High School Music Teachers Research Articles

Exploring Influencing Factors of Interactive Teaching Decision-Making Level Among Novice Junior High School Music Teachers

This study investigates the factors influencing interactive teaching decision-making level among novice music teachers in junior high schools, a fundamental skill that spans the entire music teaching process. Focusing on classroom instruction and student learning, the study addresses two primary questions: (1) What factors affect the interactive teaching decision-making of novice music teachers? (2) How do these factors vary by gender, educational background, and teaching experience? A questionnaire survey of novice music teachers in Boshan, China, was conducted, and the collected data were analyzed using SPSSAU software. The findings indicate that student response is the most influential factor, while evaluation is the least. Comparative analysis shows that novice teachers with 2-3 years of teaching experience rank higher in classroom resilience and teaching skills, whereas those with 0-2 years score higher in classroom management. Nonparametric statistics further illuminate differences in interactive decision-making by teaching experience. The study suggests that novice music teachers should prioritize student responses, enhance classroom resilience and teaching skills, and emphasize classroom evaluation and reflection. These insights aim to improve decision-making processes and support the professional development of novice music teachers.

Technological Pedagogical and Content Knowledge (TPACK) Integration in Teaching Music : A Perception of High School Music Teacher

This study aims to describe the perceptions of TPACK integration among high school music teachers in Bandung, West Java province, Indonesia. This study used mixed-methods with a sequential explanatory design. The research subjects consist of 19 respondents. In the first phase, quantitative data were obtained through questionnaires and analyzed using descriptive and inferential statistical techniques. In the second phase, in an effort to explore the results of the questionnaire, qualitatively conducted interviews as well as observations. The findings of this study showed that integration of each TPACK domain in music teaching was perceived as high confidence. Each domain, from one to another, positively correlated with varied interpretations. Demographic characteristics, both gender and tenure, did not show contrasting differences in confidence. This perception is the impact of the teacher education process that has been experienced, involvement in a number of trainings that have been followed, support from stakeholders in the procurement and enrichment of educational and technological resources, and the dynamics of the times that force them to be adaptive and innovative towards technological developments.

중등학교 가창 제재곡과 지도방법에 관한 실태 분석

In recent music classes in secondary schools, singing activities are not well performed, and the proportion of classes is decreasing. The purpose of this study is to understand the reasons and issues related to this trend and explore solutions by analyzing the current state, perceptions, and demands of vocal repertoire and teaching methods in secondary schools singing education. To achieve this goal, various literatures on singing class vocal repertoire and teaching methods were reviewed, and based on this, a survey tool was developed to find out the actual condition and demand of singing class vocal repertoire and teaching methods, and a survey was conducted on middle and high school music teachers nationwide, and statistics on the responses of 67 respondents were analyzed.
 As a result of the analysis, secondary school music teachers were strongly aware of the necessity of singing education. However, in actual music classes, singing classes were allocated as the third priority after instrumental and listening classes, resulting in a decrease in singing education. As singing class vocal repertoire, both art songs and popular music were used in the same ratio, but there was a preference for Korean art songs in the art song category and Korean popular songs in the popular music category. The main contents dealt with when teaching art songs were vocalization and breathing, but in the case of popular music, the focus was on the content of the lyrics and background knowledge.

중등학교 가창 제재곡과 지도방법에 관한 실태 분석

In recent music classes in secondary schools, singing activities are not well performed, and the proportion of classes is decreasing. The purpose of this study is to understand the reasons and issues related to this trend and explore solutions by analyzing the current state, perceptions, and demands of vocal repertoire and teaching methods in secondary schools singing education. To achieve this goal, various literatures on singing class vocal repertoire and teaching methods were reviewed, and based on this, a survey tool was developed to find out the actual condition and demand of singing class vocal repertoire and teaching methods, and a survey was conducted on middle and high school music teachers nationwide, and statistics on the responses of 67 respondents were analyzed.
 As a result of the analysis, secondary school music teachers were strongly aware of the necessity of singing education. However, in actual music classes, singing classes were allocated as the third priority after instrumental and listening classes, resulting in a decrease in singing education. As singing class vocal repertoire, both art songs and popular music were used in the same ratio, but there was a preference for Korean art songs in the art song category and Korean popular songs in the popular music category. The main contents dealt with when teaching art songs were vocalization and breathing, but in the case of popular music, the focus was on the content of the lyrics and background knowledge.

