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The Meaning and Value of Elementary Music in Rural Communities

The Meaning and Value of Elementary Music in Rural Communities
Author: Whitney Mayo
Publisher:
Total Pages: 0
Release: 2022
Genre: Electronic dissertations
ISBN:
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In education policy, research, and reform, rural education spaces are often an afterthought, if included at all (Azano et al., 2021; McShane & Smarick, 2018; Tieken, 2014). Music education research has followed a similar trend, with scholarly efforts directed toward school districts with greater resources or addressing racial equity while excluding rural music programs (Bates, 2011). To bring rural music education into discussions of music education for all, there is a need to understand what rural spaces are and how rural communities and music programs interact. The purpose of this study was to explore the meaning and value of elementary music in rural communities. Specific research questions were: 1) How do students, music teachers, administrators, and caregivers in rural communities view their elementary music programs, and what meanings do these stakeholders construct? 2) In what ways do elementary music teachers connect with and respond to their communities? I designed and completed an instrumental multiple case study (Stake, 1995; Yin, 2018) that included elementary school music programs. Primary participants were rural three elementary music teachers representing different geographic areas of the United States. Additional participants included students in third through fifth grade, elementary administrators, secondary music teachers (where available) and caregivers. I conducted three interviews with each elementary music teacher as well as a week-long residence at each site. I interviewed administrators and secondary music teachers. I conducted focus group sessions with caregivers and students. I generated field notes, thick descriptions, and researcher memos. Throughout design, data collection and analysis, I utilized social constructivism with a focus on meaning making (Charmaz, 2014; Hayes, 2020) as my theoretical framework. I analyzed the data and generated case descriptions, then conducted a cross-case analysis. My cross-case analysis revealed shared and unique values of the elementary music program. Participants highlighted music enjoyment, music as a social connection, and the music teacher and important. I observed several hierarchies being enacted within the school and community impacting the music program, including suburbanormative biases and the subordinate status of elementary music. Music teachers worked to navigate community perceptions of music benefits, such as academic support, emotional regulation, and preparation for secondary ensembles. Participants described the connections their elementary music program created and engaged with place as a locale and a physical location. Based on the findings from each case and my cross-case analysis, I presented several implications for practice and policy, including a closer examination of the definition of musical success, further investigation into the wants and needs of rural elementary music educators, and the importance of soliciting essential voices in music education research.

An Investigation of Rural Elementary General Music

An Investigation of Rural Elementary General Music
Author: Holly Angela Smith
Publisher:
Total Pages: 53
Release: 2014
Genre: Education, Rural
ISBN:
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Two elementary general music teachers serving in rural public schools in Ohio were interviewed to investigate the nature and characteristics of elementary general music in rural school districts and elementary general music teachers' perceptions of their level of preparedness to teach in a rural school district. The research questions that guided this study were: (a) What is the nature of rural elementary general music programs? (b) What challenges and advantages are unique to rural music education? In relation to learning? In relation to teaching? (c) What are teachers' perceptions about their level of preparation for teaching in a rural elementary general music program? (d) What district wide professional development opportunities are available for rural elementary general music teachers? In what kinds of professional development experiences do these teachers participate? Each semi-structured interview was audiotaped and transcribed. The interview transcripts were then analyzed for codes, categories, and themes. Three themes emerged from the data: (a) Characteristics of These General Music Programs and Teaching Positions; (b) Context: Understanding the Place Where One Teaches; and (c) Community. Because this study investigated the perceptions of two rural elementary general music teachers, expanding the number of contexts and participants may provide a more comprehensive understanding of the nature of these music programs, of teachers' roles and identity, and could more extensively examine challenges and advantages related to the rural setting. Other studies could include: a comparative study of rural, urban, and/or suburban elementary general music programs to examine the similarities and differences between programs; or an ethnographic case study of elementary general music students, located in rural settings, to investigate their lived experiences as growing musicians.

Music and Social Justice

Music and Social Justice
Author: Cathy Benedict
Publisher: Oxford University Press, USA
Total Pages: 169
Release: 2021
Genre: Education
ISBN: 0190062126
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In this book author Cathy Benedict challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas and lesson plans geared toward elementary students (ages 6-14). Taken-for-granted subjects often considered beyond the understanding of elementary students such as friendship, racism, poverty, religion, and class are addressed and interrogated in such a way that honours the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect and redirect dialogue with questions that uncover bias, misinformation and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored encouraging music teachers to embrace a path toward socially just engagements at the elementary and middle school levels.

Sustaining Music Education in K-3 Programs: A Research in a Low-Income Rural Area

Sustaining Music Education in K-3 Programs: A Research in a Low-Income Rural Area
Author: Ivone Fraiha Clark
Publisher: Dorrance Publishing Company
Total Pages: 0
Release: 2023-01-09
Genre: Education
ISBN: 9781637642795
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Public school principals who provide music in elementary programs are often confronted with budgetary costs and reduced funding for music education. There is a dearth of research regarding music as an essential element in early education in low-income rural areas. Thus, the purpose of the inquiry presented in this book was to explore and describe leadership practices of principals who, despite the final challenges, include and sustain music in the K-3 curriculum. The study was conducted in a small county southeast of the United States. The findings may encourage educational leaders to find ways to sustain music education from early childhood as an opportunity for enhanced education in the hopes of future citizens engaged with a more equitable society. About the Author Dr. Ivone Fraiha Clark, PhD is a musician and mother of three. She is a US citizen by marriage and Brazilian by birth. In Brazil, she worked for more than 30 years between the stage and teaching. To encourage excellence in music, she created choirs for corporate employees and religious and philosophical groups and promoted Choir Festivals that evolved into a national event. Dr. Clark was appointed to music teacher at Dom Bosco Catholic University, where she had several opportunities to take her students on musical tour throughout Europe and the United States and subsequently conducted them in a musical performance for Pope John Paul II during his visit to Brazil. Before leaving Brazil, as a lyric soprano, she recorded Canto da Saudade, an album of Brazilian classical music. Living in the United States, Dr. Clark obtained a Ph.D. degree in Education while teaching music as an employee and volunteer. She has two published literary books: Solfejos em Versos e Luz (poems) and Memories from Childhood (tales). This third book is founded in her doctoral dissertation, Principals' Leadership Practices for Sustaining Music in K-3 Education. According to Dr. Clark, music education from early childhood gives wings to children's imagination, allowing their thoughts to fly creatively and critically throughout their lives.

