Making a scene: empowering third-grade students towards creative, independent, and collaborative musicianship in an after-school general music program

This project-thesis introduces an elementary general music curriculum designed to empower students towards creative music making. Building off the work related to creativity in music education by Green (2005), Hickey (2001), and Ruthmann (2008), this curriculum consists of two parts which highlight fundamental musical skill development and creative music making, respectively. The curriculum is rationalized in the contexts of a proposed local teaching environment and education policy, philosophy of music education, and current educational funding policies at the levels of state and federal governments, and non-governmental organizations

In Search of Signature Pedagogies for Teacher Education: The Critical Case of Kodály-Inspired Music Teacher Education

The purposes of this study are to identify the features of Kodály-inspired music teacher education programs that either confirm or refute the notion that signature pedagogies (Shulman, 2005 a, b, c) are present in this form of teacher education and to identify whether and how philosophical, pedagogical, and institutional influences support such pedagogies. Signature pedagogies are shared modes of teaching that are distinct to a specific profession. These pedagogies, based in the cognitive, practical, and normative apprenticeships of professional preparation, dominate the preparation programs of a profession, both within and across institutions. This study employs a collective case study design to examine Kodály-inspired teacher education programs, specifically those endorsed by the Organization of American Kodály Educators (OAKE). This study serves as a critical test of the applicability of the construct of signature pedagogies to teacher education. Because these programs purport to hold shared philosophical and pedagogical ideals and are governed by an endorsing body (OAKE), signature pedagogies ought to be present in these programs if they are present in any teacher education programs. Embedded in this collective case are: (1) a history of Kodály-inspired pedagogy and its adoption and adaptation in the U.S., (2) case studies of two prominent and influential OAKE-endorsed Kodály-inspired teacher education programs, and (3) case studies of four to five faculty in each of these programs. Data sources include primary and secondary texts and documents, observations of the various events and activities that occur as a part of Kodály-inspired teacher education programs, and focus group and individual interviews with program faculty and students. This study finds that the two case sites possess four signature pedagogies: (1) demonstration teaching, (2) master class teaching, (3) discovery learning, and (4) the music literature collection and retrieval system. These pedagogies appear to be inextricably tethered to the contexts, professional body (OAKE), and work of Kodály-inspired music educators though multiple complex linkages. The study closes by assessing the applicability and usefulness of the construct for the discourses and study of teacher education and by offering revisions to the construct that may help to improve the construct's usefulness in future research

Music and Autism Spectrum Disorder: Possible Effects on the Autistic Mind

Autism Spectrum Disorder (ASD) is a known neurological disorder that directly affects an individual\u27s ability to communicate and interact with others; ASD is diagnosed within the first three years of life. One of the most common forms of therapy or interventions used is music. Music incorporation can change in a format such as learning a specific instrument, singing, or simply dancing to promote physical activity to help brain stimulation and process the overall musical experience. Music has been a commonly used therapy or intervention for children diagnosed with ASD dating back to the mid-1940s. Those diagnosed with ASD have difficulty with social interactions, communication, and emotional expression, all of which occur naturally in the music learning and music-making process. One of the more popular music therapy forms is improvisational music therapy, specifically relating to ASD. By allowing those with ASD a more flexible approach to music learning, the students can exercise social, communicative, and problem-solving skills at a pace set by the instructor or therapist for the students\u27 benefit. Utilizing elements of Orff and Kodály methods of music learning will allow students with ASD an opportunity to flourish

Carabo-Cone, Dalcroze, Kodály, and Orff Schulwerk Methods: An Explanatory Synthesis of Teaching Strategies in Music Education

This study emphasizes findings from literature reviews that aimed to describe and present the current teaching strategies in Music education. These teaching strategies are one of the needed primary skills of Music teachers to address the learning challenges, competencies, and diverseness of the existing curriculum, help them to explore the needs of the students, and give them a framework of what could be the best and appropriate strategy in delivering a lesson. This study employed a descriptive method to gather information about present conditions through a library method and literature review. The data were analyzed using explanatory synthesis. Based on the literature review, the researcher identified four well-known teaching strategies in Music education: the Carabo-Cone Method, Dalcroze Method, Kodaly Method, and Orff Schulwerk Approach. The researcher used four criteria in synthesizing reviews such as the proponent, foundation, philosophy, and methodology. Conclusion of the results and discussions, the four teaching strategies also varied in four indicators, yet similarly focused on using the senses for holistic growth and development and providing all students with the opportunity to be successful. The quality of education depends mostly on the part of the teacher. The different Music teaching strategies serve as a guide to fulfilling the purpose satisfactorily that a teacher and a student needs. It is recommended to analyze its implications towards different modes of learning as global education facing numerous challenges in terms of economic crisis, pandemic, and educational incapability and inequalities that could affect the educational system