대중국악의 교육현황 및 중등음악교사의 인터뷰를 활용한 발전방안

In this study, creative Korean traditional music, which is taught and learned educationally without clear definitions such as new folk songs, new Korean traditional music, creative Korean music, Korean traditional music, Korean traditional music, fusion Korean music, crossover, and world music presented in various textbooks, is called popular Korean traditional music. Understanding popular Korean traditional music will allow teachers and students to experience more diverse forms of Korean traditional music and will give them an easier access to traditional Korean music, which can only be felt difficult. To this end, it was possible to investigate and analyze popular Korean traditional music contained in textbooks and grasp the educational status of popular Korean traditional music to see what musical elements are emphasized educationally. Moreover, 38 incumbent teachers working as middle and high school music teachers across the country presented educational implications and development plans through actual educational cases, awareness, teaching, and interviews of learning about Korean traditional music. Through the above research, we will find educational significance for popular Korean traditional music, which is unclearly educated, and provide students with an opportunity to understand the current creative traditional music and improve their artistic sense expressed in traditional music.

Do Declining Enrollments Predict Teacher Turnover in Music?

The purpose of this study was to investigate the potential relationship between student enrollment trends in elective secondary music ensembles and music ensemble teacher job turnover. Although student enrollment is widely accepted as an important concern for music educators and a crude proxy measure of music teacher quality, these normative beliefs have not been thoroughly examined empirically. This study tested these beliefs using data from a State Longitudinal Data System to link statewide high school student ensemble enrollment data to teacher workforce data for the academic years 2012 to 2013 through 2019 to 2020. Two-way fixed effects estimators with logistic and multinomial logistic regression showed that decreasing enrollments in high school music ensembles predict music teachers’ departure from the profession. A comparative interrupted time-series analysis showed that a change in music teacher does not significantly affect the future enrollment trend of a high school music ensemble program. An exploratory analysis examining the postteaching careers of former high school music teachers showed that the majority of music teachers who exited the profession earned considerably higher wages in their new careers. The authors conclude by discussing the implications of the results for music teachers, music administrators, music teacher education, and future research.

Music Therapy Knowledge, Interest, and Career Recommendations: A Survey of Music Educators

Abstract The purpose of this study was to examine high school music teachers’ knowledge of music therapy, interest in music therapy, and career recommendations for music therapy relative to other music careers. High school music teachers (N = 65) from one southeastern state completed a researcher-designed survey instrument designed to investigate these areas. Results indicated varied levels of knowledge about music therapy, although teachers who previously attended institutions that offered music therapy degree programs provided higher knowledge ratings than those who had not attended institutions with music therapy programs. Additionally, participants reported a relatively high interest in music therapy and a willingness to promote it as a career to their students. Participants reported that they were most likely to recommend music education as a career to their students, followed by music performance and music therapy. In response to open-ended questions, participants indicated that they believed personal characteristics were the most important qualities of prospective music therapists and that musical characteristics were the most important qualities of prospective music educators. They also expressed an interest in more information about music therapy, especially related to job characteristics. Implications of these findings and suggestions for future research are discussed.

The effects of the pandemic on music teaching in schools in Quebec (Canada) in the spring and fall of 2020

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 school boards, the province of Quebec, Canada, was chosen to study the effects of the pandemic on music teaching in schools in the spring and fall of 2020. An electronic survey was distributed, to which 517 elementary and high school music teachers responded. Teachers reported on the transformation of teaching modes from an exclusively in-person practice to an online or bimodal approach. Continuation and interruption of music programs varied greatly from school to school and, for those who were allowed musical activities, different protective health measures were implemented. Teachers working with large ensembles (e.g. band and orchestra) experienced more interruptions in their music programs. Teachers also reported how their planning was affected by the new modes of instruction, but no matter which modes were used, most of them experienced less motivation for teaching during the spring of 2020. In addition, they perceived that it was more motivating for students to receive an education in person. Finally, positive outcomes of the pandemic on education included the development of new skills in the use of digital resources and online teaching, as well as a renewed sense of solidarity between teachers.

