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The place of master theses in music performance education in Sweden: subjects, purposes, justifications Music Education Research (IF 1.437) Pub Date : 2023-01-19 Nadia Moberg
ABSTRACT While writing is undeniably an essential part of higher education, in music education, musical performance skills form the core of assessing students’ results. However, higher music education is experiencing growing demands on research activities parallel to heightened requirements on music performance students’ abilities to formulate themselves around their main field of study. This paper
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Becoming a ‘Trans Synth Queen’: YouTube, electronic music composition, and coming out Music Education Research (IF 1.437) Pub Date : 2022-11-11 Christopher Cayari
ABSTRACT Educators can develop musical learning experiences that help trans students explore, develop, and celebrate their genders and identities through music. This case study explored how a well-established YouTube musician, Amie Waters, used social media platforms and her music to express herself as she came out as a trans non-binary femme person to her audiences online. Amie found trans resources
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Sound teaching: a research-informed approach to inspiring confidence, skill, and enjoyment in music performance Music Education Research (IF 1.437) Pub Date : 2022-11-11 Richard Powell
Published in Music Education Research (Ahead of Print, 2022)
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No justice, no peace: an arts-based project with a college choir Music Education Research (IF 1.437) Pub Date : 2022-11-08 André de Quadros, Frank Abrahams
ABSTRACT This study examined the changes in perception toward systemic racism of twenty-six first-year students at a mid-sized university in central New Jersey. All were members of the first-year choir and, with their conductor, participated in a three-week workshop called ‘No Justice, No Peace.’ The goal was to examine social justice issues and systemic racism in society and to produce multimedia
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Secondary music teachers: a case study at a time of education reform in Wales Music Education Research (IF 1.437) Pub Date : 2022-11-01 Thomas Breeze, Gary Beauchamp, Nicola Bolton, Alex McInch
ABSTRACT Current international trends in curriculum design tend to advocate an approach which defines broad ‘competences’ rather than disciplinary content or skills, encouraging the making of connections between subject disciplines. This article discusses the results of a survey of 75 secondary music teachers in Wales, a nation which is in the early stages of implementing a new curriculum framework
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Introducing multi-sited focused ethnography for researching one-to-one (singing voice) pedagogy in higher education Music Education Research (IF 1.437) Pub Date : 2022-11-02 Dale Cox, Melissa Forbes
ABSTRACT One-to-one lessons based on the master-apprentice model are recognised in research and practice as an indispensable foundation for the training of professional musicians including singers. Given its primary importance to musician training, it is essential that researchers of this pedagogical model adopt methodologies and methods well-suited to illuminating the unique nature of one-to-one pedagogy
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Promoting awareness of unconscious gender bias in the evaluation of harp performance Music Education Research (IF 1.437) Pub Date : 2022-11-01 Kate Moloney, Helen F. Mitchell
ABSTRACT Music is vulnerable to unconscious bias through visual extramusical factors. Traditional male/female gender bias affects instrument choice and impacts performance evaluation negatively. This study investigates gender bias in assessing harp performance. Harp performers (one male, one female) recorded three musical excerpts, all dubbed with the female performer’s audio. Listener-viewers assessed
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Music teacher attitudes toward popular music education Music Education Research (IF 1.437) Pub Date : 2022-10-14 Matthew Clauhs, Rachael Sanguinetti
ABSTRACT The purpose of this study was to examine the attitudes, values, and beliefs of New York music teachers towards the inclusion of popular music in the classroom. This research was guided by the following questions: 1) To what extent are K-12 teachers interested in teaching a variety of popular music instruments and styles? 2) What attitudes and beliefs do music teachers express about popular
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Patterns of variation in sociomusical identity of school-goers in a condition of social vulnerability and musical gaps in their education Music Education Research (IF 1.437) Pub Date : 2022-09-29 Rolando Angel-Alvarado, Amalia Casas-Mas, Guadalupe López-Íñiguez, Lauren Johnson
ABSTRACT Sociomusical identity pursues integrative goals, as it establishes bridges between musical identities from a perspective based on transculturation and post-ethnicity. The current study aims to observe the influence of social groups in the construction of sociomusical identity, using a simple random sample comprised of 417 students who attend Chilean schools classified in a condition of social
