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Finnish music class studies and extracurricular playing in promoting grit and sisu, the inner fortitude: Reconceptualizing sisu as a predecessor of flow, growth and flourishing Int. J. Music Educ. (IF 1.163) Pub Date : 2024-03-26 Katri Olander, Suvi Saarikallo
This article investigates musical grit and sisu, inner fortitude, as predecessors of flow, flourishing and personal growth. Grit has been identified as an important factor for success. Our aim was to increase knowledge of the benefits of intensified music education for building grit, resilience and fortitude. Data were collected with mixed methods in 2020 from two schools and 96 children. Surveys were
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Music teacher educator growth through Self-Study of Teacher Education Practices (S-STEP) research Int. J. Music Educ. (IF 1.163) Pub Date : 2024-03-21 Colleen Conway, Mike Vecchio, Rebekah Weaver
This paper describes music teacher educator growth during a Self-Study of Teacher Education Practices (S-STEP) conducted over the course of one academic year. Research questions included: (a) How do the researchers describe the experience of conducting a S-STEP; and (b) What is the perceived impact of the S-STEP on our understanding of our students and the curriculum? Data included researcher journals
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An online community of interns: Examining the music student teaching seminar in a virtual setting Int. J. Music Educ. (IF 1.163) Pub Date : 2024-03-14 Christopher M Baumgartner, Kimberly H Councill, Phillip D Payne, Ruth Gurgel
Communities of Practice are integral as a network for engaging in regular interactions, sharing resources, and offering support. As online collegiate communities continue to expand, exploration of virtual courses—specifically, the music student teaching seminar—seems necessary. The purpose of this instrumental case study was to describe music student teachers’ (MSTs, N = 20) and instructors’ experiences
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Hidden diversity in the conservatoire: A qualitative enquiry into the experiences of higher education music students with disability Int. J. Music Educ. (IF 1.163) Pub Date : 2024-03-08 Grace Thompson, Leon de Bruin, Monica Subiantoro, Anthea Skinner
Students undertaking higher education music degrees represent a rich tapestry of experiences, cultures and needs. However, equity and inclusion issues related to music students with disability in higher education are frequently addressed in generic ways, and without consultation or consideration of their unique requirements. With limited research available, this qualitative study within an Australian
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Approaches to developing community: A survey of the perspectives of American female undergraduate prospective band directors Int. J. Music Educ. (IF 1.163) Pub Date : 2024-03-06 Kate Fitzpatrick
Within the field of American secondary school wind band teaching, women have been historically and persistently underrepresented, making it important to consider ways to (1) expand pre-service teachers’ opportunities to engage with successful female band directors, and (2) to explore undergraduate women’s insights into becoming female band directors themselves. The purpose of this survey-based study
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Music-related wellbeing as a teaching objective? A critical interpretive synthesis Int. J. Music Educ. (IF 1.163) Pub Date : 2024-03-04 Silke Schmid
Educational researchers increasingly focus on psychosocial factors, implying the need for an improvement of school settings regarding child wellbeing. However, so far, studies which focus music-related wellbeing of primary school aged children are rare. The paper explores the essential question which empirically based frameworks offer concrete foundations for corresponding educational practices in
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Unlocking sound: New trends and innovations in intonation education over the past decade Int. J. Music Educ. (IF 1.163) Pub Date : 2024-03-04 Hui Lu, Wee Hoe Tan, Ku Wing Cheong, Yuan Cong
Intonation education plays a crucial role in music education. However, research in this field is relatively scarce. To address this research gap, this review conducts a comprehensive analysis by extensively searching the SCOPUS, WoS, and ERIC databases using the keywords “music,” “education,” and “intonation,” resulting in 326 retrieved articles. After rigorous selection, 13 highly relevant articles
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Poverty, adolescent males, and singing: A profile of schools in Bogotá, Colombia Int. J. Music Educ. (IF 1.163) Pub Date : 2024-02-17 Patrick K Freer