Research of public and private junior high schools’ music teachers’ classroom teaching decision-making under China’s music curriculum standards

In the 11th anniversary of the issuance of Compulsory Education Music Curriculum Standards, this study aims to investigate the application of new curriculum standards in the teaching decision-making of junior middle school music teachers in China by means of questionnaire survey and semi-structured interview. A total of 54 public middle school music teachers and 46 private middle school music teachers responded to the survey within three months. Through the t-test of SPSSAU, the results show that junior high school music teachers apply the curriculum standards in different degrees in teaching decision-making. Public and private junior middle school music teachers have different application of music curriculum standards, and private schools do not pay enough attention to music curriculum standards. In a word, to strengthen the teacher decision-making level; Truly implement the aesthetic education goal of “Music Curriculum Standards”.

Broadening the Pool of Precollege Engineering Teachers: The Path Experienced by a Music Teacher

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This single case study represents a unique attempt to examine a music teacher’s experiences as he took on the challenge of teaching a high school level engineering course. The study contributes to the growing body of research and conversations around science, technology, engineering, and mathematics (STEM) versus non-STEM beliefs, perceptions, and practices in precollege education. This work informs future teacher professional development (PD) and hiring efforts to broaden the pool of teachers capable of teaching precollege engineering classes. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> Engineering education is growing in precollege settings but recruiting willing and qualified teachers has been a continuous challenge. Teacher PD programs should consider a broader and inclusive approach that builds confidence and empowers teachers from all disciplinary backgrounds (STEM and non-STEM) to teach precollege engineering classes. Such opportunities are not always made available to non-STEM teachers. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Questions:</i> 1) How does a high school music teacher with a non-STEM background experience teaching an introductory engineering course? 2) What are the necessary preconditions that could help bridge non-STEM content areas to engineering, specifically for teacher PD efforts? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> Multiple interviews, teacher reflection entries, and classroom observations were open coded using a two-cycle coding approach that resulted in six themes. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> Results highlight the necessary preconditions and processes involved in bridging seemingly disparate subject areas that could lead to confidence building and empowerment of non-STEM teachers.

Out-of-Field Junior High School Music Teachers in the Online Teaching of Music Amidst COVID-19 Pandemic

This study is a transcendental phenomenology that explores the lived experiences of the out-of-field junior high school music teachers in the online teaching of music amidst the COVID-19 pandemic. The out- of-field teaching phenomenon simply refers to teaching outside one?s qualifications and expertise. Through purposive sampling, nine participants from public junior high schools in Tacloban City, Philippines with out- of-field music teachers provided significant responses relative to their lived experience which was then treated with thematic analysis. The results suggest that the success in teaching music online based on the lived experiences of the out-of-field music teachers primarily depends on the issues of teacher qualification, support for adequate resources, and professional development training. Moreover, factors such as internet connectivity and the teacher?s competence are directly affecting the students? interest to learn and the teachers? morale towards their profession. Efficiency in teaching music online, on the other hand, as experienced by the out-of- field music teachers is attainable with their best practices in online music teaching. Therefore, out-of-field teaching must be alleviated since teaching music online entails a holistic approach to content mastery, support for online teaching, equipment, and training for professional development.

A Forgivable Enthusiasm

A Forgivable Enthusiasm

Learning rhythmic creations using critical thinking for high and vocational school music teachers

Learning rhythmic creations using critical thinking for high and vocational school music teachers

RETRACTED ARTICLE: Plant slope reconstruction in plain area based on multi-core ARM and music teaching satisfaction

In this paper, we will first implement a multi-core tracking-learning-detection target tracking algorithm based on multi-core advanced RISC machines (ARM) processor, in order to accelerate and optimize the algorithm on the basis of understanding the algorithm, so as to improve the real-time performance of the algorithm. On one hand, the algorithm is improved to reduce the computation and complexity of the algorithm, and on the other hand, to make full use of the computing resources of the processor and optimize the algorithm through hardware acceleration. Considering the mechanical action of the vegetation root system in the plain area, this paper analyzes and studies the influence of plant slope transformation on the overall stability of slope. Referring to many related literatures, the reconstruction mechanism and reinforcement method of plant slope can effectively improve the deformation characteristics and shear strength of soil, and the fixation effect of coarse roots is the best in the whole slope. Based on the statistical analysis of the morphological distribution characteristics of plant roots, and in the case of flat slope, the vertical extension of roots can achieve slope stability and better root function. In music teaching, the long-term neglect of music education will lead to the neglect of the work of teachers in specific fields and ultimately lower the satisfaction of teachers, especially when the development of music teachers is relatively backward. This paper investigates the job satisfaction of high school music teachers in specific areas. The main purpose is to arouse the attention of the education authorities to the current situation of music teachers and to ask their ideas and questions. Teachers need to refer to and clarify their goals, so that teachers and staff can improve their overall ability and clarify their development goals. According to the research of multi-core arm, it is applied to the analysis of the satisfaction degree of slope land transformation and music teaching in plain area, so as to promote the development of land transformation and teaching.