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Heads of composition perspectives on the role of composition teaching in UK music conservatoires composition department Music Education Research (IF 1.437) Pub Date : 2022-09-23 Kirsty Devaney
ABSTRACT In the study being reported here, heads of composition at a selection of music conservatoires (n = 6) in the UK were invited to share their experiences of teaching composition. Arising from the analysis of interview data, three main themes, termed 'pedagogical goals', emerged as important for undergraduate and postgraduate students to progress as composers. These included: becoming independent
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Sources influencing primary school student teachers’ self-efficacy beliefs in their music studies Music Education Research (IF 1.437) Pub Date : 2022-09-15 Anu Sepp, Jonna Kangas, Lenita Hietanen, Heikki Ruismäki
ABSTRACT In numerous countries, primary school class teachers have problems regarding music teaching. It has been reported that there is a lack of both confidence and musical skills. However, the question often relates not only to a lack of self-efficacy beliefs but also to the organisation of the studies. This research looks for sources influencing the formation of self-efficacy beliefs through the
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Learning trajectories of classical musicians engaging in Musikvermittlung Music Education Research (IF 1.437) Pub Date : 2022-08-08 Axel Petri-Preis
ABSTRACT Practices of Musikvermittlung have become significantly more relevant since the last turn of the millennium against the background of a dwindling audience for classical concerts in the German speaking countries. For classically trained musicians, whether in permanent positions, as soloists or in portfolio careers, activities in the fields of community engagement and education work are increasingly
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RIME 2023The 13th International Conference for Research in Music Education Music Education Research (IF 1.437) Pub Date : 2022-08-08 Mary Stakelum
Published in Music Education Research (Vol. 24, No. 4, 2022)
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The parent role in Suzuki music lessons: experiences and perspectives shared by novice Suzuki parents Music Education Research (IF 1.437) Pub Date : 2022-08-08 Kathleen M. Einarson, Eun Cho, Patricia D’Ercole
ABSTRACT This qualitative thematic analysis explores parents’ perceptions of Suzuki music learning. Although parents are part of the ‘Suzuki triangle’ alongside the child and teacher, there is little research that investigates the Suzuki parent role. This work explores self-reports of parents’ experiences, expectations, and needs during their child’s first year of lessons with an expert pedagogue.
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Empowering piano students of Western classical music: challenging teaching and learning of musical interpretation in higher education Music Education Research (IF 1.437) Pub Date : 2022-07-21 Carl Holmgren
ABSTRACT This study aimed to empower piano students and explore their understandings of how teaching and learning of musical interpretation of Western classical music could be developed to foster autonomy and a personal, authentic artistic voice. Two research questions were formulated: How have students experienced teaching and learning of musical interpretation? How do students envision a meaningful
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Mapping the applicants’ learnability: a discourse analysis of assessors’ talk of admission tests for Swedish specialist music teacher education Music Education Research (IF 1.437) Pub Date : 2022-07-18 Ragnhild Sandberg-Jurström, Monica Lindgren
ABSTRACT This article concerns assessors’ use of predictions of applicants’ ability to learn when assessing admission tests for specialist music teacher education in Sweden. The data consist of stimulated-recall interviews with video-recorded admission tests as stimuli, and the analyses are based on discourse psychology with a focus on the variations, functions, and effects of the assessors’ statements
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An International quartet of voices: sharing songs and culture beyond borders Music Education Research (IF 1.437) Pub Date : 2022-07-11 Jennifer Mellizo, Alberto Cabedo-Mas, Dawn Joseph, Rohan Nethsinghe
ABSTRACT Providing students with opportunities to experience culturally diverse music traditions is an important, yet complex task for music educators. In this study, the author participants (four tertiary music educators from different places in the world) facilitated a series of online workshops based on songs from culturally diverse settings with a group of pre-service teachers at a Spanish university
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Experiences during listening to music in school Music Education Research (IF 1.437) Pub Date : 2022-07-12 Sabina Vidulin, Valnea Žauhar, Marlena Plavšić