Teaching for Musical Understanding Through the Core Music Standards: Creating, Performing, and Responding in the Elementary Music Classroom

This study investigates the implementation, assessment, and instructional needs of elementary music educators of the First District of the Kentucky Music Educators Association in teaching for musical understanding through the artistic processes of creating, performing, and responding of the Core Music Standards. The overarching goals of music education are to teach students to become musically literate and independent makers of music. The researcher conducted an online survey and interviews of members to determine their current instructional and assessment practices and their challenges so that an action plan could be created to assist elementary music educators. Through this study, the researcher determined that the members of the First District are diverse in their educational backgrounds and classroom situations, but the main needs of these educators were professional development specific to the core music standards and collaboration opportunities. Additionally, the research revealed the positive influence of the Orff-Schulwerk method on implementing the artistic processes in the elementary classroom. Professional development or certification in this method could provide elementary music educators pedagogy training and the opportunity to network with fellow elementary music educators so that they could build a strong network and support system in their efforts to obtain their goals of music education through teaching for understanding

Exploring early childhood music experts’ practices to guide generalist pre-service teacher education in Southern Africa

Thesis (DMus)--University of Pretoria, 2022.A fundamental aspect in early childhood teacher education is that pre-service teachers acquire pedagogical knowledge on how to facilitate music. Research indicates that music education plays a crucial role in facilitating child development. This study aimed to explore the musical and pedagogical practices of expert music educators in early childhood settings of Southern Africa. This provided a guide to shape the development of new strategies for tertiary education of pre-service ECE teachers in Southern Africa. Vygotsky’s sociocultural theory was the lens to enable a deeper understanding of the research topic. This multiple case study within a qualitative research paradigm included two groups of participants. The first group involved eight expert music educators from Southern Africa with specialised tertiary qualifications in music education and at least eight years of experience teaching young children in ECE settings, as well as having presented music education workshops to other teachers. Two educators were selected for each Southern African country represented in this study, including Botswana, South Africa, Zambia, and Zimbabwe. The second group of participants was four ECE experts from professional music societies in Southern Africa. Data collection took place in two phases; firstly, in-depth semi-structured interviews with expert ECE music educators via Zoom or Skype, and secondly, online lesson observations of four professional music societies (Orff Schulwerk, Kodály, Kindermusik, and Junior Jive). Key findings include that facilitation of music in an early childhood context should offer playful pedagogies, allow social interaction and collaboration between learners, and develop musicianship in young children to aid school readiness. Moreover, the study indicates that teacher education programmes should prioritise pedagogical content knowledge and facilitation, offer apprenticeship in a mentorship programme, provide research opportunities and access to online resources, as well as prospects for collaboration and networking with music educators and professional music education societies. The study culminates in a teacher education programme for music in the early childhood classroom in Southern Africa as informed by the results from the investigation. The study recommendations are two-fold; firstly, there are suggestions for facilitating music in the early childhood classroom, and secondly, a framework to guide pre-service ECE teacher education programmes in music education. The study confirms Vygotsky’s sociocultural learning theory as an appropriate cultural context endorsing social interaction.MusicDMusUnrestricte

The Effect of an Integrated Music Curriculum on Reading Achievement Outcomes of Kindergarten Students

At the time of this study, school districts in the United States faced challenges relative to educational accountability, especially in the areas of language arts and mathematics. Research suggested that music held the potential to bolster student engagement and academic achievement to improve reading outcomes for students. An integrated music curriculum was designed and implemented by the researcher to support reading achievement in a Midwestern, suburban elementary school. The purpose of this counterbalanced research design was to examine the effect of an integrated music curriculum upon the reading achievement of kindergarten students. The lesson framework included brain-based and active listening warm-ups, the presentation of literature, an Orff-Schulwerk activity and literacy centers. Quantitative methods were used to answer four hypotheses statements including t-tests for difference in means, z-tests for difference in means, a chi-square tests for difference in variance, and an analysis of variance to determine the effects of the integrated music curriculum. Although the quantitative results for three of the null hypotheses were not statistically significant, there were observable changes in the children’s motivations and attitudes toward reading. Student growth in the content area of music was shown to be significant. The researcher concluded that music as a content area was valuable on its own, but could also make learning more powerful when utilized in reading instruction and other content areas. The new information gained from this study may help readers find effective ways of using music to enhance reading achievement

