Contemporary literature suggests that music education is stuck in a cycle of cultural reproduction in which music teachers and curriculum writers value Western art music more than culturally-divers...

This action research study provides insight into the learning of university music education students who participated in a popular musicianship experience. The participants were thirty-four music e...

Admission procedures to elementary school in Music Conservatoires in Portugal consist in the assessment of aural aptitude. This investigation aims at assessing the power of aural aptitude at predic...

Feedback is a powerful influence on learning and achievement in the instrumental music lesson, though this impact may render positive as well as negative implications to learning. The impact of fee...

Within an Orff-based program implemented in Israel, this mixed-methods study examined the effects of age on emerging rhythmic literacy in children. Participants (N = 132) were kindergarteners (n = ...

Musical Futures (MF) is an internationally recognised approach to music teaching aimed at developing high levels of student engagement through practical music making. Set up in the UK in 2003 Music...

Forced to navigate and negotiate their positionality and subjectivity, queer music educators confront unique challenges in heteronormative schooling environments. This minority group is often assoc...

The purpose of this study was to examine our music teacher educator (MTE) identity construction. Our research questions were: (a) How did we describe our MTE identity construction during our doctor...

Music, especially singing with others, is a highly emotive experience and has been a core of an early childhood education philosophy that has promoted a social image of the child, where children ar...

Musician-teacher identity is a “work-in-progress” spanning a career lifetime, yet little research appears to explore how this culminative development occurs, particularly from an individualized mus...

While choices of musical repertory are key to challenging the historical ethnocentrism of school music curricula, ethnocentrism manifests as powerfully in the way a curriculum defines and structure...

How can music educators explore the intersections of spirituality, relationships, and music education? The purpose of this paper is to examine how the Pixar film, Soul, models the transformation th...

This study aimed to systematically review the literature focusing on music integration approaches adopted in preschool to secondary education in Turkey. The relevant studies were identified through...

‘Simultaneous Learning’ (SL) is a pedagogical approach aimed at fostering enjoyable and proactive music teaching. Developed by the British educationalist Paul Harris, SL has been taught worldwide f...

It is becoming increasingly popular for musicians to study Body Mapping, a method of body movement education, to improve both body movement and musical quality. In Body Mapping workshops, observers...

Children’s informal music-making has been studied in a variety of contexts outside of school, but few researchers have examined this type of learning in elementary music classes. The purpose of thi...

Teachers’ confidence in navigating the complexities of ‘being a teacher’ influence their behaviour, how they are perceived, how they make sense of their environment and circumstances and their succ...

This article analyzes the implementation of problem-based learning (PBL) in music teacher education. A qualitative action-research took place at the Instituto Federal de Educação, Ciência e Tecnolo...

The agency of primary school students has been studied increasingly in recent years; yet, we know relatively little about student agency in music educational settings or how students experience the...

In what ways can a community music education project based on historical re-enactment be a vehicle for transformational learning, empowerment and reconnection with community? In 2018, Serenading Ad...

Interactive learning environments have become important components for teaching pianists, which determines the relevance of the research topic. The study was conducted in Faculty of Piano of the Sh...

This paper discusses the development of music lessons for adults in a non-professional choir. Based on the Kodály Concept, the lessons took place from April 2019 until March 2020. The singers and c...

This study aims to analyze the distance guitar education provided by universities during the pandemic process based on the opinions of guitar educators. Twenty-six guitar instructors (academicians)...

This study examined how music major and non-music major participants’ performances and emotional expressions differed when exposed to background music of varying tempi while completing a reading co...

There has been a steady increase in popular music programs at Higher Music Education Institutions (HMEIs) across Europe. However, what students actually are supposed to learn at popular music bache...

Across the globe, students begin and continue learning the piano for various reasons. For many this can be an engaging and enjoyable activity which enhances their commitment to learning. Foundation...

The purpose of this study was to examine graduate instrumentalists’ practice habits, motivation orientations, and the impact of COVID-19 pandemic on their instrumental practice. Data were collected...