ABSTRACT Pupils’ experiences of four music pieces were compared regarding two didactical approaches to music listening in Croatian schools: the predominantly cognitively oriented standard (STA), and the experimental cognitive-emotional (CEA). The research comprised 557 pupils, 10 and 11 years old. After the initial listening to a music piece pupils mostly reported to like its musical components which
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Teacher beliefs about student agency in whole-class playing Music Education Research (IF 1.437) Pub Date : 2022-07-11 Eveliina Stolp, Josephine Moate, Suvi Saarikallio, Eija Pakarinen, Marja-Kristiina Lerkkanen
ABSTRACT This study explores music teachers’ beliefs of student agency in whole-class playing and investigates what characterises student agency through teachers’ values, actions and observations within this unique multimodal and -dimensional learning environment. Our abductive analysis of 11 interviews reveals that the role of teacher support is significant in enacting students’ agency. This study
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Visually communicating exclusiveness: how specialist music secondary schools in England represent themselves on the web Music Education Research (IF 1.437) Pub Date : 2022-07-11 Jonathan Lilliedahl
ABSTRACT This article examines how specialist music secondary schools in England present themselves on their websites and social media platforms. We consider visual communication codes and how such patterns reflect cultural distinctions and social boundaries. Multimodal critical discourse analysis is used to demonstrate how the choice of semiotic resources convey the meaning of specialisation in a
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Correction Music Education Research (IF 1.437) Pub Date : 2022-06-25
Published in Music Education Research (Vol. 24, No. 3, 2022)
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Education, music, and the lives of undergraduates: colleagiate a cappella and the pursuit of happiness Music Education Research (IF 1.437) Pub Date : 2022-06-21 Pete Dale
Published in Music Education Research (Vol. 24, No. 5, 2022)
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‘It’s music and we came to play instruments’: teaching for engagement in classroom music Music Education Research (IF 1.437) Pub Date : 2022-06-02 Emily Wilson
ABSTRACT This paper presents findings from ethnographic case study research that investigated teacher practices and student engagement in classroom music. The data collection was undertaken in a primary (elementary) and a secondary school in Australia and focussed on the classroom practice of two teachers and four classes of students aged 10 to 16 years. The two teachers invited to participate in the
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Editorial Music Education Research (IF 1.437) Pub Date : 2022-05-29 Mary Stakelum
Published in Music Education Research (Vol. 24, No. 3, 2022)
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Hidden elitism: the meritocratic discourse of free choice in Finnish music education system Music Education Research (IF 1.437) Pub Date : 2022-05-20 Lauri Väkevä, Heidi Westerlund, Leena Ilmola-Sheppard
ABSTRACT This study presents an analysis of hidden elitism in music education through the free choice argument – that individuals are fundamentally free to choose to study music – as a meritocratic power structure. Qualitative Soft Systems Methodology (SSM) is applied to understand music education as a social system with a special structure in which its purpose regulates its functions and makes them
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The positive learning transfer from a musical play early-learning system® to young children’s linguistic and spatial skills Music Education Research (IF 1.437) Pub Date : 2022-05-20 C. Caracci, K. Martel, M.T. Le Normand
ABSTRACT The benefits of musical play in cognitive development have recently received an upsurge of interest in the field of early childhood music education research. This study examines the positive learning transfer from a musical play early-learning system® to cognitive development. Specifically, we investigated the effects of early musically enriched multicultural play activities on linguistic
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Reconfiguring music education for future-making: how? Music Education Research (IF 1.437) Pub Date : 2022-05-20 Thade Buchborn, Pamela Burnard, David G. Hebert, Gwen Moore
ABSTRACT Global and societal changes present profound challenges and complexities for the future of music education practice and research. In these times of rapid change, four members of the MER editorial board reflect on the need to challenge normalising discourses of music education and encourage new understandings and/or territories within the field. In this viewpoint paper, we proffer four provocations
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Student teachers’ views of their own musical skills to teach the National Core Curriculum in Finland Music Education Research (IF 1.437) Pub Date : 2022-05-17 Henna Suomi, Lenita Hietanen, Heikki Ruismäki
