music Education Research (IF 0.688) Pub Date : 2020-11-03 Melissa Forbes, Irene Bartlett
ABSTRACT The complex realities of musicians’ portfolio careers highlight the need for research on musicians’ wellbeing. Musicians may include community work within their portfolio such as the facilitation of singing groups for health and wellbeing. Until recently, research on these groups has focused primarily on health and wellbeing outcomes for group participants with little discussion of these factors
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Navigating a performance livelihood: career trajectories and transitions for the classical singer Music Education Research (IF 0.688) Pub Date : 2020-11-13 Kathleen Connell
ABSTRACT Investigations pertaining to career trajectories and vocational identities of professional classical Australian singers are uncharted and lack specific empirical evidence. Rarely do studies explain the professional singers’ experiences and the processes they undertook to reach goals, to comprehend their deep identification with the craft, and acknowledge the specific market conditions which
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Livelihoods as a kaleidoscope of distributed lifeworlds: Towards a nuanced understanding of music-making and identity in migrants in South-East Queensland Music Education Research (IF 0.688) Pub Date : 2020-11-04 Charulatha Mani
ABSTRACT This study presents an investigation into the multiple and often marginalised ways of being, knowing, educating, and performing the complex identity of migrant musicianship. It examines the lived experiences of migrant musicians in South East Queensland and is based on the premise that cultural diversity as experienced through music creates value in ways that are complex, particularly in the
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2050 And beyond: A futurist perspective on musicians’ livelihoods Music Education Research (IF 0.688) Pub Date : 2020-11-13 Diana Tolmie
ABSTRACT While it could be argued that musicians have been long conditioned to the current Volatile, Uncertain, Complex and Ambiguous (VUCA) global environment, it appears the recent challenges are testing even the most resilient and adaptable, causing one to question future professional sustainability. The methodological practice of Strategic Foresight and the use of Hajkowicz’s Global Megatrends
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Music teachers’ understanding of blended learning in Korean elementary music classes Music Education Research (IF 0.688) Pub Date : 2020-12-21 Ji Hyun Kim
ABSTRACT As information and communication technologies (ICT) have been rapidly developed, the computers and internet are widely used in many fields. The purpose of this study was to examine music teachers’ experiences and perceptions of blended learning in elementary music classes. Using a multiple case study method, I observed four elementary music teachers in different schools located in Seoul, South
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Exploring the unmeasurable: valuing the long-term impacts of primary music education Music Education Research (IF 0.688) Pub Date : 2020-12-02 Koji Matsunobu
ABSTRACT This study aims to explore the long-term impacts of primary music education in a progressive school in Tokyo where cooperative learning, democratic decision making, and mutual sharing of interests and purposes by students form the pedagogical basis. Establishing a causal relationship between music learning and its impact in later life is a challenging task, due to many confounding factors
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Musical skills in the Spanish Grado university degree in Early Childhood Education. How do Spanish university students view their preparation? Music Education Research (IF 0.688) Pub Date : 2020-12-02 Desirée García Gil, Oscar Casanova, Francisco Javier Zarza-Alzugaray
ABSTRACT In Spain, teacher education is regulated on a national level in conjunction with the guidelines that organise general educational levels. Each regional teaching administration nevertheless has a considerable margin to modify those guidelines: universities have a significant influence on how their syllabus is specified. Taking into account the regulation of Early Childhood Education as a career
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Effect of music intervention on depression in graduate students Music Education Research (IF 0.688) Pub Date : 2020-11-23 Yuan Yuan Pan, Xiao Yun Sun, Yu Na Dang, Meijun Chen, Lu Wang, Lu Shen
ABSTRACT Mental health is a crucial aspect of overall wellbeing, and anxiety and depression among graduate students have become grave concerns. This study aimed to determine whether listening to music can help graduate students to reduce their depression levels. For the experiment, 1,007 participants were selected from several universities in Guangxi, of which 56 completed the experiment. The participants
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Exploring music student teachers’ professional identities Music Education Research (IF 0.688) Pub Date : 2020-10-14 Tami J. Draves
ABSTRACT The purpose of this instrumental case study was to explore music student teachers’ perceptions of their professional identities. Participants were five music student teachers from an institution in the United States. I used two frameworks to explore, analyse, and interpret participants’ perceptions. Data included interviews, field notes, and work products from student teacher seminar. Analysis
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Winding it back: teaching to individual differences in music classroom and ensemble settings Music Education Research (IF 0.688) Pub Date : 2020-10-07 Mara E. Culp
(2021). Winding it back: teaching to individual differences in music classroom and ensemble settings. Music Education Research: Vol. 23, No. 1, pp. 123-124.
