Preservice Teachers' Reactions to Aural Examples of Various Styles and Genres
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Auteurs : Nancy H. Barry [États-Unis] ; Kimberly C. Walls [États-Unis]Source :
- Research studies in music education [ 1321-103X ] ; 1999-12.
English descriptors
- Teeft :
- Aaron copland, Albert mcneil jubilee singers, American college students, American folk song suite, American songs, Ancient ground, Arts education, Assistant professor, Auburn university, Aural examples, Basic song repertoire, Beatles, Bledsoe, Burdett, Carlos, Carlos nakai, Cassette recording, Chris valentino, College music society, Darrell bledsoe, Darrell bledsoe singers, Different cultures, Dinosaur, Distinct response trends, Dolly parton, Early childhood, Early childhood education majors, Early childhood majors, Education students, Elementary classroom, Elementary education majors, Elementary majors, Elli, Ellis marsalis, Ensemble experience, Excerpt, Free responses, Genre, Ginn, High ratings, Higher interest, Higher preference, Higher ratings, Instructional contexts, Instrumental selection, Instrumental selections, Janet wilson, Japanese bamboo flute, Keener interest, Linus, Linus lucy, Lower ratings, Lowest ratings, Madam butterfly, Majors, Many colors, Many subjects, Marsalis, Marty nelson, Mexican culture, Mister frog, Mountain king, Much uncertainty, Music connection, Music education, Music education majors, Music education program, Music educators, Music educators journal, Music experience, Music experiences, Music lessons, Music lessons table, Music majors, Music specialist, Music students, Music teacher education, Music teacher educators, Music teachers, Musical examples, Musical excerpt, Musical excerpts, Musical preferences, Musical selection, Musical style, Musical styles, Musical training, Nakai, Nashville choir, National standards, Other education students, Other groups, Other hand, Other subjects, Pearson statistics, Personal preference, Personal reaction, Pinball wizard, Placido domingo, Popular genres, Popular music, Popular music excerpts, Present study, Preservice, Preservice teacher, Preservice teachers, Private music lessons, Rank order, Research questions, Response form, Response trends, Significant differences, Significant statistics, Silver burdett, Silver burdett ginn, Snake dance, Specific strategies, Sweet chariot, Teacher education, Teacher education courses, Teacher educators, Texas hispanic choir, Traditional japanese, Undergraduate majors, Various styles, Violin sonata, Vocal examples, Vocal selections, Western european, Wide variety, World cultures, World music, World music preference, World music press, Wynton, Wynton marsalis.
Abstract
Despite strong supporting arguments, use of popular music and other diverse musical styles within the curriculum continues to be controversial. The purpose of this study was to obtain preservice teachers' reactions to aural examples of various musical styles and genres. Students (N = 323) enrolled in teacher education courses at a large southeastern university in the United States listened to an audiotape of 32 short musical examples, rating each example for their personal reaction and their interest in using the music in the elementary classroom. Students were also asked to describe how each excerpt could be used in the classroom. Popular music examples tended to be rated highest for personal reaction; instrumental selections from another culture and non-English songs received lowest ratings. In marked contrast with their expressed personal preferences, students were very conservative in their ratings for classroom use, expressing much uncertainty about the appropriateness of popular music and world music in favor of music perceived to be especially for children. Students with music experience gave higher ratings for instrumental and western art music and lower ratings for popular genres compared to students without music experience. The results suggest that having familiarity with, or even "liking" a musical selection does not ensure that a preservice teacher is comfortable with using the music in the classroom. It is recommended that music teacher educators equip preservice teachers with specific strategies and instructional contexts for using diverse musical genres and styles in their classrooms.
Url:
DOI: 10.1177/1321103X9901300103
Affiliations:
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The purpose of this study was to obtain preservice teachers' reactions to aural examples of various musical styles and genres. Students (N = 323) enrolled in teacher education courses at a large southeastern university in the United States listened to an audiotape of 32 short musical examples, rating each example for their personal reaction and their interest in using the music in the elementary classroom. Students were also asked to describe how each excerpt could be used in the classroom. Popular music examples tended to be rated highest for personal reaction; instrumental selections from another culture and non-English songs received lowest ratings. In marked contrast with their expressed personal preferences, students were very conservative in their ratings for classroom use, expressing much uncertainty about the appropriateness of popular music and world music in favor of music perceived to be especially for children. Students with music experience gave higher ratings for instrumental and western art music and lower ratings for popular genres compared to students without music experience. The results suggest that having familiarity with, or even "liking" a musical selection does not ensure that a preservice teacher is comfortable with using the music in the classroom. It is recommended that music teacher educators equip preservice teachers with specific strategies and instructional contexts for using diverse musical genres and styles in their classrooms.</div></front></TEI><affiliations><list><country><li>États-Unis</li></country><region><li>Alabama</li></region></list><tree><country name="États-Unis"><region name="Alabama"><name sortKey="Barry, Nancy H" sort="Barry, Nancy H" uniqKey="Barry N" first="Nancy H." last="Barry">Nancy H. Barry</name></region><name sortKey="Barry, Nancy H" sort="Barry, Nancy H" uniqKey="Barry N" first="Nancy H." last="Barry">Nancy H. 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