Investigating Views and Practices of Music Teachers’ about Inclusive Education

This study aims to investigate music teachers’ views on the education of special needs students (inclusive) in their classes. The study was carried out within the qualitative research approach and designed as a case study. Views of five middle and one high school music teachers who have special needs students in their classes were taken for investigation. The purposeful sampling method was used for creating the study group. Qualitative data was collected through the use of a semi-structured interview technique which was designed by the researchers. During the interviews, teachers were asked open-ended questions such as how they integrate special needs students into music classes, what they think about the environment of schools for special education needs students, the sufficiency of education taken during faculty years about special education. Obtained data was analysed through content analysis. In the analysis themes and categories were created and findings were presented in tables. In order to support findings, direct quotations from teacher conversations were also included. According to the results of the study, it is determined that music teachers are inadequate in terms of having related knowledge and skills for educating special needs students in their classrooms. In addition, it was found that music teachers do not prepare individual education programs for special needs students but carry on with the present curriculum and they mentioned that the training on special needs given during faculty years was inadequate. At the end of the study, some recommendations were made for improving the quality and productivity of music lessons of music teachers for special education needs students.

The Orphan Band of Springdale by Anne Nesbet

Reviewed by: The Orphan Band of Springdale by Anne Nesbet Elizabeth Bush Motum, Markus The Orphan Band of Springdale. Candlewick, 2018 [448p] ISBN 978-0-7636-8804-2 $17.99 R* Gr. 4-7 Reviewed from galleys When Augusta Hoopes Neubronner arrives at her Gramma Hoopes' home for orphans with her suitcase in one hand and her cherished French horn in the other, she doesn't fully comprehend the circumstances that led her here. It's 1941 and the Depression still hasn't released its grip on the nation, and Mama simply has to take that good job in New York and live in a boarding house that doesn't allow children. That still doesn't explain why Papa, who was supposed to deliver Gusta to Gramma in person, abruptly left her unaccompanied on the bus, a mystery Gusta will soon solve. At Gramma Hoopes' big, boisterous house in Springdale, Maine, Gusta quickly learns that not all resident "orphans" are parentless, and everyone who comes under the care of Gramma and Aunt Marion is family. Gusta thrives in Springdale, with the friendship of Cousin Bess, who lives nearby and is delighted to welcome a new relative, and Josie, a high school girl who has supposedly aged out of Gramma's care but stays on to help. With Josie's kind intervention, fifth-grader Gusta meets the high school music teacher, Miss Kendall, who recognizes her talent and invites her to play with the high schoolers. Even the disappointing news that she needs eyeglasses turns to Gusta's favor as she takes on part-time work with Mr. Bertmann, the oculist, who values her responsible work ethic, facility with numbers, and affection for the homing pigeons he's training as messengers. Of course too much sweetness could sour a novel, and no quasi-orphaned heroine worth embracing can simply mark time until her parents arrive to reclaim her. Gusta's trials begin when she stumbles into a rat's nest of years-old drama—overt and covert—involving Mr. Kendall, the local mill owner, who treats the Hoopes women with angry contempt. Here Nesbet cunningly pulls together the tiny clues and quiet themes she has stealthily tucked among her homey episodes, revealing the relationships that make ill will, once established, so difficult to dispel in a close-knit small town. When Gusta approaches Mr. Kendall to beg his help for a friend she only evokes his rage. This leads directly to misunderstandings between Gusta and Miss Kendall (the mill owner's sister), which leads to Gusta's heartbreaking loss of her horn and, ultimately, to the revelation of Josie's parentage, which in turn illuminates why Gramma and Aunt Marion opened their home to parentless children years ago. While the Hoopes/Kendall drama heats from simmer to boil, a wave of anti-German sentiment puts Gusta, Mr. Bertmann, and Gusta's father in the crosshairs of local nativist gossip. Gusta's unwavering moral compass and the support of loving, level-headed parents, however, ensure a happy ending. [End Page 319] Nesbet's current outing is about as far as you can get from her previous Cloud and Wallfish (BCCB 10/16), set in East Germany just before the fall of the Wall. In contrast this novel, based on Nesbet's mother's experiences during World War II, has the hallmarks of such beloved domestic tales as Eight Cousins (with its only-child protagonist tossed among newfound relatives at the rowdy Aunt Hill), Anne of Green Gables (with Gramma a steely, tender-hearted matriarch à la Marilla Cuthbert), and The Penderwicks (with its vividly developed episodes carried by a persistent undercurrent of longing for absent parents.) The narrative style is deeply satisfying: unexpected flourishes of drollery grace the text; the theme of Gusta's new spectacles-enhanced vision gracefully serves as plot point and metaphor; and an examination of folkloric Wishes respects both believers and doubters. Sometimes kids just need a book to cozy up with in an overstuffed chair, a secluded treehouse, or a nest of pillows. This is exactly that book. (See p. 347 for publication information.) Elizabeth Bush, Reviewer Copyright © 2017 The Board of Trustees of the University...