ABSTRACT As in many other countries, Finnish primary school teacher education has reduced substantially the amount of music studies during recent decades. From the perspective of the National Core Curriculum, there is a reason to reflect on teacher education and primary school student teachers’ skills to teach music. The present study investigates 392 student teachers’ musical skills in five different
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Tensions, issues and strengths of Professor Lucy Green’s model of informal learning Music Education Research (IF 1.437) Pub Date : 2022-05-14 Anna Mariguddi
ABSTRACT Twenty years have passed since Green’s [2002. How Popular Musicians Learn: A way Ahead for Music Education. Aldershot: Ashgate] publication which proposed a model of informal learning based upon five key principles. The discussion it ignited within the discipline was vast, the debate is still on-going, and the approach is still being implemented internationally. It is timely to explore literature
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Comparative music education in partnership: examining policy and provision of music in initial teacher education in Ireland and Northern Ireland Music Education Research (IF 1.437) Pub Date : 2022-05-03 John O’Flynn, Gwen Moore, Frances Burgess, Jayne Moore
ABSTRACT This article investigates policy and provision of music in initial teacher education (ITE) in Ireland and Northern Ireland through a novel approach to comparative music education in ITE. Employing literature reviews and a survey of music ITE policy and provision in the two jurisdictions, it draws on a range of primary and secondary sources and presents a summary of comparative findings from
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Effectiveness of targeted feedback in improving rhythm sightreading Music Education Research (IF 1.437) Pub Date : 2022-04-28 Wei Ji, Kevin O’Neill
ABSTRACT Achieving fluency in sightreading—particularly rhythm reading—is cited by researchers as a universally problematic component of formal music education. This study employed an experimental design to examine the efficacy of focused practice on rhythm reading with targeted feedback. College music majors (n = 28) were sent a novel, challenging piece of sheet music every day for five days, and
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Embodied pedagogy for strings: preparing and performing Ysaÿe’s solo violin sonata no. 2 op. 27 – a journey of unexpected discoveries Music Education Research (IF 1.437) Pub Date : 2022-03-31 Diane K. Daly
ABSTRACT Swiss educator, Émile Jaques-Dalcroze observed over 100 years ago that often music conservatoires focus primarily on the development of technique and repertoire, at the expense of musicianship. His embodied approach to music education aims to connect all our faculties, emotional, corporeal and intellectual, through experiencing music making, in and through movement. This arts practice research
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Together apart: a comparison of a thematic and diffractive analysis of a participatory music project Music Education Research (IF 1.437) Pub Date : 2022-03-27 Ursula Crickmay, Hermione Ruck Keene
ABSTRACT Despite a growing interest in posthuman research methodologies within educational research, there has been limited research to date which applies this theory to music education. We consider that there is much that posthumanism and music education may offer each other, particularly within the context of the global COVID-19 pandemic which challenges us to innovate rapidly within our educational
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Re-thinking music education partnerships through intra-actions Music Education Research (IF 1.437) Pub Date : 2022-03-27 Victoria Kinsella, Martin Fautley, Adam Whittaker
ABSTRACT Music education in England has been in a state of flux for a number of years due to the complexities and variability of its delivery. Many of the issues surrounding music education in England are associated with policy and practice in schools, and the complexities of funding and deployment of music activities. This creates contextual, structural and political boundaries, especially on partnership
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Transmedia educational project as a method of developing music teacher’ transmedia competence Music Education Research (IF 1.437) Pub Date : 2022-03-23 Liudmyla Havrilova, Olena Beskorsa, Valentyna Oriekhova, Liliya Khmarna
ABSTRACT The paper looks into the analysis of theoretical findings for comprehending the transmedia and transmedia competence in the light of pre-service music teachers’ training. The paper’s objectives are to substantiate the transmedia educational projects in music art and disseminate the experience of its development and implementation for enhancing pre-service music teachers’ transmedia competence
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Teaching musical instruments during COVID-19: teachers assess struggles, relations with students, and leveraging Music Education Research (IF 1.437) Pub Date : 2022-03-22 Tal Vaizman
