Showing papers in "Music Educators Journal in 2011"
TL;DR: The majority of teenagers find pleasure in music, yet the majority are not involved in traditional school music ensembles as mentioned in this paper, yet they find it difficult to express their interest in music.
Abstract: Practically all teenagers find pleasure in music, yet the majority are not involved in traditional school music ensembles. College requirements, the quest for high grade point averages, scheduling ...
147 citations
TL;DR: In recent years, popular music has become a growing area of music study and is increasingly accepted in schools and universities around the world as mentioned in this paper. But despite this general enthusiasm, classically train...
Abstract: In recent years, popular music has become a growing area of music study and is increasingly accepted in schools and universities around the world. Despite this general enthusiasm, classically train...
38 citations
TL;DR: There are many forms of repetition that can be successfully adapted to music education, such as simple repetition, repetition with the addition or subtraction of degrees of freedom, and repetition with feedback as discussed by the authors.
Abstract: Brain research indicates that repetition is of vital importance in the learning process. Repetition is an especially useful tool in the area of music education. The success of repetition can be enhanced by accurate and timely feedback. From “simple repetition” to “repetition with the addition or subtraction of degrees of freedom,” there are many forms of repetition that can be successfully adapted to music education. Descriptions of each form of repetition are provided, along with accompanying rehearsal strategies that can be implemented in the classroom. Music teachers can avoid the pitfalls of boredom and mindless repetition by constantly shifting teaching strategies and including new goals and framing techniques. Using these strategies wisely, music educators can provide meaningful, refreshed, and powerful teaching and learning opportunities for both themselves and their students.
28 citations
22 citations
TL;DR: In this paper, the authors focus on listening as a way to help make successful ensemble collaboration a reality, which comprises three levels of listening that provide structure for student interaction in an ensemble rehearsal.
Abstract: Teachers who conduct ensembles of any ability level know that many skills are required for students to successfully participate. Often neglected or overlooked are the skills that students must have to interact musically with their peers. This article focuses on listening as a way to help make successful ensemble collaboration a reality. The method comprises three levels of listening that provide structure for student interaction in an ensemble rehearsal. Interaction is divided into three levels driven by what students hear, giving students the ability to organize an overwhelming number of possibilities into manageable segments. Based on peer teaching research as well as real-life application, this article addresses the ability of teachers to shape a participant structure where all students are given the chance to have a voice and develop individual ownership. By giving individual students and peers the opportunity to solve musical problems, the traditional teacher-centered power structure of the typical e...
21 citations
21 citations
TL;DR: In this paper, the pervasiveness of harassment in schools in the United States and presents ways to recognize and stem bullying in music classrooms are addressed. But, it may be difficult for students who have been harassed to come forward with information about harassment.
Abstract: This article addresses the pervasiveness of harassment in schools in the United States and presents ways to recognize and stem bullying in music classrooms. Music educators are in a unique position to recognize atypical behaviors in their students. Music educators who teach middle and high school ensembles often retain the same students in their classrooms over the course of many years. Because of the unique nature of the ensemble experience, coupled with the opportunity for extended instruction, music teachers can closely monitor the well-being of their students. However, music teachers should understand how difficult it may be for students who have been harassed to come forward with information about harassment. Sometimes harassment is overt and easy to recognize (e.g., name-calling, inappropriate gestures, graffiti). However, harassment can also occur in contexts that are not readily recognized but are just as hurtful. When students observe teachers taking a stand against bullying and harassment, they ...
20 citations
TL;DR: In this paper, music educators can nurture students' lifelong musical involvement, both as consumers and as participants, by orienting musical instructional practices around classroom elements suggested by achievemeasurement.
Abstract: Music educators can nurture students’ lifelong musical involvement, both as consumers and as participants. Orienting musical instructional practices around classroom elements suggested by achieveme...
17 citations
TL;DR: In this article, two extraordinary recent experiences that the author would call highly "spiritual" are explored against the background of ideas provided by writers such as Friedrich Schleiermacher, Rudolf Otto, Paul Tillich, and Abraham Maslow to unpack what spirituality is, with particular attention to the emotions and the insights involved in spirituality.
