Re-envisioning music teacher education: An investigation into curricular change at two undergraduate music education programs in the U.S.

References

• Abril, C. (2014). Invoking an innovative spirit in music teacher education. In M. Kaschub & J. Smith (Eds.), Promising practices in twenty-first century music teacher education (pp. 175–188). New York, NY: Oxford University Press.
   Google Scholar
• Allsup, R. E. (2016). Remixing the classroom: Toward an open philosophy of music education. Bloomington, IN: Indiana University Press.
   Google Scholar
• Allsup, R. E., & Olson, N. J. (2012). New educational frameworks for popular music and informal learning: Anticipating the second wave. In S. Karlsen & L. Väkevä (Eds.), Future prospects for music education: Corroborating informal learning pedagogy (pp. 11–22). Newcastle, UK: Cambridge Scholars.
   Google Scholar
• Bauer, W. I. (1999). Music educators and the Internet. Contributions to Music Education, 26(2), 51–63.
   Google Scholar
• Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. New York, NY: Oxford University Press.
   Google Scholar
• Benedict, C., & Schmidt, P. (2014). Educating teachers for 21st-Century Challenges: The music educator as cultural citizen. In M. Kaschub & J. Smith (Eds.), Promising practices in twenty-first century music teacher education (pp. 79–104). New York, NY: Oxford University Press.
   Google Scholar
• Campbell, M. R. (2014). Inquiry and synthesis in pre-service music teacher education: A close look at cultivating self-study research. In M. Kaschub & J. Smith (Eds.), Promising practices in twenty-first century music teacher education (pp. 149–174). New York, NY: Oxford University Press.
   Google Scholar
• Castells, M. (2010). The rise of the network society. Chichester, UK: Wiley-Blackwell.
   Google Scholar
• Clements, A. C. (2008). Escaping the classical canon: Changing methods through a change of paradigm. Visions of Research in Music Education, 12(1), 1–11.
   Google Scholar
• Colwell, R. (2006a). Music teacher education in this century: Part I. Arts Education Policy Review, 108(1), 15–27.
   Google Scholar
• Colwell, R. (2006b). Music teacher education in this century: Part II. Arts Education Policy Review, 108(2), 17–29.
   Google Scholar
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Creswell, J., & Clark, V. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Cremata, R. (2017). Facilitation in popular music education. Journal of Popular Music Education, 1(1), 63–82.
   Google Scholar
• Cutietta, R. (2007). Content for music teacher education in this century. Arts Education Policy Review, 108(6), 11–18.
   Google Scholar
• Emmons, S. E. (2004). Preparing teachers for popular music processes and practices. In C. Rodriguez (Ed.), Bridging the gap: Popular music and music education (pp. 159–174). Reston, VA: Music Educators National Conference.
   Google Scholar
• Eros, J. (2014). Collecting and analyzing focus group data. In C. Conway (Ed.), The Oxford handbook for qualitative research in music education (pp. 271–287). New York, NY: Oxford University Press.
   Google Scholar
• Folkstead, G. (2005). The local and the global in musical learning: Considering the interaction between formal and informal settings. In P. S. Campbell, J. Drummond, P. Dunbar-Hall, K. Howard, H. Schippers, & T. Wiggins (Eds.), Cultural in music education: Direct directions and challenges for the 21^st century (pp. 23–28). Brisbane, Australia: Academic Press.
   Google Scholar
• Folkstead, G. (2006). Formal and informal learning situations or practices verses formal and informal ways of hearing. British Journal of Music Education, 23, 135–145.
   Google Scholar
• Folktead, G., Hargreaves, D. J., & Lindström, B. (1998). Compositional strategies in computer-based music-making. British Journal of Music Education, 15(1), 83–97.
   Google Scholar
• Fonder, M. (2014). Another perspective: No default or reset necessary—Large ensembles enrich many. Music Educators Journal, 101(2), 89–89.
   Google Scholar
• Frith, S. (1978). Sociology of rock. London, England: Constable & Company Limited.
   Google Scholar
• Frith, S. (1981). The magic that can set you free’: The ideology of folk and the myth of rock. Popular Music, 1, 159–168.
   Google Scholar
• Frith, S. (1988). Copyright and the music business. Popular Music, 7(1), 57–75. doi:10.1017/S0261143000002531
   Google Scholar
• Frith, S. (1998). Performing rites: On the value of popular music. Cambridge, MA: Harvard University Press.
   Google Scholar
• Frith, S. (2002). Look! hear! The uneasy relationship of music and television. Popular Music, 21(3), 277–290. doi:10.1017/S0261143002002180
   Google Scholar
• Green, L. (2002). How popular musicians learn. Burlington, VT: Ashgate Publishing.
   Google Scholar
• Green, L. (2008a). Music, informal learning, and the school: A new classroom pedagogy. Burlington, VT: Ashgate Publishing.
   Google Scholar
• Green, L. (2008). Group cooperation, inclusion and disaffected pupils: Some responses to informal learning in the music classroom. Music Education Research, 10(2), 177–192.
   Web of Science ®Google Scholar
• Greher, G. R. (2007). Podcasting: The next new thing or the same old thing? Massachusetts Music News, 55(3), 83.
   Google Scholar
• Greher, G. R. (2011). Music Technology partnerships: A context for music teacher preparation. Arts Education Policy Review, 112(3), 130–136.
