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Record: 1
Title:
samplings: recent journal articles.
Source:
Music Educators Journal; Sep2006, Vol. 93 Issue 1, p12-12, 1p
Document Type:
Abstract
Subject Terms:
*PERIODICALS
*EDUCATIONAL evaluation
*STUDENTS -- Rating of
*CLASSROOM management
*MUSIC -- Instruction & study
*TEACHERS
*TEACHER educators
*TEACHERS -- Training of
Company/Entity:
MUSIC Educators National Conference (Organization) DUNS Number: 077808616
Abstract:
The article presents summaries of articles published in various journals of the Music
Educators National Conference. In the article "Developing the Professional Judgment
of Preservice Teachers: Grading as a Case in Point," published in the spring 2006
issue of "Journal of Music Teacher Education," Janet R. Barrett presents a method to
help the preservice teachers to develop their own grading policies. In another article
"Finding a Systemized Approach to Music Inclusion," Moya Nordlund, presents
approaches for classroom management. Peter Jutras, in his article published in the
summer 2006 issue of the "Journal of Research in Music Education," researches on
why adults opts to learn piano.
Full Text Word Count:
694
ISSN:
00274321
Accession Number:
22174129
Persistent link to this record (Permalink):
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direct=true&db=a9h&AN=22174129&site=ehost-live&scope=site
Cut and Paste:
<A href="http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=22174129&site=ehost-live&scope=site">samplings:
recent journal articles.</A>
Database:
Academic Search Complete

samplings: recent journal articles

These summaries of recently published articles in MENC journals are a

sampling of the many important topics covered in the Journal of Research in
Music Education (JRME), Update: Applications of Research in Music Education,
Journal of Music Teacher Education (JMTE), and General Music Today (GMT).
Update, JMTE, and GMT are available online (www .menc.org/journals) to all
MENC members at no charge. Interested readers can purchase JRME by calling
Publication Sales at 800-828-0229 or 703-860-4000.

Grading Fairly
Assigning grades requires teachers to exercise professional judgment. Teachers
sometimes struggle with determining what criteria to base grades on and making sure
that grades reflect music learning. Principals and parents may view grades as
reflections of a teacher's competence.
In "Developing the Professional Judgment of Preservice Teachers: Grading as a Case
in Point," published in the spring 2006 Journal of Music Teacher Education, Janet R.
Barrett describes a process she used to help the preservice teachers in her assessment
classes learn to analyze various grading practices and develop their own grading
policies. Students read widely on grading practices, developed a list of principles for
grading, analyzed model grading policies for their adherence to the principles, and
developed their own grading systems.
Read the complete article online for information on some of the common themes that
emerged as the students examined different grading schemes and how fair and
comprehensive policies might be implemented in schools.
Serving All Students
Moya Nordlund, in her article "Finding a Systemized Approach to Music Inclusion,"
suggests that instead of individually modifying regular curriculum and instructional
strategies to meet the needs of students with disabilities, teachers should routinely
incorporate flexible and creative approaches that lead to effective classroom
management. These approaches include having an attitude that all children deserve
the chance to love and learn music, communicating with everyone involved about
students with special needs, structuring the classroom to help integrate children of all
types, and planning instruction that uses a variety of modalities.
Read the full article in the spring 2006 issue of General Music Today.
More Time, More Music
As America's population ages, more people have the time and disposable income to
study music, and the piano is often the instrument of choice. Peter Jutras teaches
piano both at the university level and to private students, and he wanted to find out
why adults opted to learn to play the piano, something that they may have resisted as
children.
Jutras sent questionnaires to fifty-two private piano teachers in the continental United
States. These teachers had their adult students (a total of 711 respondents) answer a
series of questions about their reasons for piano studies. Responses to these questions
ranged from desire for increased skill on the instrument (the highest-rated category) to
fulfilling personal goals and having fun. Adult students are interested in technical
improvement, but they also place high value on enjoyment and personal growth.
Jutrass article, "The Benefits of Adult Piano Study as Self-Reported by Selected
Adult Piano Students," is published in the summer 2006 issue of the Journal of
Research in Music Education.
Helping Classroom Teachers with Little Music Background
Positive music experiences in the early years are critical for students' future
participation in music. If a school district can't afford music specialists for its
elementary schools, the elementary classroom teachers must teach music. Classroom
teachers without music in their own backgrounds may struggle to provide high-quality
music experiences or may pass along their own discomfort with music.
What is the best way to prepare elementary classroom teachers? Dennis Siebenaler
examined the impact of a music fundamentals and methods course on preservice
elementary classroom teachers. At the beginning of the one-semester course, Music in
Early Childhood, he surveyed class members about their prior music experiences,
attitudes toward singing and music, and comfort level in leading music activities.
Then he incorporated group singing into every class meeting. At the end of the
course, he asked class members the same questions to measure any changes in
confidence.
Read about the results in "Training Teachers with Little or No Music Background:
Too Little, Too Late?" online in the spring-summer 2006 issue of Update:
Applications of Research in Music Education.

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