48 research outputs found
Pedagogical content knowledge for SHIFTING: More than a toolbox of tricks
The heterogeneous string classroom can often present challenges to string teachers in knowing how to help a variety of students develop complex string technique such as shifting and vibrato. Just like teaching any skill in any subject, teaching string-specific technique requires specific types of knowledge, and long-term success depends largely on ensuring that technical fundamentals are well taught. In this two-part series, we will address the issues of pedagogical content knowledge (PCK)āthe integration of content knowledge and pedagogical knowledgeāin regard to shifting and vibrato in the heterogeneous string classroom, to demonstrate how knowledge of technique works hand-in-hand with knowledge of teaching.
āWe explore common shifting challenges and realistic teaching strategies that take into consideration the large heterogeneous string classroom.ā
In this first article, we focus on shifting technique, and in the second, we will discuss vibrato. Previous research suggests that teachers who have PCK to teach a concept or skill can help students deepen the understanding of complex skills and concepts. In this article, we discuss various teaching strategies from the pre-shifting exercises to early shifting exercises. We explore common shifting challenges and realistic teaching strategies that take into consideration the large heterogeneous string classroom
Pedagogical content knowledge and preparation of string teachers
In the past few decades, there has been an increase in the percentage of non-string specialists teaching string classes. In this article, we review literature about subject-specific pedagogical content knowledge (PCK) in general and music education settings, to better understand the challenges that teachers with limited knowledge of string-specific content may face when teaching strings students. Included in this review are discussions concerning trends in the string teacher workforce, PCK in education and music, acquisition of PCK in general settings and music teacher preparation programs, and relationships between teacher content knowledge and instructional effectiveness, both in general and string education settings. Based on this review, we recommend that preservice and professional development curricula for music teachers include comprehensive preparation in both content-specific and pedagogical-specific knowledge for teaching strings
Eclectic styles and classical performance: Motivation and self-efficacy belief at two summer music camps
String teachers and scholars have suggested that classically-trained students may
be motivated to engage in eclectic (e.g., rock, pop, jazz, groove, folk) styles. However,
we do not fully understand the ways in which studentsā motivations to engage in new
musics might be influenced by their perceptions of competence in those styles. In this
mixed-method study we draw upon quantitative, qualitative, and arts-based data from 120
middle and high school students at two camps (one emphasizing classical music, the
other emphasizing eclectic styles), to explore various ways in which students develop
self-efficacy beliefs and motivation to perform in a variety of musical approaches.
According to analysis of all data, students at both camps generally expressed having
positive musical and social experiences. Negative experiences, while less common,
stemmed from confusion or frustration with music learning, boredom with music that was
too easy or not interesting, and competitive comparison with others. Based on findings
from qualitative and arts-based data, we suggest that these students may have benefitted
from additional teacher support when encountering new musical technique
Collective efficacy belief, within-group agreement, and performance quality among instrumental chamber ensembles
We examined collective efficacy beliefs, including
levels of within
-
group agreement and
correlation with performance quality, of instrumental chamber ensembles (70 musicians,
representing 18 ensembles). Participants were drawn from collegiate programs and intensive
summer music festivals located in the No
rthwestern and Western regions of the United States.
Individuals completed a 5
-
item survey gauging confidence in their groupās performance abilities;
each ensembleās aggregated results represented its collective efficacy score. Ensembles provided
a video
-
r
ecorded performance excerpt that was rated by a panel of four string specialists.
Analyses revealed moderately strong levels of collective efficacy belief and uniformly
high within
-
group agreement. There was a significant, moderately strong correlation bet
ween
collective efficacy belief and within
-
group agreement (
r
S
= .67,
p
< .01). We found no
relationship between collective efficacy belief and performance quality across the total sample,
but those factors correlated significantly for festival
-
based ensem
bles (
r
S
= .82,
p
< .05).
Reliability estimates suggest that our collective efficacy survey may be suitable for use with
string chamber ensembles. Correlational findings provide partial support for the theorized link
between efficacy belief and performance
quality in chamber music settings, suggesting the
importance for music educators to ensure that positive efficacy beliefs become well founded
through quality instruction
International Research Symposium on Talent Education, Part 4: The joys and benefits of Suzuki group class
This is the fourth article in a series reporting the findings of a large-scale demographic study of Suzuki teachers in Canada and the United States. Previous articles introduced the research, reporting on basic demographic statistics, teacher training, studio size, and structure of group classes. In this article we report on the results of an open-ended response question regarding the benefits of student participation in Suzuki group class
Research to Practice: Issues of Relevance for Massachusetts Music Educators
Accepted manuscrip
Competitive comparison in music: influences upon self-efficacy beliefs by gender
This study profiles gender differences in instrumental performance self-efficacy perceptions of high school students (Nā=ā87) over the course of a three-day orchestra festival in which students competed against one another for rank-based seating and then rehearsed and performed as a group. Reported self-beliefs rose significantly for the sample over the course of the festival. Self-efficacy beliefs of females were significantly lower than those of males before the seating audition and first rehearsal, but were no longer different by the midpoint of the festival. Survey free-response data were coded according to Bandura's (1997 Bandura, A. 1997. Self-efficacy: The Exercise of Control. New York: W. H. Freeman.) four sources of self-efficacy. A 52% drop in the frequency of student comments regarding competitive comparison appeared at the same point in which female self-efficacy beliefs were no longer different from those of males. Results support past research to suggest that males and females may respond differently to rank-based competition versus social support
International Research Symposium on Talent Education, Part 6: Parent education in Suzuki studios
This is the sixth installment in a series of articles reporting on a largeāscale demographic survey of North American Suzuki teachers. The previous article in this series examined some of the perceived challenges of group class. In this article, we will review teachers' descriptions of the parent education offerings within their studios. Teachers were asked to provide information about the structure, content, and intensity of their parent education programs. The survey questions included both initial education for new families entering their studios, as well as ongoing education for returning families