The purpose of this study was to gather and explicate the narratives of adolescent males in Bogotá, Colombia about their experiences in school choral music instruction. The data were analyzed to explore the participants’ reasons for continued or discontinued participation in school-based singing activity. There were twelve participants, ages 12 to 17 years, representing four schools with music program
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Self-regulation in online string instrument lessons: Motivation, social interaction and learning environment Int. J. Music Educ. (IF 1.163) Pub Date : 2024-01-22 Dora Utermohl de Queiroz, Clarissa Foletto, Guadalupe López-Íñiguez, Luís Pedro
This article investigates selected processes of self-regulated learning (SRL) in online string instrument lessons. We explore: (i) the factors that motivate teachers and students to commence and maintain online teaching and learning, (ii) the synchronous and asynchronous social interactions that occur between teachers, students and peers and (iii) the structuring of the online/physical learning environment
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The inhibition of musicality: Perspectives of piano teachers in Malaysia and Singapore Int. J. Music Educ. (IF 1.163) Pub Date : 2024-01-22 Kathryn Ang, Hui Ling Khoo, Albi Odendaal
In South East Asia, a nexus of social conditions influences private music education, creating situations where students’ musical development could be neglected or actively impaired. Such musical inhibition has not been widely researched nor well understood. This basic qualitative research study aims to explore how twelve private studio teachers in Singapore and the Klang Valley of West Malaysia understand
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Bibliometric study of scientific production in music education from 2000 to 2022 Int. J. Music Educ. (IF 1.163) Pub Date : 2024-01-13 Judith Sánchez-Marroquí, Gregorio Vicente-Nicolás
The main aim of this study is to quantify and analyse scientific production on music education in different databases (WoS, Scopus, Dimensions and Lens) between 2000 and 2022. The selected sample comprises 17,373 articles, 3,394 journals, 23,145 authors and 23,473 keywords. A descriptive and inferential analysis of scientific output and structural analyses was performed using bibliometric techniques
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Teaching free improvisation: European higher music education teachers’ conceptual tools Int. J. Music Educ. (IF 1.163) Pub Date : 2024-01-08 Una M. MacGlone, Guro Gravem Johansen
In higher music education (HME) contexts, free improvisation is currently a rapidly evolving field across musical genres. Previous research indicates that teaching and learning improvisation can be challenging, depending on students’ experience and how improvised music-making is facilitated, but few studies address free improvisation in HME. Our study has explored this field by utilising qualitative
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Music education at the primary level in Syria, before and during the current crisis Int. J. Music Educ. (IF 1.163) Pub Date : 2023-04-18 Rami Chahin
During the last decade, the Syrian crisis has, in various ways, imposed many fundamental changes upon Syrian society. It has pervaded cultural issues at large with a major effect on education. Ideo...
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Institutional change in higher music education: A quest for legitimacy Int. J. Music Educ. (IF 1.163) Pub Date : 2023-04-18 Veronica Ski-Berg, Sigrid Røyseng
Institutional change is being called for to renew higher music education (HME). But what institutional pressures, specifically, are driving these calls, and how are HME organisations responding to ...
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Flipped Learning in the subject «Music» of E.S.O. [Compulsory Secondary Education] within a rural environment: Impact on students and families Int. J. Music Educ. (IF 1.163) Pub Date : 2023-04-17 Rosabel Roig-Vila, Eugenio Fabra-Brell
This study has as its purpose to ascertain and analyze the impact caused by the implementation of the Flipped Learning model on the students enrolled in the subject «music» of Spain’s public Compul...
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Translation and validation of music performance self-efficacy scale into Turkish Int. J. Music Educ. (IF 1.163) Pub Date : 2023-04-16 Alper Börekci, Esra Dalkiran, Zeki Nacakci
The Music Performance Self-Efficacy Scale (MPSES) is an important scale designed to reflect the four sources of self-efficacy of Bandura by Zelenak, and has been used in many studies of music educa...
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Fishers of song: Music education and community in Andavadoaka, Madagascar Int. J. Music Educ. (IF 1.163) Pub Date : 2023-04-16 Scott Gray Douglass
What might pre-service music teachers learn by stepping outside the formal curriculum? In between semesters student teaching in New York City, I investigated music education practices in the Vezo f...