ABSTRACT COVID-19 forced extreme measures in cities worldwide, including school shutdowns and limited social contact. Semi-structured interviews with 14 Israeli music teachers were conducted to expose the challenges of teaching musical instruments and vocal during social distancing, focussing on struggles and technical challenges, teacher-student relations, and creative leveraging. The study explores
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An exploration of the practice habits and experiences of professional musicians Music Education Research (IF 1.437) Pub Date : 2022-03-22 Christine Vellacott, Julie Ballantyne
ABSTRACT Practice occupies an essential and significant place in every musician’s life, yet the practice habits of highly experienced, professional musicians, remain under-researched. As such, this study sought to contribute to the emerging body of knowledge into professional musicians’ practice. Semi-structured interviews were undertaken with six such musicians, and through the qualitative content
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Professional interactions and networks of co-teaching music educators Music Education Research (IF 1.437) Pub Date : 2022-03-22 Ryan D. Shaw
ABSTRACT Research on professional learning and social networks among music educators points to the importance of closely-situated colleagues. However, the co-teaching dyad (i.e. a pair of music educators teaching elective instrumental music classes during the school day) has not been investigated in music settings. Research is needed on the co-teaching arrangement and how it interacts with advice-seeking
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Turning points in shaping choral conducting practice: six tales of Norwegian conductors’ professional development Music Education Research (IF 1.437) Pub Date : 2022-03-22 Dag Jansson, Anne Haugland Balsnes
ABSTRACT Based on narratives on six choral conductors’ unfolding careers, the article investigates significant moments in professional trajectories – turning points – and how these shaped ongoing practices. The empirical material comprises interviews with conductors that represent different pre-conducting platforms – musicologist, music therapist, music educator, instrumentalist, singer, and church
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Enduring impacts of cathedral choral training on choristers’ lives Music Education Research (IF 1.437) Pub Date : 2022-03-10 Margaret S. Barrett, Katie Zhukov
ABSTRACT Investigations of the English Cathedral Choral tradition have ranged from studies of the pedagogical practices and environmental affordances and constraints that support choral excellence to the introduction of female voices into a male-dominated musical practice. Studies of choral participation have investigated the health and wellbeing outcomes of choral participation across the lifespan
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The transformative potentials and politics of music in juvenile justice settings Music Education Research (IF 1.437) Pub Date : 2022-03-06 Alexis Anja Kallio
ABSTRACT Music has been welcomed to juvenile justice institutions as a transformative practice supporting the rehabilitation of youth offenders to citizens. However, acknowledging that such institutions are not neutral instruments of the law but political arenas within which notions of ideal citizenship are imposed and contested, the transformative work of music in these settings is related to profoundly
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‘In the cracks between freedom and fear’: student reflections on identity and confidence learning in a creative music ensemble Music Education Research (IF 1.437) Pub Date : 2022-02-24 Leon R. de Bruin
ABSTRACT The purpose of this study was to conduct a qualitative study examining ‘real-world’ jazz performance contexts within an Australian tertiary music course. Course projects were designed to offer students opportunities to gain a better understanding of the intersections of working and performing with their teachers in an improvised music ensemble. The study investigates reflection of students’
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Gamification and mobile learning: innovative experiences to motivate and optimise music content within university contexts Music Education Research (IF 1.437) Pub Date : 2022-02-24 Elena Carrión Candel, Manuel Jacinto Roblizo Colmenero
ABSTRACT This study aims to analyse the extent to which gamification tools and multimedia resources (i.e. Cuadernia, Kahoot, Quizizz, and Socrative) can serve in learning strategies for education, achievement, participation and motivation during student teacher training in the subject of Musical Education and its Didactics and within the general context of higher education. We use a quantitative methodological
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The impact of dysconscious racism and ethical caring on choral repertoire Music Education Research (IF 1.437) Pub Date : 2022-02-14 Karen Howard
