Articles about Music Education

Molly and Rachel Become Band Teachers: Teacher Identity Construction During Music Student Teaching
Contributions to Music Education (2018) Vol. 43, No. 1, pp. 95-116

The purpose of this case study was to explore the teacher identity construction of two female band student teachers, Molly and Rachel, during their student teaching semester in middle school band classrooms. The participants were two female student teachers, one ...

Why Ask Why? Questions to Elicit Reasoned Intuitive Responses in an Elementary Music Program
Contributions to Music Education (2018) Vol. 43, No. 1, pp. 175-196

Intuitions are incomplete knowledge structures that help us make sense of the world around us. Additionally, when learners are given opportunities to talk about their intuitive understanding, it helps construct their knowledge in a domain (music). The issue with intuitions ...

Observations of and Perspectives on Musical Enjoyment in the Preschool Classroom
Contributions to Music Education (2018) Vol. 43, No. 1, pp. 59-76

The purpose of this basic qualitative study was to explore the role of enjoyment dur- ing group musical activities in the preschool classroom. Data collection included observa- tions using a researcher-created tool and fieldnotes to determine how preschool students demonstrated ...

Instrument and Gender as Factors in the Perceptions of Musicians and Musical Performance
Contributions to Music Education (2018) Vol. 43, No. 1, pp. 159-174

All musicians should be evaluated in a fair, accurate, and objective manner. It is imperative for solo evaluations to be objective since preconceived expectations about musicians and their performances, spurred by gender and behavioral stereotyping, may lead to biased evaluations. ...

Something Happened on the Way to Completing the edTPA: A Case Study of Teacher Candidates’ Perceptions of the edTPA
Contributions to Music Education (2017) Vol. 42, No. 1

This case study addresses a need for evidence of teacher candidates’ perceptions of the edTPA. Data were collected via a focus group interview, a survey, and miscellaneous documents. Perceptions of the edTPA were informed by external influences including alumni experiences ...

Using Roleplaying Simulations and Alternate Reality Gaming to Develop Professional Behaviors in Pre-Service Music Teachers: A Qualitative Case Study
Contributions to Music Education (2017) Vol. 42, No. 1

Research suggests that a teacher’s social and managerial acumen is highly in influential over student learning outcomes. This broad collection of skills is categorized in teacher evaluation frameworks using terms like professional behavior or deportment. Despite their importance, there is ...

Colloquy: Telling the Stories of Music Education Research
Contributions to Music Education (2017) Vol. 42, No. 1

The Colloquy column is an opportunity for the Editor of CME to address current issues affecting research in music education, along with an outline of articles for the present issue. In this segment, music education research is compared with stories, ...

On Practice, Skill and Competition: A Pragmatist Theory of Action for Instrumental Music Education
Contributions to Music Education (2017) Vol. 42, No. 1

Practice, skill and competition are important aspects of participating in school bands and orchestras. However, writers have questioned their value. In this philosophical paper, I mine the writings of the American pragmatists–in particular, their theories of habit and experience –- ...

Music Performance Anxiety in Instrumental Music Students: A Multiple Case Study of Teacher Perspectives
Contributions to Music Education (2017) Vol. 42, No. 1

Music Performance Anxiety (MPA) is a sometimes debilitating condition affecting many young musicians as they perform in testing or concert settings. These students may consult their teachers to seek aid in overcoming their anxiety. The purpose of this multiple case ...

Problem-Based Learning and Structural Redesign in a Choral Methods Course
Contributions to Music Education (2017) Vol. 42, No. 1

This article describes the process of structural redesign of an undergraduate music education choral methods course. A framework incorporating Problem-based Learning was developed to promote individualized student learning. Ten students participated in the accompanying research study, contributing an array of ...