Abstract: Two extraordinary recent experiences that the author would call highly “spiritual” are explored against the background of ideas provided by writers such as Friedrich Schleiermacher, Rudolf Otto, Paul Tillich, and Abraham Maslow to unpack what spirituality is, with particular attention to the emotions and the insights involved in spirituality. The description helps to clarify the distinctions and also the relationships between spirituality and both religion and morality—constructs that are frequently confused with spirituality. The description also suggests two moves teachers can make toward offering a spiritual education.
17 citations
TL;DR: The practice process is affected by one's ability to set goals, design strategies, self-assess, and to have an aural image of the music as mentioned in this paper, which is the most important step in the practice process.
Abstract: To practice effectively, one must first know how to practice. The practice process is affected by one’s ability to set goals, design strategies, self-assess, and to have an aural image of the music...
15 citations
TL;DR: In this paper, the authors describe the tools used to deepen these preservice music educators to complete some small- or large-group instruction before beginning student teaching, which is a common task in music education.
Abstract: University programs often require preservice music educators to complete some small- or large-group instruction before beginning student teaching. One of the tools used to deepen these preservice t...
TL;DR: The Creative Music Strategy as discussed by the authors ) is a seven-step model for guiding general music students through the music concepts of improvisation and composition, followed by critical reflection, which can help students develop deeper conceptual understandings and music independence by helping them think creatively, critically, and analytically.
Abstract: The creative music strategy is a dynamic and flexible seven-step model for guiding general music students through the music concepts of improvisation and composition, followed by critical reflection. These are musical behaviors that cultivate the development of our students’ deeper conceptual understandings and music independence by helping them think creatively, critically, and analytically, all while they are engaged as active music makers.
TL;DR: In this paper, an overview of motivational theories and its application in the middle school and high school classrooms is presented. And suggestions for classroom application are suggested for teachers of adolescents face the necessity to motivate them.
Abstract: One of the biggest challenges that teachers of adolescents face is the necessity to motivate them. This article begins with an overview of motivational theories and then focuses on process theory and its application in the middle school and high school classrooms. An effective teacher can create motivation in students by forming relationships with them and stimulating the affective domain. Included in the article are suggestions for classroom application.
TL;DR: This article explored the principles behind differentiated instruction as well as its practical applications for a variety of music classrooms and explored the benefits of differentiated instruction in music education, including its applicability to a wide range of settings.
Abstract: Many music educators struggle with adapting buildingwide professional development initiatives into their own curriculum and teaching practice while still maintaining the integrity of the musical experiences they bring to the classroom. One vastly popular trend in instructional strategies, differentiated instruction, is both accessible to the music educator and a practice that is already going on in many music classrooms across the United States. This article explores the principles behind differentiated instruction as well as its practical applications for a variety of music classrooms.
TL;DR: The authors examines intervention strategies music teachers can implement to combat bullying in music ensembles and finds that students may experience outsider status within the school community at the expense of their outsider status.
Abstract: This article examines intervention strategies music teachers can implement to combat bullying. Students enrolled in music ensembles may experience outsider status within the school community at lar...
TL;DR: In this paper, a variety of K-12 choral, instrumental, and general music examples are presented, with a focus on differentiating music instruction with a bit of forethought and creativity.
Abstract: Differentiating music instruction can be done well with a bit of forethought and creativity. When strategically used, music educators can better meet students’ needs and make great strides in individual and overall student achievement. A variety of K–12 choral, instrumental, and general music examples is included.
TL;DR: In this article, an examination of the 2005-2010 online archives of major American network news stations and newspapers reveals a troubling picture for music education, highlighting the disappearances of music education.
Abstract: An examination of the 2005–2010 online archives of major American network news stations and newspapers reveals a troubling picture for music education. News stories frequently mention the disappear...
TL;DR: In this article, the authors argue that general music vocabulary is best learned when vocabulary lessons focusing on word meanings and relationships are presented alongside listening activities focusing on vocabulary application, and they provide several teaching strategies for approaching words from both a theoretical and a practical standpoint.
