Individuals looking to enter the field of education often begin by selecting a college or university to complete undergraduate studies. Some college and university programs include the elements for a teaching license while other programs only meet the requirements of a Bachelor’s degree. The list of variations between university programs is extensive and often depends on the individual professors. An individual must decide which program will fit their personal needs and which program will best prepare them for a career in the music classroom. An educator’s training does not stop with a degree, once they enter the classroom music educators attend hours of professional development that is specific to their district, administration, and personal requests. The purpose of this literature review is to determine how music teacher training both pre-teaching and during their career affect retention of music educators.
Effective Music Education
The ultimate goal of an individual’s education is preparation for a career, but it is hard to determine what preparation is needed without defining the ideal career for the music educator. An effective classroom environment for the music educator would include the teacher developing a method to assess, evaluate, and communicate student achievement (Kay, 2000). Many elementary methods such as Kodaly, Orff Schulwerk, Dalcroze, and Gordon provide detailed approaches for general music instruction that can be adapted to teach many musical concepts across grade levels and disciplines. Kay (2000) continues to stress the importance of teachers improving the way music is taught and learned in the music classroom. This increase in music standards for students would mean an increase in standards f...
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Eros, J. (2011). The career cycle and the second stage of teaching: Implications for policy and professional development. Arts Education Policy Review, 112(2), 65-40. doi:10.1080/10632913.2011.546683
Kay, A. (2000). What is effective music education?. Teaching Music, 8(1). 50. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=3393603&site=ehost- live
Smith. M. V., & Haack, P. (2000). The long view of lifelong learning. Music Educators Journal. 87(3), 28. Retrieved from: http://search.ebscohost.com/login.aspx?direct=true&db= a9h&AN=3735866&site=ehost-live
Spurgeon, A. (2004). Proposed changes for the undergraduate elementary music education curriculum. General Music Today, 17(3), 28-32. Retrieved from: http://search.
ebscohost.com/login.aspx?direct=true&db=a9h&AN=13641916&site=ehost-live
166-173). Linda Darling-Hammond (2000) discusses how teacher education has changed and how it has affected our education system (p. 166). The author also notes how even the most intelligent people found it hard to prosper in the field without the right skills and preparation (Darling-Hammond, 2000, p. 166-173). In the article, she presents how post baccalaureate programs are carefully structured, versus alternative routes which can be no more than backup employment options. Darling-Hammond (2000) also addresses how it becomes difficult for aspiring teachers to learn both subject matter and pedagogy (p.
Fletcher, A. (2002, August 24). Inspired students ensure symphony will endure. The Sun, pp. 5C.
Tutt, K., & Townley, M. (2011). Philosophy + advocacy = success. Music Educators Journal, 97(4), 60-63. Doi: 10.1177/0027432111405671
The field of music education is one with which I have become rapidly familiar. This statement is not to be confused with me claiming that I have an intimate knowledge of the subject matter. In my student teaching semester, I found myself immersed in a great number of ideologies toward the profession, many of which were in conflict. In regard to music education, my greatest quandary at this juncture of my career is choosing from the myriad of philosophies which relate to the field. In relation to the information I have gathered from those in the profession at the public school level, I have a disproportionately large amount of information from professionals who teach at the collegiate level and theorists who benefit music education by performing studies. If I were to perform research about the field of music education, my goal would be to gather information from these three sets of professionals which would bring my knowledge base about each to an equitable level.
Lehman, Paul R. et all. The School Music Program: A New Vision. (1994). Reston, VA. Music Educators National Conference.
Stewart, Paul. “The True Intrinsic Value of Music Study.” American Music Teacher 56.5 (2007) : 4-5. Academic Search Complete. Web. 5 Feb. 2014.
Lewis Brown, Laura. "The Benefits of Music Education." PBS.org. PBS, N.D.. Web. 20 Feb. 2014.
The Swales article is based off a discourse community. According to this articles a discourse community is a group of people who share a set of discourses, understood as basic values and assumptions, and ways of communicating about those goals. As a young musician, I can definitely see the transformation I have made as have surrounded myself with people who are similar to me. Although I am not a certified music educator I still feel apart of this community because you do not need a certification to call yourself a music educator just a love and passion to spread the knowledge of music.Inside of the musician discourse we have several branches, from choir to instrumentalist to contemporary musicians. I, myself am a part of the instrumentalist group. As instrumentalist, a lot of our conversations are centered around Marching band from july until about November and then Concert Band for the rest of t...
Whether the student is a beginner, or someone who has studied music for a number of years, the way in which one views oneself as a musician can be an important factor in the kinds of experiences one has with music. A quality music education is one that challenges students to set clear and achievable goals, think musically and critically, and apply what one has learned in a meaningful way. If a musician harbors a negative view of his or her musical abilities, the lasting effects of this view on his or her musical experiences and achievement could be challenging to overcome.
The way children learn even in today’s society has changed drastically over the years and will continue to change in the future. Music teachers in particular are not excluded from this statement. As a music educator myself, I have learned that all students learn at different paces and learn
Steven, Kelly, N. (2002). A Sociological Basis For Music Education. International Journal of Music Education. 43. Pp. 40-49
The academic benefits of music education are immense. In a study by Shirley Brice Heath, a researcher at Stanford University and Carnegie Foundation for the Advancement of Teaching, students with at least three hours of participation in the arts, three days a week for at least a year are four times more likely to be recognized for academic achievement (Ford, AdamMcMahon, Maureen). Students in music excel in core subjects such as math, English, and science. In 1997, the College Board produced a study, revealing that students with at least four years of music education scored an average of 49 points higher on the verbal section of the SAT and 34 points higher of the math section (“Arts Education”). These days, this is the difference between being accepted to a college and not.
My philosophy of music education is committed to offering a comprehensive program of Music Education to all students, at all levels who want to participate in musical study. The emphasis will be upon daily music education as it is developed in the classroom, through performance, and in the belief that students best learn to understand and appreciate music by active involvement in music.
In a society where kids must go to school up to the collegiate level, teaching is an impactful career choice. Teachers help contour the minds of future leaders of the world. Furthermore, teachers play a crucial role in guiding students to the knowledge, skills, and abilities they need to succeed in life, and teachers lead students to make informed decisions on any topic the meet in the future. As a teacher, a person must relinquish their knowledge onto students. Finally, they must prepare their students for all the obstacles they will face later in life.
In recent years, the cliché image of a teacher has come under attach. Research has shown that teachers often work in an isolated setting in which they are considered experts in their specific area; however they often lack the support and equipment needed to do their jobs effectively. As a result, to the inadequate working environment new teachers often leave the profession within the first five years. These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010).