ABSTRACT The purpose of this phenomenological study was to investigate choral directors’ experiences as they navigate Whiteness through their own personal philosophies and practices related to repertoire selection and how those lived experiences may or may not impact their students. Twelve practicing choral directors from middle school through university settings were interviewed. Three important themes
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Assessing accessibility: an instrumental case study of a community music group Music Education Research (IF 1.437) Pub Date : 2022-02-14 adam patrick bell, Atiya Datoo, Brent Matterson, Joseph Bahhadi, Chantelle Ko
ABSTRACT Creating accessible events is a pressing issue for many music organisations. In the United States, the term accessibility has strong ties to disability, and it is an important concept because what is deemed accessible directly impacts who is included and excluded from music experiences. Music Community Lab (MCL) runs a series of events in New York City called Monthly Music Hackathon NYC. They
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Music teachers at the crossroads: navigating the curriculum as plan and lived Music Education Research (IF 1.437) Pub Date : 2022-02-11 Natassa Economidou Stavrou, Lorraine O'Connell
ABSTRACT As a result of a documented decline in student engagement with curricular music in recent decades, which has called into question traditional approaches to music learning and teaching, theorists have advocated for a reconceptualisation of ‘curriculum’ in music education. This expanded understanding challenges teachers to reject the ‘instruction manual’ approach, to engage more actively and
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‘Blazing the trail or exposing the gaps?’ Discourses on student-centredness in genre independent and classical music performance study programmes in Norway and the Netherlands Music Education Research (IF 1.437) Pub Date : 2022-01-24 Veronica Ski-Berg
ABSTRACT Student-centredness is being advocated for in research on higher music education (HME), yet its perils have been largely neglected by scholars. While issues of employability are important to address in order for music graduates to thrive in a neoliberal world, this article asserts that the underlying power mechanisms that are being criticised for stifling creative development in students may
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Sound qualities in Early Childhood Education: an analysis of textbooks in Spain Music Education Research (IF 1.437) Pub Date : 2022-01-10 Gregorio Vicente-Nicolás, Judith Sánchez-Marroquí
ABSTRACT The aim of this study is to analyse activities on sound qualities raised in Early Childhood Education textbooks from an educational-musical point of view. The sample consisted of 1391 activities in textbooks from the leading publishing houses in Spain. For data collection an ad hoc instrument called the Protocol for the Systematic Analysis of Musical Activities was developed. It has been used
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Musical backgrounds and musical identity development in pre-service music education and primary education students: a narrative study Music Education Research (IF 1.437) Pub Date : 2021-12-20 Pirkko Paananen
ABSTRACT This study examined Finnish first-and second-year music education major students and primary education students who participate 25-credits minor subject studies in music, childhood and adolescent musical experiences and musical paths. The participants (N = 30) were asked to write an essay on the topic ‘Music and Me’. Using holistic content analysis, five different composite stories were formed
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Integrating movable numbers into fixed-do system in solfege class: an action research study Music Education Research (IF 1.437) Pub Date : 2021-12-17 Özgür Eroğlu
ABSTRACT The aim of this study was to explore the impact of a new solfege course design, where movable numbers integrated into the fixed-do system, on students’ sight-singing skills. The procedure of this action research, carried out in two cycles, consists of three steps: ‘planning’, ‘acting and observing’ and ‘reflecting’. The course, which was designed in the planning step, was implemented by the
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The unicorns of elementary schools: male elementary general music teachers Music Education Research (IF 1.437) Pub Date : 2021-12-13 Wendy Chen Gunther
ABSTRACT Previous studies examining male elementary general music teachers have treated this population as a homogeneous group, ignoring or downplaying the social differences that exist among male teachers. This study considered how gender intersects with other identities, such as age, race, and sexuality, to impact the experiences and self-perceptions of three male elementary general music teachers
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Ritornello: El Sistema, music education, and a centuries-long narrative of socio-musical activism Music Education Research (IF 1.437) Pub Date : 2021-12-13 Stephen Fairbanks
ABSTRACT Between 2007 and 2017, El Sistema – Venezuela’s national system of youth orchestras – enjoyed a seemingly unexplainable meteoric rise, followed by an equally spectacular sunset. Although it would be easy to dismiss this Sistema decade as being no more than a peculiar aberration of music education history, I assert that El Sistema more accurately represents a poignant return – or ritornello