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A survey research study of music education Faculty: Demographics as related to indicators of job satisfaction and stress Int. J. Music Educ. (IF 1.163) Pub Date : 2023-03-29 Dong-Ju Cha, Audrey Amrein-Beardsley
This study examined demographic information for current music education faculty (N = 136), the factors that seem to influence music education faculty members’ levels of job satisfaction and primary...
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Moving beyond data collection: Fostering community engagement in community music schools Int. J. Music Educ. (IF 1.163) Pub Date : 2023-03-29 Karen Salvador, Erika J Knapp, Whitney Mayo
Mission-driven nonprofit organizations sometimes struggle within a cycle of disempowerment resulting from oversaturation of data collection that is reactive to funder demands. In this article, we p...
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Female music educators’ stress and well-being in the height of a global pandemic in the United Stated Int. J. Music Educ. (IF 1.163) Pub Date : 2023-03-29 Karen Koner, Jennifer Potter-Gee, Brianne Borden
Stress can affect teachers’ mental and physical health, student-teacher relationships, and energy levels. During the COVID-19 pandemic, educators around the world experienced stress in terms of wor...
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Becoming the music teacher: Stories of generalist teaching and teacher education in music Int. J. Music Educ. (IF 1.163) Pub Date : 2023-03-29 Danielle Sirek, Terry G. Sefton
Teacher preparation for generalist (non-specialist) elementary teachers in Ontario typically comprises one compulsory music class. In entry surveys, many generalists describe themselves as highly a...
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Developing feedback skills in preservice music teachers Int. J. Music Educ. (IF 1.163) Pub Date : 2023-03-29 Jennifer Blackwell, Nicholas Matherne
Feedback is an important component of learning, and is an essential skill to develop in teacher education. However, research on feedback in music teaching and learning has not yet explored the proc...
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Norwegian schools of music and arts: Local significance and strategies of inclusion Int. J. Music Educ. (IF 1.163) Pub Date : 2023-03-03 Sidsel Karlsen, Anne Jordhus-Lier, Siw Graabræk Nielsen
The Norwegian schools of music and arts are publicly funded institutions which offer extra-curricular activities for children and adolescents in music and other art forms. According to Norwegian le...
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The effects of the pandemic on music teaching in schools in Quebec (Canada) in the spring and fall of 2020 Int. J. Music Educ. (IF 1.163) Pub Date : 2023-03-03 Audrey-Kristel Barbeau, Hélène Boucher, Isabelle Héroux
COVID-19 containment measures brought many changes in our lives and forced teachers all around the world to adopt various new practices. Given its specific education requirements and numerous schoo...
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The effect of collective sight-singing before melodic dictation: A pilot study Int. J. Music Educ. (IF 1.163) Pub Date : 2023-03-03 Caroline Caregnato, Ronaldo da Silva, Cristiane Hatsue Vital Otutumi, Luciano Jeyson Santos da Rocha
Sight-singing and musical dictation are considered as complementary activities by different Ear Training pedagogues but, surprisingly, studies conducted with participants working individually were ...
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Curriculum and training analysis of the music degrees in Colombia Int. J. Music Educ. (IF 1.163) Pub Date : 2023-02-11 Oswaldo Lorenzo Quiles, Ruth Nayibe Cárdenas Soler, João F Soares-Quadros, Jr, José Manuel Ortiz-Marcos
This study aims to carry out a global evaluation of 13 Music Education Bachelor Degrees from Colombia, academic programs focused on the higher training of music teachers in this country, and to est...
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Stimulating music educator worldview change through a pedagogy of provocation, critical thinking and peer-review Int. J. Music Educ. (IF 1.163) Pub Date : 2023-01-31 James Henry Byrne Humberstone, Catherine Zhao, Danny Liu, Mary Elizabeth
Contemporary literature suggests that music education is stuck in a cycle of cultural reproduction in which music teachers and curriculum writers value Western art music more than culturally-divers...
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Student-directed learning in popular musicianship: An action research study of university music students Int. J. Music Educ. (IF 1.163) Pub Date : 2023-01-31 Robert H Woody
This action research study provides insight into the learning of university music education students who participated in a popular musicianship experience. The participants were thirty-four music e...
