The Diversification of Music Teacher Education

Howard, Karen; Swanson, Matthew; Campbell, Patricia Shehan

doi:10.1177/1057083713494011

Cited by 29 publications

(16 citation statements)

References 13 publications

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“…This case study also speaks to the value of broadening music teacher education beyond Western art traditions and jazz. Either through basic solfeggio courses, their instrumental lessons, or participation in music ensembles, the European musical tradition plays an important role in most music teachers’ development (Edgar, 2016; Howard, Swanson, & Shehan-Campbell, 2014). While many pre-service music educators are exposed to popular music education as well as multicultural music education (Abril, 2013; Dyndhall & Nielsen, 2014; Lee-Doyle, 2014), these initiatives usually take a secondary role to the overall Western European ethos of higher learning music institutions (Isbell, 2015).…”

Section: Discussion: Remixing Musical Futures and Hip Hop Based Educamentioning

confidence: 99%

Listen to the tastemakers: Building an urban arts high school music curriculum

Gage¹,

Low

Reyes

2019

Research Studies in Music Education

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In partnership with academics from McGill University and community arts partners, a high school in Montreal faced with significant challenges became an “urban arts school,” offering music and visual art programs centered in youth culture, as well as integrating arts into several academic subjects. The initiative was inspired by the school’s popular extra-curricular activities, which included a Hip Hop literacy club that ran beat making and rap writing workshops. Considering the popularity of these activities, the school decided to offer a music education program focused on musical skills through real-life music making activities that resemble those employed by popular musicians. This article chronicles the development of this music education program from the perspective of the music teacher, including the experience of continual adaptation to the needs and interests of students. The program is one of the first to combine Musical Futures, an approach to music education that promotes the combination of non-formal music teaching, informal music learning, and students’ interest in a formal school setting, with Hip Hop Based Music Education, predominantly located in community settings. This case study showed that students benefited from having an open-minded and committed educator with experience in popular musics. The co-teaching by professional Hip Hop artists also supported student progress and engagement by adding authenticity to the music making process. Furthermore, the alignment of the music program with the general school ethos contributed to its success. The paper also highlights the need to balance the development of musical skills with student engagement, and the informal music learning philosophy of Musical Futures with direct instruction associated with formal school settings.

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Section: Discussion: Remixing Musical Futures and Hip Hop Based Educamentioning

confidence: 99%

Listen to the tastemakers: Building an urban arts high school music curriculum

Gage¹,

Low

Reyes

2019

Research Studies in Music Education

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“…Over recent years, music teacher preparation programs have attempted to incorporate more non-European–based music, multicultural music, and world music ensembles into the teacher preparation curriculum. As a result, preservice music teachers may be equipped with a broader scope of diverse repertoire, instructional strategies, and curricular materials; however, similar to general education, such content integration does not provide the knowledge, skills, and teaching dispositions required to understand and effectively teach sociocultural diverse students (Abril, 2009; Banks, 2004; Dekaney & Robinson, 2014; Howard, Swanson, & Campbell, 2014).…”

Section: Part 1: Review Of Literaturementioning

confidence: 99%

Developing a Critical Consciousness for Diversity and Equity Among Preservice Music Teachers

Robinson

2016

Journal of Music Teacher Education

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For approximately 50 years, music education scholars have purported the need for more diversity training among preservice music teachers. This call has become increasingly urgent as contemporary preservice music teachers encounter the most ethnically and culturally diverse classrooms in public school history. Although preservice music teachers may enter the profession with adequate skills to teach music content and concepts, a majority of preservice music teachers are not equipped with the skills and teaching dispositions required to navigate the social and cultural facets they will encounter in their music classrooms. This narrative details a three-part diversity training series designed specifically to develop some degree of critical consciousness for diversity and equity among preservice music teachers.

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“…Similarly, Ballantyne and Mills (2008 have engaged with this area of research through their studies and meta-analyses of research literature on diversity and social justice, in both general teacher education and music teacher education. In addition, Howard et al (2014) have explored in more detail the process by which the multiculturalism movement has had an influence on the diversification of music teacher education in the United States.…”

Section: Introductionmentioning

confidence: 99%

Narrating Change, Voicing Values, and Co-constructing Visions for Intercultural Music Teacher Education

Miettinen

Westerlund

Gluschankof

2019

Visions for Intercultural Music Teacher Education

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Researchers have suggested that higher education institutions need to be re-thought as 'imagining universities' that continually engage in re-imagining themselves, in order to be able to justify their own existence in a fast-changing world. It can be expected that music teacher education programs, as part of higher education, would benefit from envisioning their shared future from the same starting point. This chapter presents the second-stage inquiry of "Co-creating visions for intercultural music teacher education in Finland and Israel," an ongoing collaborative research project between the Sibelius Academy of the University of the Arts Helsinki and the Levinsky College of Education in Israel. The study is based on the constructionist pre-understanding that music teacher education programs ought to be developed by conversations and collective reflections, and that it is through these reflections that we narrate change. As an overall methodological framework, the study draws from Appreciative Inquiry (AI), emphasizing the positive as the basis from which to envision together what the future of intercultural music teacher education would look like. The data was collected through four workshop discussions, two at each site, totaling 24 participating teacher educators. The forward-looking themes of these second-stage discussions were developed from the groundwork of the first-stage focus group interview inquiry that mapped the present situation. This study suggests that there is an increasing need to create spaces where music teacher candidates and music teacher educators creatively face uncertainty rather than security, and where risk-taking can be encouraged and practiced safely. There is also a need to increase flexibility and openness, and to continue working more collaboratively within the institutions.

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The Diversification of Music Teacher Education

Cited by 29 publications

References 13 publications

Listen to the tastemakers: Building an urban arts high school music curriculum

Listen to the tastemakers: Building an urban arts high school music curriculum

Developing a Critical Consciousness for Diversity and Equity Among Preservice Music Teachers

Narrating Change, Voicing Values, and Co-constructing Visions for Intercultural Music Teacher Education

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