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Let’s play together: teacher perspectives on collaborative chamber music instruction Music Education Research (IF 1.437) Pub Date : 2021-09-16 Jon Helge Sætre, Katie Zhukov
ABSTRACT This article reports on a pilot project exploring the viability of a teaching-through-playing approach in chamber music instruction in higher music education. Literature suggests that teaching traditions such as the one-to-one setting need renewal, and socio-cultural theories of learning propose that collaboration and participation are a way forward. To explore this new approach, a multiple
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Becoming musicians: learning strategies among Palestinian Arab wedding musicians in the Galilee region Music Education Research (IF 1.437) Pub Date : 2021-10-27 Abigail Wood, Taiseer Elias, Loab Hammoud, Jiryis Murkus Ballan
ABSTRACT This article probes the socially embedded musical pathways and learning strategies followed by professional Palestinian Arab wedding musicians active in the Galilee region of northern Israel from the late 1960s until the present day, from their first childhood experiences of music until the point when they step onto the platform for the first time to perform for payment at a wedding party
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Music in the school life of newly arrived migrant children: potential paths to participation and belonging Music Education Research (IF 1.437) Pub Date : 2021-10-27 Felicity Burbridge Rinde, Ailbhe Kenny
ABSTRACT This article addresses migrant children’s entries into new education systems from the vantage point of musical participation. Through an ethnographic study of one Norwegian primary school, it investigates what scope for musical participation is available to newly arrived migrant children in a dedicated introductory class, and how their engagement with music contributes to a sense of belonging
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Improvisation in traditional music: learning practices and principles Music Education Research (IF 1.437) Pub Date : 2021-11-22 Mats Johansson
ABSTRACT This article discusses approaches to improvisation from a learning perspective, using Irish traditional fiddle music as a case study. Within this genre, concepts of improvisation are largely implicit: many skilled musicians are engaged in spontaneous variation, without particular attention given to the phenomenon and without reference to the term improvisation. This is also evident in teaching
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Korean novice music teachers’ perceptions of their first years’ challenges Music Education Research (IF 1.437) Pub Date : 2021-09-09 Jihae Shin
ABSTRACT Recently, there have been attempts to improve the support for beginning music teachers by investigating their difficulties during their first teaching years. The purpose of the study was to describe Korean novice music teachers’ perceptions of their first years’ challenges. In this study, data were generated through participants’ reflective journals, two individual interviews per participant
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Examining online video-based professional development for music teachers Music Education Research (IF 1.437) Pub Date : 2021-09-09 Siew Ling Chua, Leonard Tan
ABSTRACT This paper reports a qualitative study that investigates how five different video-based online prototypes impacted in-service music teachers’ professional knowledge and their learning experiences. Through an examination of participants’ posts and interviews, the findings showed that video-based professional development (PD) could impact teacher’s pedagogical content knowledge as they afforded
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Musical engagement and identity: exploring young adults’ experiences, tastes, and beliefs Music Education Research (IF 1.437) Pub Date : 2021-07-01 Robert H. Woody, Xinwei Liu, Brittany Rom, Brianna Smith, Jennifer Wassemiller
ABSTRACT Our study explored how adolescents’ experiences and musical preferences might relate to musical identity, and the likelihood of engaging in musical activities as adults. Participants were 170 first-year university students, both music majors and non-music majors. A questionnaire collected participants’ responses regarding beliefs about music, as well as self-reported ratings of musicality
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Entrepreneurial identity formation through musical identity formation Music Education Research (IF 1.437) Pub Date : 2021-07-06 Lenita Hietanen, Heikki Ruismäki
ABSTRACT Entrepreneurship mostly occurs in business studies after general education. This study considers how the informant, Anna, first identified herself as a young music hobbyist, then as a musician and music teacher, and finally as an entrepreneur in music. The main question driving this narrative study is, ‘How might identity formation processes as a musician and a music teacher influence identity