Abstract: Teaching musical vocabulary in a middle school general music class can often be challenging to the performance-based teacher. This article provides several teaching strategies for approaching words from both a theoretical and a practical standpoint. Based on a dialectical “this-with-that” approach by Estelle Jorgensen, this article argues that general music vocabulary is best learned when vocabulary lessons focusing on word meanings and relationships are presented alongside listening activities focusing on vocabulary application. Three sections include general acquisition strategies for vocabulary, an examination of Standard 6 in the National Standards as an indicator for suitable middle school music vocabulary, and techniques that integrate vocabulary into listening assignments.
TL;DR: The Aural Learning Project (ALP) as mentioned in this paper was developed to incorporate jazz method components into the author's classical practice and her applied woodwind lesson curriculum, and the primary objective was to pl...
Abstract: The Aural Learning Project (ALP) was developed to incorporate jazz method components into the author’s classical practice and her applied woodwind lesson curriculum. The primary objective was to pl...
TL;DR: An overview of Dalcroze solfege can be found in this article, where the ear and the mind are engaged in chords, functional harmony, and key relationships, in addition to scales, intervals, and melodies.
Abstract: Dalcroze solfege engages the ear and the mind in chords, functional harmony, and key relationships, in addition to scales, intervals, and melodies. This article provides an overview of Dalcroze sol...
TL;DR: In this article, a discussion of religious music in schools has been generated in our field and a great deal of discussion about religious music is generated in the field of music education, as we become increasingly sensitive to the diverse interests of the multiple stakeholders in public schools, issues of political correctness and pedagogical goals.
Abstract: A great deal of discussion of religious music in schools has been generated in our field. As we become increasingly sensitive to the diverse interests of the multiple stakeholders in public schools, issues of political correctness and pedagogical goals are raised. The author poses questions about religion and music education. To generate a different dialogue on this topic, four vignettes and alternate interpretations of the situations as well as possible unintended consequences are examined. The author describes alternative approaches to music-learning contexts and offers questions to wrestle with while keeping in mind the goal of music for all.
TL;DR: In this paper, a discussion of some of the litigation that has taken place in American courts that may significantly affect how many music educators assess their students now and in the future is presented.
Abstract: Assessment continues to be a topic of discussion and concern for many music educators and music teacher educators. The discussion of assessment in music education can spark lively and passionate debate among music educators, music teacher educators, students, policy makers, and parents alike. This article offers a discussion of some of the litigation that has taken place in American courts that may significantly affect how many music educators assess their students now and in the future. Several steps are presented to help music educators create grading policies that meet legal guidelines as outlined by court rulings.
TL;DR: In this article, the authors used grant-writing skills to find monies for programs that go beyond the basics and reach more students in the music education field, which can bring both funding and other types of donations.
Abstract: Music teachers often need to be creative in finding monies for programs that go beyond the basics and reach more students. Grant-writing skills can bring both funding and other types of donations t...
TL;DR: In this article, a discussion of language barriers and miscommunications between music teachers and students whose cultural backgrounds differ is presented. But few resources are available to music educators working in other increasingly diverse school districts across the United States.
Abstract: There is a substantial body of literature on music education in urban settings; however, few resources are available to music educators working in other increasingly diverse school districts across the United States. This article offers a discussion of language barriers and miscommunications between music teachers and students whose cultural backgrounds differ. Through an understanding of the ways cultural differences might lead to miscommunications and frustrations, music educators can begin to better serve the students who are often made invisible in our suburban as well as urban school districts. Included are samples of words and phrases commonly used by students and misunderstood by teachers. The article also suggests ways in which teachers can help students better navigate school music programs.
TL;DR: A variety of excellent method books aim to help student musicians develop skills in music reading and instrumental technique, but sometimes the best approach is not simply to move ahead line by lin... as mentioned in this paper.
Abstract: A variety of excellent method books aim to help student musicians develop skills in music reading and instrumental technique, but sometimes the best approach is not simply to move ahead line by lin...