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Isolation at the workplace: the case of music teachers in the Spanish primary education system Music Education Research (IF 0.688) Pub Date : 2020-08-12 Rolando Angel-Alvarado, Olga Belletich, Miguel R. Wilhelmi
ABSTRACT This study aims to establish whether music teachers feel isolated at the workplace or not because only one music teacher is part of teaching staff in a primary school by reasons linked to the limited school budget. A nonexperimental quantitative research design was utilised in this study because two psychological scales have been applied, considering a random cluster sample, which is understood
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One Direction: strategic challenges for twenty-first century secondary school music Music Education Research (IF 0.688) Pub Date : 2020-07-24 Jeff McNeill, Graham McPhail
ABSTRACT This paper reports on the second stage of an international study exploring the future of secondary school music education. Within a discursive context that tends to regard music education as failing to meet the needs of many students, we instigated a three-step Delphi study to capture views from educators across the English-speaking world. Interviews with leading music education researchers
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Perception of the ternary arch-form in Western concert music: evidence from college music education Music Education Research (IF 0.688) Pub Date : 2020-07-17 Rivka Elkoshi
ABSTRACT This study focuses on listeners’ form perception as they encounter Western concert music. The general aim was to investigate college music students’ form perception as they listen to five long-range concert works of different styles, all analyzed by the author as having an overall ternary ABA’ arch-form. Five groups of college music students (N=126) listened respectively to five ternary arch-form
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How children listen: multimodality and its implications for K-12 music education and music teacher education Music Education Research (IF 0.688) Pub Date : 2020-06-18 Judy Lewis
ABSTRACT Almost twenty years ago, the question of ‘How popular musicians learn’ (Green, [2002]. How popular musicians learn: A way ahead for music education. Hants, England: Ashgate Publishing Limited) catalyzed a paradigm shift in music education and music teacher education bringing informal teaching and learning strategies to the fore. In this article, the author argues that a new paradigm-shifting
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Determining what expert piano sight-readers have in common Music Education Research (IF 0.688) Pub Date : 2020-06-12 P. Arthur, E. McPhee, D. Blom
ABSTRACT Music sight-reading is a valuable skill that eludes and frustrates many musicians. Techniques for teaching sight-reading are varied, with teachers mostly falling back on personal experience or simply hoping that, somehow, the penny will drop for the student. This study reports on a survey of the music learning and playing habits of expert and non-expert piano sight-readers. Pianists were categorised
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Exploring music performance anxiety, self-efficacy, performance quality, and behavioural anxiety within a self-modelling intervention for young musicians Music Education Research (IF 0.688) Pub Date : 2020-06-12 Erin MacAfee, Gilles Comeau
ABSTRACT The purpose of this study was to investigate the relational changes between music performance anxiety (MPA), self-efficacy, performance quality, and behavioural anxiety in five adolescent piano students over a six-week intervention. Additionally, the study explored the effects of a positive self-review self-modelling intervention on adolescent musicians. Self-report measures, performance evaluations
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Can we measure musically active people’s music skills and achievement self-concept? Structure and invariance of CAMU, a Spanish questionnaire Music Education Research (IF 0.688) Pub Date : 2020-06-06 Eider Goñi, Miren Zubeldia, Maravillas Díaz-Gómez, Oihane Fernández-Lasarte
ABSTRACT Music self-concept measurement tools are essential at all music educational levels in all contexts. Until now, the lack of a validated music self-concept questionnaire in Spanish-speaking countries has been noticeable. The aim of this study is to validate the Musical Self-Concept Questionnaire (CAMU) (Zubeldia, M. 2015. El autoconcepto musical, motivación y bienestar psicológico del alumnado
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Communication, identity, respect: a case study of collaborative music practice in a community music project Music Education Research (IF 0.688) Pub Date : 2020-05-24 Marcus Ford
ABSTRACT This study is a qualitative insider-researcher investigation into aspects of social development that emerged through collaborative music practice with young people aged 16–25. The work took place in the Welsh capital, Cardiff, as part of a UK-national funded project facilitated by a major radio station. The data includes observations of rehearsals and other group activities both during, before
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Perceptions of playing-related discomfort/pain among tertiary string students: a thematic analysis Music Education Research (IF 0.688) Pub Date : 2020-05-23 Megan Waters
ABSTRACT The aim of this research was to give insight into the perceived impact of psychosocial, environmental and cultural conditions on playing-related discomfort/pain among tertiary string students. Participants, including 40 Bachelor of Music string majors at a music institution in Australia, completed questionnaire/interviews twice yearly for the duration of their programme. This article focuses
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Not just composing, but programming music in group robotics Music Education Research (IF 0.688) Pub Date : 2020-05-21 Yoomee Baek, Kellie Taylor
ABSTRACT This study examines group robotics’ impacts on elementary students’ attitudes toward music, attitudes toward group work, and music composition when they are composing music via a robotics platform in collaborative and cooperative groups. One hundred ninety-one students in fourth and fifth grades completed the music composing project over the course of fourteen weeks for one hour each week
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Reflection in higher music education: what, why, wherefore? Music Education Research (IF 0.688) Pub Date : 2020-05-15 Eva Georgii-Hemming, Karin Johansson, Nadia Moberg