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Can motivation and intentions of parental support predict musical achievement before the commencement of musical studies at the elementary school level? Int. J. Music Educ. (IF 1.163) Pub Date : 2023-01-31 António Oliveira, Gary E. McPherson, Luísa Mota Ribeiro, Patrícia Oliveira-Silva
Admission procedures to elementary school in Music Conservatoires in Portugal consist in the assessment of aural aptitude. This investigation aims at assessing the power of aural aptitude at predic...
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Instrumental music teachers’ development of feedback across the lifespan: A qualitative study Int. J. Music Educ. (IF 1.163) Pub Date : 2023-01-31 Leon R de Bruin
Feedback is a powerful influence on learning and achievement in the instrumental music lesson, though this impact may render positive as well as negative implications to learning. The impact of fee...
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A study of rhythmic emergent literacy within an Orff-based program implemented in Israel Int. J. Music Educ. (IF 1.163) Pub Date : 2023-01-30 Rivka Elkoshi
Within an Orff-based program implemented in Israel, this mixed-methods study examined the effects of age on emerging rhythmic literacy in children. Participants (N = 132) were kindergarteners (n = ...
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Musical Futures in New Zealand: A study in recontextualisation Int. J. Music Educ. (IF 1.163) Pub Date : 2023-01-04 Angelina Wang, Graham McPhail
Musical Futures (MF) is an internationally recognised approach to music teaching aimed at developing high levels of student engagement through practical music making. Set up in the UK in 2003 Music...
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Negotiating queer voices: How five south African queer music educators negotiate their professional identity Int. J. Music Educ. (IF 1.163) Pub Date : 2022-12-23 Carl Ian Pilkington
Forced to navigate and negotiate their positionality and subjectivity, queer music educators confront unique challenges in heteronormative schooling environments. This minority group is often assoc...
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Shifting frames: Two doctoral students’ identity construction as music teacher educators Int. J. Music Educ. (IF 1.163) Pub Date : 2022-12-21 Olivia Gail Tucker, Kari Adams
The purpose of this study was to examine our music teacher educator (MTE) identity construction. Our research questions were: (a) How did we describe our MTE identity construction during our doctor...
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The Black Swan: An early childhood music project Int. J. Music Educ. (IF 1.163) Pub Date : 2022-12-21 Aleksandra Acker, Berenice Nyland
Music, especially singing with others, is a highly emotive experience and has been a core of an early childhood education philosophy that has promoted a social image of the child, where children ar...
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Autoethnographic narrative as a lens on life-long musician-teacher identity Int. J. Music Educ. (IF 1.163) Pub Date : 2022-12-21 Darrell Townshend
Musician-teacher identity is a “work-in-progress” spanning a career lifetime, yet little research appears to explore how this culminative development occurs, particularly from an individualized mus...
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Beyond musical repertory: Euro-Americentric ways of knowing in the International Baccalaureate high school music curriculum framework Int. J. Music Educ. (IF 1.163) Pub Date : 2022-12-21 Antía González Ben
While choices of musical repertory are key to challenging the historical ethnocentrism of school music curricula, ethnocentrism manifests as powerfully in the way a curriculum defines and structure...
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Intersections of spirituality, relationships, and music education: Applications of lessons from the Pixar film, Soul Int. J. Music Educ. (IF 1.163) Pub Date : 2022-12-09 Raychl Smith
How can music educators explore the intersections of spirituality, relationships, and music education? The purpose of this paper is to examine how the Pixar film, Soul, models the transformation th...
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Making interdisciplinary connections through music: A systematic review of studies in general schooling context in Turkey Int. J. Music Educ. (IF 1.163) Pub Date : 2022-11-18 Gözde Özenç-Ira, Mehmet Gültekin
This study aimed to systematically review the literature focusing on music integration approaches adopted in preschool to secondary education in Turkey. The relevant studies were identified through...
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Investigating one-to-one instrumental music lessons in relation to a training programme on Paul Harris’ simultaneous learning Int. J. Music Educ. (IF 1.163) Pub Date : 2022-11-16 Daniel Mateos-Moreno, Ernst Erlanson
‘Simultaneous Learning’ (SL) is a pedagogical approach aimed at fostering enjoyable and proactive music teaching. Developed by the British educationalist Paul Harris, SL has been taught worldwide f...
