Preservice teachers’ experiences as first-time voice instructors

Abstract

Authentic context learning (ACL) experiences have proven beneficial to preservice music teachers in a variety of ways and settings. While research specific to ACL within instrumental and choral music contexts is extensive, there have been no investigations of ACL in an applied voice setting. The purpose of this study was to investigate six preservice music teachers’ experiences as first-time voice instructors. Through an examination of verbal and written reflections, I sought to learn how the experience of teaching voice shaped preservice teachers’ perceptions of their own instruction and how this ACL experience shaped their identity as teachers. Six undergraduate music education majors at a large Midwestern university in the United States instructed weekly, 30-minute voice lessons for 8 consecutive weeks. Data collection methods included: (a) participants’ weekly lesson logs (b) participants’ weekly lesson reflections (c) participants’ final reflections, and (d) one, 60-minute focus group. Preservice teachers perceived modeling and kinesthetic activities to be the most effective teaching strategies, and realized their own deficiencies as vocal instructors. Music teacher educators should consider facilitating opportunities for preservice teachers to teach vocal technique in a variety of settings.

Construction on Vocal Music Teaching and Training Mode in Colleges and Universities Based on Data Fusion Technology

“…More and more teachers and parents pay attention to vocal music teaching, and they put forward more stringent requirements for vocal music teaching training. In college music education, vocal music teaching is one of the most important teaching contents and one of the most difficult to learn [1][2]. Vocal music teaching mainly uses scientific training methods to guide students to sing beautiful tunes through correct methods.…”

Constructing a Theoretical Methodological System for Vocal Music Education in Colleges and Universities in the Context of Deep Learning Algorithms

“…Wilbiks, J. M. P et al emphasized the lack of significant effect of musical training on memory for lyrics of popular music, arguing that music does not necessarily correlate in the realm of the brain with the realm of the written word [15]. Baughman, M. examined the teaching experiences of six voice teachers and was informed that the voice teachers perceived that the practical musical activities seen prior to the commencement of teaching, as well as the teaching and learning activities, carried out on various occasions, contribute to the quality of formal voice instruction [16].…”