Policy and the K–12 Music Teacher: A Literature Review

Abstract

Music teaching lies at the intersection of policy, research, and practice. An awareness of policy context and how policies impact teachers is essential for those in the music education profession. In particular, such an understanding can allow teachers to better adapt to and implement policies so that they might maintain and grow their programs and feel more satisfied in their jobs. This review of literature investigates scholarly literature published in music education research journals with implications for teachers' classroom practice and their professional lives. It includes studies of resources, organizations, and educational reform, teachers and teaching, institutions and actors, and access, in addition to descriptions of policy. Implications for teachers related to policy awareness, access for all students to a variety of musical activities, and music education advocacy are discussed. POLICY AND THE K-12 MUSIC TEACHER Policy and the K-12 Music Teacher: A Literature Review In education, practice, research, and policy should inform one another (Barrett, 2011; Jones, 2009). Barrett envisioned music teachers in the center of a Venn diagram where research, policy, and practice overlap. Teachers, Barrett noted, regularly implement policies in their classrooms and consider research when choosing what and how to teach. At the same time, teachers are creating policies in their own classrooms when they develop curricula or classroom procedures. Through their advocacy efforts, teachers influence the decisions of others who develop policy, as well. Jones articulated a similar relationship, but argued that in music education, there was insufficient research on policy, that most professionals had no more than a passing understanding of policy, and that due to these factors, the profession lacked the capacity to influence policy adequately. In the short time since Jones wrote those words, there has been a considerable increase in the amount of research published in music education journals and presented at conferences on policy-related topics. A better understanding of that research may better position teachers and others in music education to respond to policies that affect them in their classrooms and in their professional lives, as well as to influence policy development and policy implementation (Jones, 2009).

Using project method for the purpose of educating future music teachers

“…The project method is aimed at constructing new patterns that will allow students to develop their thinking and get a full, in-depth knowledge of the subject or phenomenon. Kos (2018), notes that in the implementation of projects, students are involved in various processes, including research and problem solving, which is embodied in the final product (e.g., report, presentation, scientific article, creative room, artwork), demonstrating the depth of student learning that can be shared with others. Angelle (2018), proposes the following definition of a project method: a pedagogical method whereby a group of students has to solve a real problem by cooperating in finding, collecting and analyzing data, and the research process must be supported by a teacher acting as a learning facilitator and the result of such research is an artifact.…”

Artificial Intelligence Development and Music Education System Reform in the Context of 5G Network

“…Multimedia technology has become the most important modern high-tech means for the new century, and multimedia system with the computer as the main body is the most popular and widely applicable modern tool. As a modern teaching method, the multimedia teaching system is a specific application of multimedia technology in the field of education [22]. It is a comprehensive information processing system based on digital technology, integrating communication technology, audio and video technology, and computer technology, and is capable of interactively processing, storing, and transmitting various media information [23].…”