ABSTRACT Reflective practice is seen as a method for professional growth and lasting learning outcomes, but what this means in the context of Higher Music Education (HME) has not received sufficient attention. This paper explores how reflection is ontologised and justified as part of performing musicians’ education. The data utilised derive from a comprehensive project investigating how processes of
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Outcomes of a pilot music education initiative to enhance social justice engagement among university students Music Education Research (IF 0.688) Pub Date : 2020-05-15 Elizabeth A. Fisher, Colleen M. Fisher
ABSTRACT Civic engagement and social justice have received heightened attention in music education in the decade since Jorgensen posed the question ‘Why should music educators not be interested in justice?’ To this end, a social-justice focused initiative was piloted with choral ensembles at two public universities in the Midwestern US using human trafficking as the focal issue. A pre-experimental
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Togetherness!: adult companionship – the key to music making in kindergarten Music Education Research (IF 0.688) Pub Date : 2020-05-14 Nora Bilalovic Kulset, Kirsten Halle
ABSTRACT Group singing encourages social bonding, which brings a plethora of positive side effects. Music as a subject in the training of Early Childhood Education and Care (ECEC) teachers nonetheless faces cutbacks in many countries. Furthermore, ECEC staff often lack confidence in their singing and music-making abilities, and we might therefore say that their musical identity is negative. Our prior
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Hearing my world: negotiating borders, porosity, and relationality through cultural production in middle school music classes Music Education Research (IF 0.688) Pub Date : 2020-05-12 Kelly Bylica
ABSTRACT This article explores the ways in which a musical learning project acted as a space for critical artistic and relational engagements in two middle school (ages 11–14) music programs. Drawing from work on cultural production and border crossing pedagogies, this project invited students to create soundscape compositions that explored the question ‘how do I hear my world?,’ engage in ongoing
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Looking at the ideal secondary school music teacher in Cyprus: teachers’ and students’ perspectives Music Education Research (IF 0.688) Pub Date : 2020-05-12 Natassa Economidou Stavrou
ABSTRACT What makes a great music teacher? What are those characteristics, qualities, personality traits, behaviours, attitudes, skills, knowledge, approaches that make him/her different from the average music teacher? The present study investigates the profile of the ideal music teacher through the lens of secondary school students and music teachers. 518 Cypriot students and 71 music teachers participated
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The Mnemonist’s legacy: on memory, forgetting, and ableist discourse in twenty-first-century inclusive music education Music Education Research (IF 0.688) Pub Date : 2020-05-05 Albi Odendaal, Sari Levänen, Heidi Westerlund
ABSTRACT Expert musical memory has been the fundamental focus of research in the field of musical memory, and this line of research has demonstrably informed the ways memory is understood by the current generation of music professionals. In this theoretical inquiry, we draw on Foucault to first argue that the dominant Western classical music expert gaze in music and memory studies can be seen as a
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Editorial Music Education Research (IF 0.688) Pub Date : 2020-04-16 Mary Stakelum
(2020). Editorial. Music Education Research: Vol. 22, No. 2, pp. 129-129.
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Pedagogy of discrimination: instrumental jazz education Music Education Research (IF 0.688) Pub Date : 2020-03-09 Eric Teichman
ABSTRACT Jazz has been a familiar element of secondary music curricula in the United States since the late 1960s (Worthy 2013). Yet, as broader social dialogue addresses equity and justice concerning gender and sexuality, secondary instrumental jazz education remains underrepresented in those discussions. Pressures to conform to heteronormative notions and performances of gender and sexuality in this
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Participatory performance in the secondary music classroom and the paradox of belonging Music Education Research (IF 0.688) Pub Date : 2020-03-08 Elizabeth H. MacGregor
ABSTRACT Participatory performance, as defined by Thomas Turino, holds the potential to contribute to enhanced social bonding, cooperation, and the realisation of community among participants – despite the conflict or ‘paradox’ between self-expression and collective affiliation which it often provokes. This study considers how managing this underlying ‘paradox of belonging’ can positively contribute
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Performing humbleness and haughtiness: dramaturgical perspectives of musical humility and pride Music Education Research (IF 0.688) Pub Date : 2020-03-03 William J. Coppola
ABSTRACT In this study I conduct a dramaturgical analysis to examine the performance of social identity among the members a competitive high school jazz band located in the western United States. Using dramaturgical theory (Goffman, E. 1959. The Presentation of Self in Everyday Life. Anchor Books.), which uses a metaphor with the theatre to interpret human interactions as manufactured social performances
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Musical creativity revisited: Educational foundations, practices and research Music Education Research (IF 0.688) Pub Date : 2020-02-28 Louise Harris
(2020). Musical creativity revisited: Educational foundations, practices and research. Music Education Research: Vol. 22, No. 2, pp. 242-243.
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Undergraduate music student perspectives on the music school as a space for the development of allyhood Music Education Research (IF 0.688) Pub Date : 2020-02-24 Colleen M. Conway, Sarah M. Hodgman
ABSTRACT The purpose of this study was to examine undergraduate music student perspectives on the music school as a space for the development of allyhood (Waters, R. 2010. “Understanding Allyhood as a Developmental Process.” About Campus: Enriching the Student Learning Experience 15 (5): 2–8). Framed within research in student affairs (Edwards, K. E. 2006. “Aspiring Social Justice Ally Identity Development:
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