Behavioral characteristics and instructional patterns of expert teaching, and the transfer of those behaviors into a musical setting: Two case studies

Abstract

The purpose of the present investigation was to analyze the teaching characteristics and instructional patterns of an expert teacher, and then to examine whether those observed teaching aspects could transfer into a musical setting. A teacher of swimming was videotaped giving the first four swim lessons to a 2-year-old child. Recordings were analyzed, and a list of instructional techniques and behaviors were made. Though a rather lengthy list, three key aspects to her instructional effectiveness seemed to relate to: the use of short, but intense lessons separated by 23 hour and 45 minute time intervals; an explicit awareness of exactly what goals were set for the series of lessons; and absolute consistency in behavioral management. In a second investigation, a music teacher viewed all the swim lesson videos, discussed their content, and incorporated those techniques and behaviors into his instruction of the first four trumpet lessons to a 10-year-old child. Several aspects of success were noteworthy. Certainly all three of the "key" behaviors transferred easily and effectively to the trumpet instruction. Conclusions

Comparing Time Use and Teacher Behaviors in Beginning and Advanced Middle School Band Settings: An Exploratory Study

“…Additionally, by using the same teachers for both settings, I sought to control for differences in the student population itself. Consistent with previous studies (Duke & Simmons, 2006; Johnson et al, 2016; Worthy & Thompson, 2009), university faculty recommendations, professional leadership endorsement, and records of professional achievement supported these teachers’ selection as experts.…”