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Perceptions of improvements in piano performance following a Body Mapping workshop Int. J. Music Educ. (IF 1.163) Pub Date : 2022-11-14 Teri Slade, Gilles Comeau, Donald Russell
It is becoming increasingly popular for musicians to study Body Mapping, a method of body movement education, to improve both body movement and musical quality. In Body Mapping workshops, observers...
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Children’s informal music learning: A phenomenological inquiry Int. J. Music Educ. (IF 1.163) Pub Date : 2022-11-14 Julie D. Derges
Children’s informal music-making has been studied in a variety of contexts outside of school, but few researchers have examined this type of learning in elementary music classes. The purpose of thi...
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Understanding music teachers’ perceptions of themselves and their work: An Importance–Confidence Analysis Int. J. Music Educ. (IF 1.163) Pub Date : 2022-10-28 Julie Ballantyne, Nicole Canham
Teachers’ confidence in navigating the complexities of ‘being a teacher’ influence their behaviour, how they are perceived, how they make sense of their environment and circumstances and their succ...
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Problem-based learning (PBL) in music teacher education Int. J. Music Educ. (IF 1.163) Pub Date : 2022-10-17 Matheus Henrique da Fonsêca Barros, Maura Penna
This article analyzes the implementation of problem-based learning (PBL) in music teacher education. A qualitative action-research took place at the Instituto Federal de Educação, Ciência e Tecnolo...
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Students’ experiences of their agency in whole-class playing Int. J. Music Educ. (IF 1.163) Pub Date : 2022-10-14 Eveliina Stolp, Josephine Moate, Suvi Saarikallio, Eija Pakarinen, Marja-Kristiina Lerkkanen
The agency of primary school students has been studied increasingly in recent years; yet, we know relatively little about student agency in music educational settings or how students experience the...
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Adela and transformative learning: A Freirean perspective on a community music education project in Melbourne, Australia Int. J. Music Educ. (IF 1.163) Pub Date : 2022-10-13 Helen J. English, Jane W. Davidson
In what ways can a community music education project based on historical re-enactment be a vehicle for transformational learning, empowerment and reconnection with community? In 2018, Serenading Ad...
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Intelligent Interactive Piano Teaching Int. J. Music Educ. (IF 1.163) Pub Date : 2022-10-13 Dong Lu
Interactive learning environments have become important components for teaching pianists, which determines the relevance of the research topic. The study was conducted in Faculty of Piano of the Sh...
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Using a shared research practices paradigm with adult choral singers for the teaching and learning of musical literacy skills Int. J. Music Educ. (IF 1.163) Pub Date : 2022-09-28 Aoife Hiney
This paper discusses the development of music lessons for adults in a non-professional choir. Based on the Kodály Concept, the lessons took place from April 2019 until March 2020. The singers and c...
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Instructor experiences with online guitar lessons during the Covid-19 pandemic in Turkey Int. J. Music Educ. (IF 1.163) Pub Date : 2022-09-27 Enes Bahadır Ayyıldız, Onur Zahal
This study aims to analyze the distance guitar education provided by universities during the pandemic process based on the opinions of guitar educators. Twenty-six guitar instructors (academicians)...
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Background music of varying tempi produces differing facial emotional expressions and performance in music-majors and non-majors as they complete a reading comprehension test Int. J. Music Educ. (IF 1.163) Pub Date : 2022-09-23 Matthew Moreno, Charlene Ryan, Earl Woodruff
This study examined how music major and non-music major participants’ performances and emotional expressions differed when exposed to background music of varying tempi while completing a reading co...
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Constructing popular music programs at Higher Music Education Institutions across Europe Int. J. Music Educ. (IF 1.163) Pub Date : 2022-09-23 Wessel Coppes, Pauwke Berkers
There has been a steady increase in popular music programs at Higher Music Education Institutions (HMEIs) across Europe. However, what students actually are supposed to learn at popular music bache...
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Practice and learning the piano: Motivation and self-regulation Int. J. Music Educ. (IF 1.163) Pub Date : 2022-09-20 Zijia Cheng, Jane Southcott
Across the globe, students begin and continue learning the piano for various reasons. For many this can be an engaging and enjoyable activity which enhances their commitment to learning. Foundation...
