Considering Gender Complexity in Music Teacher Education

Palkki, Joshua; Sauerland, William

doi:10.1177/1057083718814582

Cited by 14 publications

(11 citation statements)

References 38 publications

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“…Music teacher educators can encourage all students in their classes to share their name and pronouns privately and not read students’ first names on the first day of classes. Reading last names only is an option (Palkki & Sauerland, 2019; Garrett & Palkki, 2021). Music teacher educators can model inclusive behaviors for their students, be explicit about the process, and then emphasize that they can be replicated in PreK–12 contexts.…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

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Navigating Cisgenderism: The Experiences of Three Gender-Expansive Music Educators

Palkki

2023

Journal of Music Teacher Education

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With the intent of improving music teacher education for people of trans and/or gender-expansive (TGX) experience, the purpose of this study is to convey the voices and experiences of three TGX music educators. These data are drawn from four semi-structured interviews with three participants totaling 268 min. Utilizing transgender theory and cisgenderism as theoretical frameworks, four major categories arose during data analysis: (a) modes of disclosure, (b) building safe space, (c) negative experiences, and (d) policy. While these three teachers found support at school, they also faced difficulties and policies that affected their careers and decisions about disclosure of their gender identity. For example, all three participants expressed concerns about parent backlash. Drawing upon the participants’ stories, I explore how music teacher educators can better support TGX students navigate cisgenderism. In addition, music teacher educators can gain perspective on how policy decisions can influence the careers of TGX music educators.

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Section: Discussion and Implications For Practicementioning

confidence: 99%

“…For example, laws and policies about legal name changes and background checks can vary widely from state-to-state (e.g., Bartolome & Stanford, 2017; Hart & Hart, 2018). Music teacher educators can include policy discussions in coursework and student teaching seminars (Palkki & Sauerland, 2019; Schmidt, 2019).…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

Navigating Cisgenderism: The Experiences of Three Gender-Expansive Music Educators

Palkki

2023

Journal of Music Teacher Education

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“…It is also feasible to organize open classes and concerts, so that students can have training, thereby enhancing their actual performance ability. Therefore, in the instrumental music teaching course, it is necessary to combine specific teaching modes, establish a more scientific and complete instrumental music teaching system on the basis of the original teaching, and integrate actual skill training to improve the teaching level and quality ( Palkki and Sauerland, 2019 ).…”

Section: Methodsmentioning

confidence: 99%

Educational Psychology-Based Strategy for Instrumental Music Teaching in Normal College

2021

Front. Psychol.

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The study is intended to explore the teaching mode of instrumental music teaching in normal college, so as to have qualified instrumental music teaching talents. Based on relevant content of educational psychology, the current instrumental music teaching model of normal college should be reformed in terms of curriculum content, teaching mode, and teaching methods, and a more systematic and standardized education model should be established. As per Orff’s music teaching method, a music recommendation model is established based on the convolutional neural network model to provide students with a positive and happy learning environment for instrumental music, and music materials that meet their personal preferences and performance level through user data. The outcomes show that the designed music recommendation model has a music recommendation accuracy rate of 0.3 and a recall rate of 0.29 when the recommendation list is 30, which conforms to the general rules of the music recommendation system. The study is expected to provide reference for establishment of a standardized and systematic instrumental music teaching strategy in normal college.

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“…When structuring the process, pronouns and names should be taken into consideration, labels evaluated, and logistical arrangements assessed for their implications on policy and well-being, since the likelihood of encountering trans students in most classrooms becomes increasingly current. With a focus on teachers' training, a 2019 article (Palkki & Sauerland, 2019) pinpoints issues of vocabulary and policy in addition to a literature review, to define the concept of "gender-complex music (teacher) education," with suggestions to create empowerment and safe spaces for all students.…”

Section: Beyond Binary Voicesmentioning

confidence: 99%

“…Influential factors are analyzed, such as the geographical location of the community, the identification of voice parts suited to the student's vocal development in a nonstandardized way, the specific training of mentors in transgender issues, and the need to create a “safe space.” When structuring the process, pronouns and names should be taken into consideration, labels evaluated, and logistical arrangements assessed for their implications on policy and well‐being, since the likelihood of encountering trans students in most classrooms becomes increasingly current. With a focus on teachers' training, a 2019 article (Palkki & Sauerland, 2019) pinpoints issues of vocabulary and policy in addition to a literature review, to define the concept of “gender‐complex music (teacher) education,” with suggestions to create empowerment and safe spaces for all students.…”

Section: Sex/gender As Continuummentioning

confidence: 99%

“The two voices,” or more? Music and gender from myth and conquests to the neurosciences

Majno¹

2023

J of Neuroscience Research

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Music is a unique phenomenon, constantly eliciting interest from a variety of viewpoints, several of which intersect the universal trait of musicality with sex/gender studies and the neurosciences. Its unparalleled power and physical, social, aesthetic, as well as cognitive, emotional and clinical ramifications make it a specially promising terrain for studies and reflections on sex and gender differences and their impact. This overview wishes to enhance awareness of such issues, also fostering an interdisciplinary exchange between the natural sciences, the humanities, and the arts. Over the centuries, different associations of music with the feminine gender have contributed to a pendulum between progressive recognition and stereotypical setbacks requiring to be overcome. Against this backdrop, music‐related neurophysiological and psychological studies on sex and gender specificities are reviewed in their multiple approaches and results, exposing or questioning differences in structural, auditory, hormonal, cognitive, and behavioral areas, also in relation to abilities, treatment, and pedagogy. Thus, the bridging potential of music as universal yet diverse language, art, and practice, recommends its gender‐aware integration into education, protective endeavors, and therapeutic interventions, to promote equality and well‐being.

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Considering Gender Complexity in Music Teacher Education

Cited by 14 publications

References 38 publications

Navigating Cisgenderism: The Experiences of Three Gender-Expansive Music Educators

Navigating Cisgenderism: The Experiences of Three Gender-Expansive Music Educators

Educational Psychology-Based Strategy for Instrumental Music Teaching in Normal College

“The two voices,” or more? Music and gender from myth and conquests to the neurosciences

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