Music and the Child

Music and the Child
Author: Natalie Sarrazin
Publisher:
Total Pages: 312
Release: 2016-06-14
Genre:
ISBN: 9781942341703
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Children are inherently musical. They respond to music and learn through music. Music expresses children's identity and heritage, teaches them to belong to a culture, and develops their cognitive well-being and inner self worth. As professional instructors, childcare workers, or students looking forward to a career working with children, we should continuously search for ways to tap into children's natural reservoir of enthusiasm for singing, moving and experimenting with instruments. But how, you might ask? What music is appropriate for the children I'm working with? How can music help inspire a well-rounded child? How do I reach and teach children musically? Most importantly perhaps, how can I incorporate music into a curriculum that marginalizes the arts?This book explores a holistic, artistic, and integrated approach to understanding the developmental connections between music and children. This book guides professionals to work through music, harnessing the processes that underlie music learning, and outlining developmentally appropriate methods to understand the role of music in children's lives through play, games, creativity, and movement. Additionally, the book explores ways of applying music-making to benefit the whole child, i.e., socially, emotionally, physically, cognitively, and linguistically.

Growing Up Complete

Growing Up Complete
Author: National Commission on Music Education (U.S.)
Publisher: R&L Education
Total Pages: 64
Release: 1991
Genre: Education
ISBN: 9780940796898
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This report is part of a national campaign for music education that aims to focus the nation's attention on the pressing need to include music and the other arts at the center of the school curriculum. The credo of this campaign is, "Just as there can be no music without learning, no education is complete without music." The meaning of this credo is spelled out in this report through a four-part argument. In chapter 1, "Our Culture Is Dying," the contention is made that through inattention to music and the other arts in schools, the nation is dehumanizing its own people--and particularly the children--not by design but by default. It is argued that music has intrinsic value for the learner, and that a knowledge of music is essential to an educated human being. In chapter 2,"Education Without Music," evidence is explored that music education is being pushed to the periphery in schools. Chapter 3, "Education With Music," underscores two areas of interest: first, the new, pathbreaking areas of research on the nature of intelligence and brain function that are linked to music; and second, the significant contributions that music education can make to all of education beyond its intrinsic value. Finally, in chapter 4, "Making It Happen: Mounting a National Effort," there is discussion of ways of putting the credo to work, including linking the benefits of music education to a national advocacy effort to bring music and the other arts to their basic role in U.S. education. Two appendices are included: list of witnesses before the National Commission on Music Education, and a list of endorsing and supporting organizations. (DB)

An Historical Ethnography of a Rural School Music Program

An Historical Ethnography of a Rural School Music Program
Author: Robert C. Lacey
Publisher:
Total Pages: 194
Release: 2015
Genre:
ISBN:
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Every school music program has a history and a culture. This thesis was a study synthesizing those two elements, seeking to explore the past culture of a rural school music program primarily through interviews with former members of this culture. Throughout are examples of how music teachers, music students, administrators, and community members interacted over the course of approximately 30 years. From these interactions, the researcher drew insights about patterns of teacher behavior that could improve or hinder progress in a music program, including the quality of interpersonal relationships, the value of a teacher trying to integrate in a community (especially when it is a small rural community), and the importance of cooperating with other faculty members to share limited resources in a small school.

World Music Pedagogy, Volume VI: School-Community Intersections

World Music Pedagogy, Volume VI: School-Community Intersections
Author: Patricia Shehan Campbell
Publisher: Routledge
Total Pages: 234
Release: 2019-04-11
Genre: Music
ISBN: 1351655043
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World Music Pedagogy, Volume VI: School-Community Intersections provides students with a resource for delving into the meaning of "world music" across a broad array of community contexts and develops the multiple meanings of community relative to teaching and learning music of global and local cultures. It clarifies the critical need for teachers to work in tandem with community musicians and artists in order to bridge the unnecessary gulf that often separates school music from the music of the world beyond school and to consider the potential for genuine collaborations across this gulf. The five-layered features of World Music Pedagogy are specifically addressed in various school-community intersections, with attention to the collaboration of teachers with local community artist-musicians and with community musicians-at-a-distance who are available virtually. The authors acknowledge the multiple routes teachers are taking to enable and encourage music learning in community contexts, such as their work in after-school academies, museums and libraries, eldercare centers, places of worship, parks and recreation centers, and other venues in which adults and children gather to learn music, make music, and become convivial through music This volume suggests that the world’s musical cultures may be found locally, can be tapped virtually, and are important in considerations of music teaching and learning in schools and community contexts. Authors describe working artists and teachers, scenarios, vignettes, and teaching and learning experiences that happen in communities and that embrace the role of community musicians in schools, all of which will be presented with supporting theoretical frameworks.