Showing papers in "Journal of Music Teacher Education in 1992"

The Unschooled Mind: How Children Think and How Schools Should Teach:

Abstract: Howard Gardner is well known to teachereducators,particularlyforhisearlier book,Frames ofMind: The Theory ofMuir tipleInteUigences(1983). Morerecently, the ConferenceonArtistic Intelligences (1989) and the development of Arts PROPEL havefamiliarized musicteacher educators even more specifically with Gardner's work. In The Unschooled Mind (1991), Gardnercontinues topricktheconsciences ofeducators by gettingdown to the very heartofthematter. Schools, hesays, do not nowteachthewaychildrenlearn, andoften what children learn before or outside of school is more powerful than competing information presented in school and can interferewithschool-delivered knowledge. Gardnercontendsin hisintroductory material that schools, even when publicly acknowledged as successful, are failing at their most critical task-teaching for real understanding. As always, Gardner provides examples that areabundantandtothe point. He offers evidence that early-developed ideas, stereotypes, and "scripts" (descriptions of recurrent events) continueto dominate the thinking of even advanced

Music and Education in the Elementary Music Methods Class

Abstract: 16 Music is an integral part of a basic education, critical to a child's complete intellectual and aesthetic development, but to whom should the task ofproviding music education be assigned? An "ideal situation," described by O'Brien (1983, 6), isone inwhich "boththe musicspecialist and the classroom teacher are cooperatively involved to present a valid music program for their children and to assist one another in personal and professional growth." The ideal of a partnership between classroomteacher and music specialistalso seems to be favored by in-service teachers (Mills 1989; Pendleton 1976; Picemo 1970b), administrators (pendleton 1976; Picerno 1970a), early childhood educators (Fox 1991), and preservice teachers (Smith 1970). Certainly, the theory ofthe music specialistand the classroom teacher working together to provide meaningful

Rethinking Music Teacher Education

Abstract: The inaugural issues of]MTEtake us outline .a broad philosophical ooncept of straight to the heart ofthe matter. what expert music teaching involves and' Future music teachers ought to requires. receive a broad general education. Practice and Expertise Amen.Teachereducationmustmake an important placeforcritical thinkWhatevermusicteachingis,it isakind ing.Amen. Music educationmajors ofhuman practiceofwhich music educashould be excellent music-makers. tors are practitioners, A practice is someAmen! Preservice instruction ought thing a group of peopleorganize toward a to include the study of\"world mupractical end. A human practice is somesics.\" Amen. (Si,Oui,}a, Da!)Music thingpeopledo, and knowtheydo, andare teachers mustlearnto integratecomknowntodo.'Apracticedependsonshared pute.r technology into musicinstrucstandardsand traditionsofeffort.Whereas tion.Amen.Innovativemasterteachprecise surgical cutting is not a practice, ers ought to direct field experiences. heartsurgery is;whereas shooting.a basketAmen. Futuremusicteachersshould ballwith speedand accuracy isnot a pracbe conversant with a wide range of rice, the sport of basketball is;and whereas research methods.Amen. tuning a child's violin is not a practice, Absent from the 'mantra, however, is musiceducationcertainly is. an orientingconceptofexpertise in music Mention ofpractices and practitioners education.How canwe bestdescribe what bringsusto thenextpoint:practical knowlthe expert music teacher knows? And edge. An expertpractitioner(surgeon, athwhat, if anything, can we say about the Jete, musician, teacher) isapersonwho has developmentof this expertise? an outstanding ability to solve complex The p~ of this discussion is to problemsthat demand knowledge-how. True, experts canoftensay a greatdeal

The Impact of Education Reform on Music Teacher Education in Texas

Abstract: Education reform has become almost synonymous with Texas public education. The reform movement has impacted on every aspect of education: public school curriculum; basic skills testing of students; standards for teacher certification; competency testing of teachers before certification; competency testing of administrators and teachers; no-pass, no-play restrictions; and baccalaureate degrees in education. Although reform legislation was enacted throughout the 1980s, impetus for change appears to have originated in the state legislature in the late 1970s. At this time, legislators indicated general concern with public school curriculum, teacher standards, and teacher certification. State legislation passed in 1979 established commissions and committees to study the concerns; and established the Commission on Standards for the Teaching Profession, charging members of the profession to improve and monitor the quality of teacher-preparation programs. Despite the incentive for change, it took more than a decade to actualize many of the reforms.