Download Promising Practices in 21st Century Music Teacher Education by Michele Kaschub PDF

By Michele Kaschub

This publication surveys rising song and schooling landscapes to offer a sampling of the promising practices of song instructor schooling that could function new types for the twenty first century. participants discover the fragile stability among curriculum and pedagogy, the facility constructions that impact track schooling in any respect degrees, the function of latest musical practices in instructor schooling, and the communique demanding situations that encompass institutional swap. versions of courses that characteristic in-school, out-of-school and past college contexts, lifespan studying views, lively juxtapositions of formal and casual ways to educating and studying, student-driven project-based fieldwork, and the useful employment of know-how and electronic media as structures for genuine track engagement inside of a modern participatory tradition are all provided as springboards for leading edge perform.

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The National Center for Education Statistics, designating music and performing arts as an “extra-curricular activity,” reports that 23 percent of high school seniors participated in a music or performing arts group in 2010. asp. Retrieved February 2, 2013. , & Zablit, H. (2010). Innovation 2012. Boston, MA: Boston Consulting Group. Berk, B. (2012, April 10). Guitar sales strumming the right chords. Music & Sound Retailer. com/msr/guitar-sales-strumming-the-r ight-chords/. Boardman, E. (2001). Generating a theory of music instruction.

In C. ), Constructivism: Theory, perspectives, and practice (pp. 120–144). New York: Teachers College Press. , & Thompson, L. (2011). Music teacher evaluation: The state perspective. Panel presentation at the 2011 Symposium of the Society for Music Teacher Education, University of North Carolina, Greensboro. Hellman, D. , Resch, B. , Aguilar, C. , & Artesani, L. (2011). A research agenda for alternative licensure programs in music education. Journal of Music Teacher Education, 20(2), 78–88. Hubert, P.

Certainly this question requires constant attention, but from a purely practical standpoint and regardless of the route to certification, music teacher-educators must remain focused on the foundational components of our profession—music and education—and must continue to prepare teachers who are well versed in the knowledge, skills, and understandings relevant to both halves of our “music educator” title. Programs that offer minimal training to musicians with performance degrees in an attempt to make them instant teachers do not adequately prepare those performers for the life of a professional educator.

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