Our research evaluates the effectiveness of a community musical learning exchange (MLE) that included group singing, guided conversations, and reflection. The respondents (N = 290) who participated in the MLE included members of the Soweto Gospel Choir (n = 17), Soweto Gospel Choir Crew (n = 3), prison choir incarcerated singers (n = 41), prison choir non-incarcerated singers (n = 41), and community

This ethnographic case study investigates how teachers and leaders in a Norwegian primary school perceive and promote an inclusive school environment for newly arrived migrant children through music. The analysis draws on two aspects of inclusion. The first is on whose terms inclusion takes place and whether newcomers have the opportunity to transform the existing social order. The second is the boundaries

The aim of this study, whose theoretical framework is based on Bandura’s social cognitive theory, was to investigate the effectiveness of including a metacognitive approach in teaching expressivity at the piano. Questions addressed the perceived effect of metacognition by investigating the processes allowing young pianists to elicit an expressive musical idiom through the use of aural modeling and

The present article provides an in-depth look at the strategies and practices developed by a cohort of primary school music teachers in Italy to deliver online music lessons during the COVID-19 lockdown. We used a qualitative methodology based on semi-structured interviews to bring out our participants’ voices and reflections in a very personal manner and examine their perspectives on issues important

As music educators around the globe continue to work in blended environments, it is important to explore how pedagogical approaches can be adapted and reimagined in ways that enhance teaching and learning in this changing educational landscape. In this study, the authors drew on elements of Collaborative Online International Learning (COIL) to teach three culturally diverse songs to pre-service teachers

This descriptive study reports analyses of titles (N = 636) and authors (N = 1,012) of published research papers presented at the 1st through 27th International Society for Music Education (ISME) Research Commission (RC) seminars from 1968 through 2018. We considered global impact based on manuscript citations, times countries or specific global regions appear in titles, country affiliation of authors

Our objective was to analyze the presence of cultural heritage in a sample of music teaching materials, in the Galician (Spain) context. We used content analysis; and developed an instrument-guide for the evaluation of teaching materials. This guide was divided into eight blocks that included topics related to the analysis of the presence of tangible and intangible goods. The sample consisted of 10

The purpose of this qualitative study was to explore collegiate musicians’ lived experiences with democratic rehearsal procedures in a concert band setting. A constructivist worldview and phenomenological framework were used to examine participants’ experiences using their own words through weekly written reflections, pre- and post- questionnaires, rehearsal interactions, and semi-structured interviews

This article explored the relationships between the learning experiences and musical proficiencies of a formal and an informal popular musician in Malaysia. The presence and impact of formal popular music education within popular music culture is become increasingly harder to ignore, and while this phenomenon had been examined by numerous popular music scholars, there is a lack of attention towards

The history of music is shaped through narratives that sometimes contain a number of issues regarding cultural stereotypes, historiographic approaches, Eurocentrism or colonialism. For this reason, its transmission and the way it is taught must be the object of study and careful consideration. The present research analyses – on the basis of narratological and organological premises – the contents that

This study aimed at analysing the correlation between the anxiety level of music teacher candidates during piano exams and possible causes of anxiety and their exam performance. The teacher candidates in the study group were given a questionnaire for piano exam anxiety. Anxiety levels of students and their opinions on causes of anxiety were determined with the data collected through the questionnaire

The purpose of this study was to examine what effect performer’s bodily movement may have on listeners’ (N = 103) perceptions of a choral ensemble performance. A 34-voice choir was audio/video recorded performing two different musical excerpts. Each excerpt was recorded twice, once with movement and once without movement, for a total of four audio/video recordings. Additionally, the audio from each

Recently, a growing interest from music educators and researchers has focused on the ways informal music learning practices could be integrated in schools’ classrooms, in a response to bridge the gap between the music studied at school and the hidden or private musical world of our students. This qualitative case study investigated the use of Green’s informal learning approach in three stages as derived

Music preferences have been shown to be determined by a diversity of factors such as cognitive, emotional, cultural, or experiential. Having studied music is also a factor that has been considered from a musicology standpoint and is linked to the accumulation of cultural capital, as analyzed in cultural economics, arts management, and the sociology of culture. Research on how music studies influence

This paper presents a Systematic Literature Review (SLR) about pedagogical innovation and disruption in music education. A rigorous SLR process was applied to the selection of papers related to innovative practices in music education at different educational levels and in a range of contexts. Although there are similar studies on innovation in education, there is no SLR on pedagogical innovation and

With an aim to inform pedagogical processes for the development of more diverse and equitable music teaching practice, we sought to uncover the nature of norm-disruptive learning for music teachers. We defined “norm-disruptive learning” as any facet of music teacher development that problematizes and expands beyond previously known philosophies, pedagogies, and repertoires. A thematic synthesis methodology

The purpose of this phenomenological study was to investigate the religious development, life experiences, and perspectives of six atheist high school choral music teachers on their current attitudes about performing sacred choral music within the public school education system. Six atheist choir directors participated in eighteen semi-structured interviews, resulting in 608 minutes of data. Main analysis

