Teaching general music to young adolescents: Findings from a survey of music teacher perspectives

Cronenberg, Stephanie

doi:10.1177/0255761418794728

Cited by 24 publications

(25 citation statements)

References 19 publications

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“…This paper presents the results of two survey items from a larger survey study of middle school music teachers (Cronenberg, 2016(Cronenberg, , 2018. The two survey items focused on music teachers' perceptions of middle level general music as a course requirement.…”

Section: Methodsmentioning

confidence: 99%

“…Music education researchers have similarly investigated music teachers' perceptions on a wide range of topics including curriculum integration (Gerber & Gerrity, 2007;Lee-Holms, 2008;May & Robinson, 2016), elementary general music (Abril & Gault, 2006;Kellermeyer, 2009;Shouldice, 2013), multicultural music (Petersen, 2005), and the National Standards (Barkley, 2006;Louk, 2002). Despite this variety, only a limited number of studies focus specifically on the perspectives of middle level music teachers (Barrett, 2015;Cronenberg, 2016Cronenberg, , 2017Cronenberg, , 2018Cronenberg, , 2020Hopkins, 2013;O'Donnell, 2010;Rapp, 2009;Young, 2002). In particular, Young (2002) sought to understand what music teachers (in band, choir, and general music) believed about music education at the middle level.…”

Section: Middle Level Teachers' Perceptionsmentioning

confidence: 99%

“…In contrast, Barrett (2015) found that a fifth and sixth grade general music teacher grounded her teaching philosophy on the developmental needs of students, or what she described as the ability "to think in the perspective of each child" (p. 153). While the music teachers in Young's (2002) and Barrett's (2015) studies present opposite perspectives on the importance of young adolescent development when teaching middle level music, Cronenberg (2016Cronenberg ( , 2018 found that those music teachers with awareness of This We Believe were statistically more likely to be confident in their understanding of young adolescent development. As Young's (2002) and Barrett's (2015) findings illustrate, music teachers are not necessarily in agreement about middle level music education, an issue raised by Cronenberg (2017) in a study of two middle level general music teachers with contrasting philosophies of music education.…”

Section: Middle Level Teachers' Perceptionsmentioning

confidence: 99%

“…In fall 2014, music teacher members of the National Association for Music Education (NAfME) who selfidentified as middle school teachers on their membership were invited to participate in a survey about middle school general music (Cronenberg, 2016(Cronenberg, , 2018. The survey was distributed through an e-mail survey research distribution service offered by NAfME.…”

Section: Population and Data Collectionmentioning

confidence: 99%

“…Future research might build on this study to further examine the connection between music teachers' perceptions of general music curriculum and their alignment with middle level philosophy. Although few music teachers report awareness of This We Believe, Cronenberg (2016Cronenberg ( , 2018 found a statistically significant relationship between awareness of This We Believe and a music teacher respondent's alignment to middle level principles when teaching general music. Some research questions suggested by the present study include: Why do teachers support general music as part of a holistic education, and do these reasons connect to the emphasis on young adolescent development in middle level philosophy?…”

Section: Music Teacher Alignment With Middle Level Philosophymentioning

confidence: 99%

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Music Teachers’ Perceptions of General Music as a Required Middle Level Course

Cronenberg

2020

RMLE Online

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In most middle level schools, the curriculum includes a range of elective courses, often called exploratory courses. General music is one of the many exploratory courses commonly offered in middle level schools across the United States. Educators who teach exploratory courses face numerous challenges related to enrollment, scheduling, budget, curricular content, and more. Exploratory courses are designed to enable middle level students to explore an area of interest or an unfamiliar subject, and the question of whether they are required is often a school-or district-level decision. Using an emergent, qualitative approach to content analysis, I investigated the perceptions of 1,316 middle school music teacher respondents regarding whether general music should be required for all middle grades students. While the music educator respondents were divided on this issue, their reasons revealed interesting perspectives on the purpose of music education and the functioning of middle level schools. Implications of this study include suggestions for school-level discussions about scheduling, budget, and the purposes of general music within the interdisciplinary middle level curriculum.

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Section: Methodsmentioning

confidence: 99%

Section: Middle Level Teachers' Perceptionsmentioning

confidence: 99%

Section: Middle Level Teachers' Perceptionsmentioning

confidence: 99%

Section: Population and Data Collectionmentioning

confidence: 99%

Section: Music Teacher Alignment With Middle Level Philosophymentioning

confidence: 99%

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Music Teachers’ Perceptions of General Music as a Required Middle Level Course

Cronenberg

2020

RMLE Online

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Evaluation Method of Music Teaching Effect Based on Fusion of Deep Neural Network under the Background of Big Data

Fan

2022

Discrete Dynamics in Nature and Society

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Music is an art course that is different from traditional subjects. It not only needs to teach basic music knowledge but also needs to show the timbre contained in music itself, the form of music creation, or the effects expressed by music. The teaching effect evaluation model for traditional subjects can no longer be applied to the teaching effect evaluation of music subjects. If the traditional subject teaching effect evaluation model is used to evaluate the music subject teaching effect, it will easily lead to the inaccuracy of the effect evaluation. Because there is a strong subjectivity in the evaluation of the teaching effect of music subjects, this study combines deep neural network technology to study the feasibility and accuracy of the convolutional neural network (CNN) and long short-term memory neural network (LSTM) method in the evaluation of music teaching effects. It mainly reflects the evaluation under the three characteristics of music basic knowledge, music expression effect, and music innovation effect. The research results show that the CNN and LSTM methods can better extract the three features in the evaluation of music teaching effect, and the maximum prediction error is only 2.23%. Hybrid CNN-LSTM with LSTM neural network has higher accuracy in predicting music teaching effect than single neural network technique. The linear correlation coefficients also all exceeded 0.955.

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What and how? Or why and for whom? A content analysis of middle school general music literature

Bylica,

Bauman-Field

2024

International Journal of Music Education

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The purpose of this content analysis is to analyze available peer-reviewed middle school general music literature to determine the ways in which middle school general music has been conceived of in extant literature in the United States. The researchers performed a content analysis of peer-reviewed empirical and practitioner articles relating to middle school general music ( N = 45), creating a coding scheme of categorical clusters that related to the Association of Middle Level Education’s position paper: This We Believe. Content coding revealed curricular content (78%) and pedagogical practice (42%) as the most common topics. Several topics were underrepresented in the literature including student opinion/voice (11%), inclusive practice (18%), adolescent development (20%), cultural awareness (18%), classroom culture (20%), and teacher preparation and development (16%). These findings may have important implications for preservice music teacher educators preparing teachers for the context of middle school general music, as well as for researchers within this domain.

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Teaching general music to young adolescents: Findings from a survey of music teacher perspectives

Cited by 24 publications

References 19 publications

Music Teachers’ Perceptions of General Music as a Required Middle Level Course

Music Teachers’ Perceptions of General Music as a Required Middle Level Course

Evaluation Method of Music Teaching Effect Based on Fusion of Deep Neural Network under the Background of Big Data

What and how? Or why and for whom? A content analysis of middle school general music literature

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