Behavioral and Environmental Analysis of Self-Reported Dysphonic and Nondysphonic High School Music Teachers

Dysphonia is considered to be a common hazard associated with occupational voice users. Teachers represent the highest percentage of clinical voice disorder patients. Voice injuries in teachers could result in lost wages due to missed work, additional costs for medications, therapy, and surgeries, and teacher attrition. The purpose of this study was to observe specific vocal habits among and between three self-reported dysphonic and three self-reported nondysphonic music teachers. I observed each participant for 3 consecutive days and conducted semistructured interviews following the observation period. The observed behaviors were analyzed to determine if teacher talk time, amount of time spent talking over specific classroom noises, and amount of teacher talk within a “very loud” classroom (&gt;80 dBA) could be contributing factors for vocal attrition. Results revealed more hazardous talk episodes among dysphonic participants. Interview themes included stress and vocal awareness.

Access and Retention of Marginalized Populations Within Undergraduate Music Education Degree Programs

The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the lens of critical theory, data sources included semistructured interviews with the participants and structured interviews with their high school music teacher and a university-based mentor. Participants described a lack of resources with regard to their preparation for auditions as well as a lack of information regarding the application and audition process. Such inhibiting factors were mediated by personal initiative, hard work, and dedication. The presence of role models and mentors was considered an important aid to their retention within music education degree programs. Participants also provided suggestions for improving access, admission, and retention of students from traditionally marginalized populations.

Important Others

The music education profession needs the best and brightest students with potential to be excellent music educators to choose music education as a profession. Past research has identified several influences in the career choice of music educators, including important others in students’ lives. In particular, high school music teachers appear to influence the career choices of students who choose to major in music education. The present study surveyed a purposeful sample of high school music teachers to help illuminate these important others’ beliefs and actions on students’ music education career choices. Students’ love of music and their in-school experiences were perceived to highly influence career choice; direct encouragement and identifying students with a love and passion for music were frequently identified strategies. Through increased understanding of the career choice process, music teacher educators can work most effectively with K–12 teachers in music teacher recruitment efforts.

Act.musica: Una herramienta informática al servicio del profesor de música

Entre los distintos desafíos que presenta hoy día la educación, se erige como una cuestión fundamental el saber incluir las nuevas tecnologías en la práctica diaria del aula, así como convertirla en un objeto indispensable para el profesorado. El objetivo fundamental del trabajo es determinar cuáles son los aspectos más significativos del currículum así como de la programación, a los que debe dar respuesta el profesor de música de secundaria. Para ello, hemos desarrollado una herramienta informática, act.musica. El estudio combina tanto la metodología cualitativa como la cuantitativa, utilizando como técnicas de investigación, los grupos de discusión, el análisis de contenido y el cuestionario. Así pues, el análisis que realiza act.musica, nos permite esquematizar y visualizar perfectamente la representatividad de los elementos constituyentes del currículum musical de la LOE, y de las distintas programaciones, así como en un futuro establecer una posible validación cruzada.