The purpose of this co-autoethnographic qualitative case study was to chronicle the experiences of the first author as he taught general music in a blended, face-to-face, and online synchronous, environment during the COVID-19 pandemic. The co-autoethnography conveys a voice of a practicing teacher with advice and wisdom gained from living and working through the technological aspects of teaching and

The purpose of this study was to examine the experiences of conductor-teachers and older adult musicians in a New Horizons ensemble engaged in distance online music-making and music learning. This study employed intrinsic and particularistic qualitative case study designs in which older adult musicians and conductor-teachers of a New Horizons orchestra were interviewed and observed for one year during

Collaborative composition is an established method within music education, but it is a relatively rare phenomenon between composers of large-scale musical works. This research explores collaborative composition in a professional context and highlights the potential and value of its inclusion in specialist composition training at a tertiary level. The paper explores approaches, processes and outcomes

Decentering whiteness and decolonizing educational research is not a simple matter for researchers who may (initially) be unaware of their social locations. This paper begins by describing the three authors’ individual work within indigenous populations and subsequently explores the impact of their critical journey together as a community of scholars working to decolonize their research practice. Following

“We do not learn from experience. . .we learn from reflecting on experience” (Dewey, 1933). Building on the theoretical frameworks of Dewey and Schön involving reflective practice, we expanded existent reflective research by examining timing of preservice music educators’ self-reflections after peer teaching. We examined reflection timing (immediately after peer teaching or after viewing video of that

This study sought to explore high school band students’ motivation for practicing their instruments using the basic tenets of self-determination theory as a theoretical lens. Exploring levels of self-determination alongside years of musical experience, time reported practicing, grade level, gender, instrument selection, and private lesson study, this study sought to utilize the Music Practice Motivation

The effect of ever-increasing life expectancy on global demographics has had a significant impact on many professional landscapes, not only in social services and healthcare but more broadly. This instrumental case study explores professional healthcare musicians’ work through their collaborative, socially engaged music-making practice in eldercare hospital wards. Two healthcare musicians were interviewed

The focus of this study is the review of literature on peer tutoring, a powerful cooperative strategy where interaction within a pair of students is organized between tutor and tutee, working together providing assistance, instruction and feedback. Although the previous literature reviews showed peer tutoring was beneficial among K-12 music students, this review aims at providing data on the benefits

Music leaders who conduct ensembles in education and community settings, create an ecology of participation depending on their style of leadership. The paradigm of master/apprentice that has long been pilloried in music education academia is still a popular modus operandi for many conductors. Understanding the effect that leadership has on group identity and ensemble cohesion can help participant musicians

The purpose of this study was to observe the teaching of five early career music teachers in three early career levels (preservice, student teaching, and novice teaching) to determine if teaching expertise changes over time. A secondary purpose was to find if any specific teacher behaviors associated with effectiveness were more prominent when teaching their peers in pre-service, another educator’s

Classical musicians are under constant pressure to perform at near perfect levels, and are highly vulnerable to the negative effects of music performance anxiety. This study aimed to examine the mechanisms by which two types of perfectionism (personal standards and evaluative concerns) relate to music performance anxiety, and to explore the moderating roles of active and avoidant coping on the relationship

Adolescent music preferences revolve around so-called popular music, specifically that which is highly manipulated by audio and music production technologies and aimed at the mass market. These processes can result in music genres that lean toward sound homogenization, a phenomenon that could gradually restrict adolescents’ access to the acoustic richness of other music styles that have emerged throughout

The purpose of this case study was to evaluate the elementary general music education majors’ perceptions of preparedness, interest, and comfort with the choral skills presented in a choral methods course. Thirty elementary general music education majors (N = 30) enrolled in a choral methods course responded to a pre- and post-course survey. Participants self-assessed their feelings of preparedness

In this exploratory case study, I examined how preservice music teachers (PMTs) developed collective free music improvisation (CFMI) competencies in a teacher training program in Singapore. Nine PMTs participated in the 6-week course, where they acquired CFMI skills following a curriculum derived from improvisation and free improvisation literature. Data obtained through video recordings of course

Music is an integral part of video games and the cultures that surround them, and the sound of video games enhances the user’s immersive game-play experience. Video game music (VGM) inspires performance and the creation of derivative music in both online and offline contexts. This study was conducted to explore how musicians perceived how helpful various learning strategies were for gaining the skills

Solo performance is a common experience for children learning to play an instrument, yet the research literature on these experiences is limited, with a focus on older children and adolescents. The purpose of this study was to examine younger children’s feelings about performance over the course of a year of study. Forty-one children were interviewed about their piano lessons and performance experiences