Integration of Music in the Elementary Curriculum: Perceptions of Preservice Elementary Education Majors

Berke, Melissa K.; Colwell, Cynthia M.

doi:10.1177/87551233040230010104

Cited by 23 publications

(49 citation statements)

References 7 publications

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“…At the same time, students of the education department seem to reach a sufficient level of knowledge of music to cope with teaching this subject, whether or not they have prior knowledge of music. The latter is consistent with the findings of many researchers who found that effective preservice instruction can lead to improved attitudes regarding the value of music in the curriculum, as well as teachers' abilities to teach music in the classroom (Berke and Colwell 2004;Koops 2008;Hash 2010).…”

Section: Music Education Research 497supporting

confidence: 90%

“…To encourage positive attitudes towards music among future classroom teachers, an emphasis on music activities and participation as opposed to music theory and fundamentals may be warranted (Berke and Colwell 2004). In general, the majority of researchers assert that the key factor in the effectiveness of pre-service teachers is the type of experiences they have within their preparation programme.…”

Section: Music Teaching By General Primary Teachersmentioning

confidence: 98%

“…teaching music (Berke and Colwell 2004;Jeanneret 1994) and have little confidence in their ability to teach music (Byo 1999;Mills 1989).…”

Section: Music Education Research 497mentioning

confidence: 98%

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Problems, visions and concerns of pre-service music and general education teachers in Greece resulting from their teaching practice in music

Kokkidou

Dionyssiou

Androutsos

2014

Music Education Research

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This study explores music education teaching practice in Greece, collecting data from three university departments: two music departments (M1 and M2) and one primary education department (P) during the academic year 2006-2007. The project was based on data from 84 students (N = 84). Fieldwork in students' teaching practice comprised a selection of: (1) daily teaching plans, (2) students' self-evaluation diaries for each of their teaching lessons and (3) note-keeping from the regular meetings between the academic instructor and the students during the teaching practice period. Data from each of the three university departments are first described separately; then a comparison among the three departments is made, which is based on the following three strands: (1) what problems students faced, (2) what kind of help they needed the most and (3) what they gained out of their teaching practice.

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Section: Music Education Research 497supporting

confidence: 90%

Section: Music Teaching By General Primary Teachersmentioning

confidence: 98%

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Problems, visions and concerns of pre-service music and general education teachers in Greece resulting from their teaching practice in music

Kokkidou

Dionyssiou

Androutsos

2014

Music Education Research

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“…Berke and Colwell (2004) and Colwell (2008), however, found that both PECTs and IECTs valued coequal integration as well as teaching music objectives alone. The National Standards for Music Education (Music Educators National Conference [MENC], 1994) rated most important in these studies involved integrating music with other disciplines (Standard 8) and connecting music with history and culture (Standard 9).…”

Section: Hashmentioning

confidence: 82%

“…Berke and Colwell (2004) determined that 65% of PECTs felt a moderate to high level of responsibility for teaching music objectives if a music specialist was available, with 77% accepting responsibility when no specialist was available. Following a course on music integration, these numbers increased to 85% and 94%, respectively.…”

Section: Hashmentioning

confidence: 99%

Preservice Classroom Teachers’ Attitudes Toward Music in the Elementary Curriculum

Hash

2009

Journal of Music Teacher Education

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The purpose of this study is to survey preservice classroom teachers at Calvin College in Grand Rapids, Michigan, to determine their attitudes toward music in the elementary curriculum. Research questions examined participants' (a) musical abilities and experience as well as beliefs regarding (b) the roles of the classroom teacher and music specialist, (c) their comfort level with teaching music as a subject and integrating music with other disciplines, (d) the importance of music in relation to other subjects, and (e) the importance of various outcomes of the general music program. A survey was administered to 116 preservice elementary classroom teachers enrolled in either student teaching or early field experience during the 2008-2009 academic year. Data indicated that most of these respondents do not feel comfortable teaching music as a subject, believe music should be taught by a specialist, and disagree that classroom teachers should be capable of teaching music. Results also suggest that participants regard music as less important than other subjects and nonmusical outcomes of music instruction as more important than musical outcomes. The majority of respondents, however, agree that music can improve achievement in other disciplines and are supportive of music integration. These findings were helpful in designing the music portion of an art and music methods course at Calvin College and may have implications for elementary music methods classes offered at other institutions.

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Pre-school and elementary school pre-service teachers’ learning outcomes for music

Özmenteş

Gürgen

2010

Procedia - Social and Behavioral Sciences

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Integration of Music in the Elementary Curriculum: Perceptions of Preservice Elementary Education Majors

Cited by 23 publications

References 7 publications

Problems, visions and concerns of pre-service music and general education teachers in Greece resulting from their teaching practice in music

Problems, visions and concerns of pre-service music and general education teachers in Greece resulting from their teaching practice in music

Preservice Classroom Teachers’ Attitudes Toward Music in the Elementary Curriculum

Pre-school and elementary school pre-service teachers’ learning outcomes for music

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