Before the singing : the journey of an artistic director

Reflective practices and teacher leadership development can be meaningful and integral components of music teacher education. The purpose of this study was to examine the professional journey and reflective practices of an artistic director of a large, nonprofit community children's choir organization in the Midwestern United States. The conceptual framework for this case study with narrative techniques included two main areas of practice: reflective teaching (critically reflective teaching and reflective practitioner) and teacher leadership. The overarching research question asked: How does a successful children's choir director enact effective teacher leadership through reflective practices? The related sub-questions were as follows: 1) How does the participant's life history inform her vision for the organization? 2) What characterizes the participant's views of teacher leadership and creative work as artistic director? 3) What characterizes the participant's views of learning and teaching in the children's choir context? Data collection included transcripts from three semi-structured interviews, a follow up interview, two rehearsal observation sequences with one video-stimulated recall iteration, field memos, and artifacts. I used a constant comparative method to examine the coded transcripts, memos, field notes, video observation logs, and artifacts. Trustworthiness was established through data triangulation, a follow-up interview, participant checking, and peer checking. Three main themes emerged from the analysis: building a scaffold for reflective teacher leadership, artistic director as leader, and the intersection of reflective practitioner and teacher leader. Findings suggested that the participant's well-defined philosophies of leadership and teaching, reflective rehearsal pedagogy, and pedagogical thoughtfulness had a significant, positive impact on the high quality, experiential opportunities provided to the choristers and the choir organization as a whole.Includes bibliographical reference

The Music Making Family: A Music Class for All Ages

Whereas music both unlocks and fuels devotion as well as strengthens mental faculties, whereas teamwork and shared experiences deepen familial bonds, whereas the Bible is the root of all knowledge and wisdom, the need for The Music Making Family has arisen. Colossians 3:16 states, “Let the word of Christ dwell in you richly, teaching and admonishing one another in all wisdom, singing psalms, hymns, and spiritual songs, with thankfulness in your hearts to God.” The purpose of this qualitative study is to provide teachers, whether in private school, public school, a religious entity, in a standalone studio, instructional material for preschool and adult students together in one classroom including. This instructional material includes explaining the benefits of teaching one concept to multiple levels of intelligence; designing a curriculum plan for dual-aged groups built upon biblical truths and encouraging relationships within the immediate family unit. Young children learn best through music and play. They are most heavily influenced by those who care for them daily. For them to have any true wisdom, they must be filled with and instructed by the divine writings of scripture, where the truest and greatest story is told. The Music Making Family curriculum combines all of these elements to provide the entire family with a rich, engaging, Bible-saturated music experience that not only provides a music education suitable for child and parent alike, but models how every form of education finds its origin in the Creator

Identity and Community: A Qualitative Study of Specialist Primary Music Teachers in New South Wales, Australia

This qualitative study explored the experiences of specialist primary (elementary) music teachers working in New South Wales, Australia. The study was significant in developing understanding about these practitioners in an Australian context, as research in this area has principally been undertaken in jurisdictions where specialist primary music teachers are more prevalent. The data were collected in two stages, using a qualitative multicase design. The first stage entailed semi-structured interviews with 19 participants, including specialist music teachers and professional learning providers. The second stage consisted of four intensive case studies conducted within school settings that enabled investigation of the themes that emerged during initial data analysis. The two themes identified were the participants’ music teacher role identities and their participation in learning communities. In accordance with symbolic interactionist theories, the participants’ music teacher role identities were shaped by social interaction. The study reaffirmed the dynamic nature of the music teacher role identity, with participants experiencing shifts in the prominence of sub-identities. The findings revealed the influence of role support for music teachers’ self-perceived identities provided by school leaders and community members. Personal conceptions of role identities were expressed through music education pedagogical practices. The participants’ interactions with school staff and community stakeholders affected the place of music in school-based communities of practice. The inclusion of music in the joint enterprises of schools was reflected in the provision of teaching spaces, time allocations or support for professional learning, and the withholding of resources hindered the music teachers’ participation in communities of practice. Music specialist teachers engaged in landscapes of practice that influenced identities and provided avenues for developing shared competencies