Description
Book SynopsisThis volume will contain selected proceedings from the 2013 Symposium on Music Teacher Education, sponsored by NAfME's Society for Music Teacher Education and hosted at University of North Carolina. After an introduction written by SMTE Chair, Doug Orzolek, the initial chapter will represent the keynote address of the symposium by Karen Hammerness, Director of Program Research for the Bard Master of Arts in Teaching Program. Hammerness will bring her comparative work with music teacher educators in Finland and Norway to bear in her address: From Inspiring Visions to Everyday Practices: Exploring Vision and Practice in Music Teacher Education. Hammerness's research distills into three main themes. To mitigate against the fragmentation that characterizes so much of contemporary education, teacher education programs must: 1) promote a clear vision of teachers and teaching; 2) be coherent, reflecting shared understanding of teaching and learning among faculty and students; 3) be built arou
Trade ReviewThis book is all about challenging the current status quo in U.S. music education. Conkling has encouraged the authors to envision new horizons for the profession. Philosophical, and with concrete ways to action change, this collection of thoughtful chapters brings those of us passionate about music teaching education face-to-face with the contexts in which we work by providing frameworks though which we might re-consider pedagogy, curriculum, program design, and the profession at large. From the perspective of an international understanding of music education, Envisioning Music Teacher Education gives us access to a progressive movement for change. -- Lee Higgins, president-elect, International Society for Music Education
Since 2005, the National Association for Music Education’s Society for Music Teacher Education has held a Symposium to advance and promote the practice of preparing music educators to teach in schools across the nation at the University of North Carolina at Greensboro. Each biennium that this Symposium has been held, it has grown in popularity and prestige, in large part due to the quality of the presentations that are part of the Symposium’s program. This book, edited by Susan Wharton Conkling, represents the excellent thinking and research summaries of many of the nation’s finest scholars engaged in preservice music teacher education from the 2013 Greensboro Symposium. It is a “must read” for graduate students and faculty who want to be leaders in envisioning an exciting new future for the profession. -- Glenn E. Niermann, president, National Association for Music Education
As a music administrator in higher education for the past twenty-five years, I have had the pleasure of working closely with many talented, caring, and creative music educators. In September 2013, I was invited to attend the symposium of the Society for Music Teacher Education for the first time, and there I observed a vibrant community of music faculty and graduate students from around the country – passionately engaged in conversations about their collective and individual visions for music teacher education programs. Envisioning Music Teacher Education gathers the reflections of some of these scholars, each articulating a different way of translating vision into practice. Congratulations to SMTE for the visionary work that continues to advance the profession. -- Sue Haug, director of the school of music, Penn State University and Vice president, National Association of Schools of Music (NASM)
Table of ContentsINTRODUCTION: CREATING VISION FOR MUSIC TEACHER EDUCATION Douglas C. Orzolek CHAPTER 1: VISIONS OF GOOD TEACHING Karen Hammerness CHAPTER 2: MAPPING NEW LANDSCAPES FOR MUSIC TEACHER EDUCATION Janet R. Barrett CHAPTER 3: PEDAGOGY AND MISSION: VINCENTIAN PERSONALISM AND COCREATION OF MUSICAL EXPERIENCE Jacqueline Kelly-McHale CHAPTER 4: ALIGNING VISION WITH PRACTICE: REDESIGNING TRADITIONAL MUSIC TEACHER EDUCATION THROUGH IMMERSIVE LEARNING John W. Scheib, Karin S. Hendricks, Ryan M. Hourigan, and Kimberly J. Inks CHAPTER 5: TEACHING FREE IMPROVISATION: BUILDING A RESPONSIVE PEDAGOGY THROUGH CORE PRACTICES Kimberly Lansinger Ankney and Daniel J. Healy CHAPTER 6: THE SHOE THAT DOESN’T FIT: CONTEXTUALIZING MUSIC TEACHER EVALUATION Cara Bernard CHAPTER 7: METAPHOR AS A TOOL FOR UNDERSTANDING (AND QUESTIONING?) PRESERVICE MUSIC TEACHERS’ BELIEFS Heather Nelson Shouldice CHAPTER 8: GOAL-SETTING IN AN ENSEMBLE-BASED FIELD EXPERIENCE Linda C. Thornton and Jason B. Gossett CHAPTER 9: ENVISIONING REFLECTION: COLLABORATIVE SELF-STUDY IN A MUSIC EDUCATION METHODS COURSE Ann Marie Stanley and Lynn Grossman CHAPTER 10: VISION AND THE LEGITIMATE ORDER: THEORIZING TODAY TO IMAGINE TOMORROW Brent C. Talbot and Roger Mantie CHAPTER 11: UTOPIAN THINKING, COMPLIANCE AND VISIONS OF WONDERFUL TRANSFORMATION Susan Wharton Conkling BIBLIOGRAPHY ABOUT THE EDITOR ABOUT THE CONTRIBUTORS