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Practice habits and motivation: A qualitative descriptive study of graduate instrumentalists Int. J. Music Educ. (IF 1.163) Pub Date : 2022-09-07 Yue Liu
The purpose of this study was to examine graduate instrumentalists’ practice habits, motivation orientations, and the impact of COVID-19 pandemic on their instrumental practice. Data were collected...
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An evaluation of a musical learning exchange: A case study in a U.S. prison Int. J. Music Educ. (IF 1.163) Pub Date : 2022-08-08 Adam G Harry, Mary L Cohen, Liz Hollingworth
Our research evaluates the effectiveness of a community musical learning exchange (MLE) that included group singing, guided conversations, and reflection. The respondents (N = 290) who participated in the MLE included members of the Soweto Gospel Choir (n = 17), Soweto Gospel Choir Crew (n = 3), prison choir incarcerated singers (n = 41), prison choir non-incarcerated singers (n = 41), and community
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Inclusive socio-musical spaces for newly arrived migrant children in a Norwegian primary school: Teacher and school leader perspectives Int. J. Music Educ. (IF 1.163) Pub Date : 2022-08-08 Felicity Burbridge Rinde
This ethnographic case study investigates how teachers and leaders in a Norwegian primary school perceive and promote an inclusive school environment for newly arrived migrant children through music. The analysis draws on two aspects of inclusion. The first is on whose terms inclusion takes place and whether newcomers have the opportunity to transform the existing social order. The second is the boundaries
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Developing metacognition as an instructional approach for enhancing young pianists’ musical expressivity Int. J. Music Educ. (IF 1.163) Pub Date : 2022-08-06 Serge Bonnaire, Patricia González-Moreno
The aim of this study, whose theoretical framework is based on Bandura’s social cognitive theory, was to investigate the effectiveness of including a metacognitive approach in teaching expressivity at the piano. Questions addressed the perceived effect of metacognition by investigating the processes allowing young pianists to elicit an expressive musical idiom through the use of aural modeling and
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E-learning during the COVID-19 lockdown: An interview study with primary school music teachers in Italy Int. J. Music Educ. (IF 1.163) Pub Date : 2022-07-21 Michele Biasutti, Roberta Antonini Philippe, Andrea Schiavio
The present article provides an in-depth look at the strategies and practices developed by a cohort of primary school music teachers in Italy to deliver online music lessons during the COVID-19 lockdown. We used a qualitative methodology based on semi-structured interviews to bring out our participants’ voices and reflections in a very personal manner and examine their perspectives on issues important
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Teaching songs from diverse cultures to pre-service teachers using a “Four Step Flipped” method Int. J. Music Educ. (IF 1.163) Pub Date : 2022-07-21 Rohan Nethsinghe, Dawn Joseph, Jennifer Mellizo, Alberto Cabedo-Mas
As music educators around the globe continue to work in blended environments, it is important to explore how pedagogical approaches can be adapted and reimagined in ways that enhance teaching and learning in this changing educational landscape. In this study, the authors drew on elements of Collaborative Online International Learning (COIL) to teach three culturally diverse songs to pre-service teachers
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Analyses of titles and authors from 50 years of ISME Research Commission manuscripts 1968 to 2018 Int. J. Music Educ. (IF 1.163) Pub Date : 2022-07-12 Evelyn K Orman, Ana Lucía Frega
This descriptive study reports analyses of titles (N = 636) and authors (N = 1,012) of published research papers presented at the 1st through 27th International Society for Music Education (ISME) Research Commission (RC) seminars from 1968 through 2018. We considered global impact based on manuscript citations, times countries or specific global regions appear in titles, country affiliation of authors
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Analysis of cultural heritage in music didactic materials in Galicia Int. J. Music Educ. (IF 1.163) Pub Date : 2022-07-01 Antía Cores Torres, Jesús Rodríguez Rodríguez
Our objective was to analyze the presence of cultural heritage in a sample of music teaching materials, in the Galician (Spain) context. We used content analysis; and developed an instrument-guide for the evaluation of teaching materials. This guide was divided into eight blocks that included topics related to the analysis of the presence of tangible and intangible goods. The sample consisted of 10