   Google Scholar
• Greher, G. R. (2014). What if…? A Curriculum in support of technology, curiosity, and play in music teacher education. In M. Kaschub & J. Smith (Eds.), Promising practices in twenty-first century music teacher education (pp. 189–204). New York, NY: Oxford University Press.
   Google Scholar
• Griffin, S. (2009). Listening to children’s music perspectives: In- and out-of-school thoughts. Research Studies in Music Education, 31(2), 161–177.
   Google Scholar
• Hargreaves, D. J., & North, A. C. (1999). The functions of music in everyday life: Redefining the social in music psychology. Psychology of Music, 27(1), 71–83.
   Google Scholar
• Heuser, F. (2014). Juxtapositional pedagogy as an organizing principle in university music education programs. In M. Kaschub & J. Smith (Eds.), Promising practices in twenty- first century music teacher education (pp. 107–125). New York, NY: Oxford University Press.
   Google Scholar
• Hickey, M., & Rees, F. (2002). Developing a model for change in music teacher education. Journal of Music Teacher Education, 12(1), e7–11.
   Google Scholar
• Jaffurs, S. E. (2004). The impact of informal music learning practices in the classroom, or how i learned how to teach from a garage band. International Journal of Music Education, 22(3), 189–200.
   Google Scholar
• Jorgensen, E. R. (2003). Transforming music education. Bloomington, IN: Indiana University Press.
   Google Scholar
• Jorgensen, E. R. (2010). School Music Education and Change. Music Educators Journal, 4, 21. doi:10.1177/0027432110369779
   Google Scholar
• Karlsen, S., & Väkevä, L. (2012). Future prospects for music education: Corroborating informal learning pedagogy. Newcastle, UK: Cambridge Scholars.
   Google Scholar
• Kaschub, M., & Smith, J. (2014). Promising practices in twenty-first century music teacher education. New York, NY: Oxford University Press.
   Google Scholar
• Kaschub, M. (2014a). Where it all comes together: Student-driven project-based learning in music teacher education. In M. Kaschub & J. Smith (Eds.), Promising practices in twenty-first century music teacher education (pp. 125–148). New York, NY: Oxford University Press.
   Google Scholar
• Kaschub, M. (2014b). Building bridges to solve puzzles. In J. R. Barrett & P. R. Webster (Eds.), The musical experience: Rethinking music teaching and learning (pp. 309–331). New York, NY: Oxford University Press.
   Google Scholar
• King, A. (2015). Technology as a vehicle (tool and practice) for developing diverse creativities. In Collected work: Activating diverse musical creativities: Teaching and learning in higher music education (pp. 203–222). London, UK: Bloomsbury.
   Google Scholar
• Kratus, J. (2007). Music education at the tipping point. Music Educators Journal, 94(2), 42–48. doi:10.1177/002743210709400209
   Google Scholar
• Krueger, R. A. (1994). Focus groups: A practical guide for applied research. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Lamont, A., Hargreaves, D. J., Marshall, N. A., & Tarrant, M. (2003). Young people's music in and out of school. British Journal of Music Education, 20(3), 229–241.
   Google Scholar
• Lewin, K. (1947). Frontiers of group dynamics: Concept, method and reality in social science, social equilibria, and social change. Human Relations, 1(1), 5–41.
   Web of Science ®Google Scholar
• Lin, P. (2005). The effects of integrating music technology into music teaching and learning and perceptions of students and teachers. Available from ProQuest Dissertations & Theses Global. Retrieved from http://search.proquest.com/docview/305011868?accountid=14745
   Google Scholar
• Lofland, J., Snow, D., Anderson, L., & Lofland, L. H. (2006). Analyzing social settings: A guide to qualitative observation and analysis. Belmont, CA: Thomson.
   Google Scholar
• Miksza, P. (2013). The future of music education continuing the dialogue about curricular reform. Music Educators Journal, 99(4), 45–50.
   Google Scholar
• Miles, M. B., Huberman, M. A., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Los Angeles, CA: Sage Publishing.
   Google Scholar
• Miller, R. E. (1994). A dysfunctional culture competition in music. Music Educators Journal, 81(3), 29–33.
   Google Scholar
• Morgan, D. L. (1997). Focus groups as qualitative research. Thousand Oak, CA: Sage Publishing.
   Google Scholar
• NASM Handbook. (2018). Retrieved from: https://nasm.arts-accredit.org/wp-content/uploads/sites/2/2019/01/M-2018-19-Handbook-1-7-2019.pdf.
   Google Scholar
• North, A. C., Hargreaves, D. J., & O'Neill, S. A. (2000). The importance of music to adolescents. British Journal of Educational Psychology, 70(2), 255–272.
   PubMed Web of Science ®Google Scholar
• O’Flynn, J. (2010). Lucy green, music, informal learning and the school: A new classroom pedagogy. Journal of the Society for Musicology in Ireland, 5, 109. doi:10.35561/JSMI14191
   Google Scholar
• Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Patton, M. Q. (2014). Qualitative research and evaluation methods: Integrative theory and practice. Thousand Oaks, CA: Sage Publications, Inc.
   Google Scholar
• Powell, B., & Burstein, S. (2017). Popular music and Modern Band principles. In The Routledge research companion to popular music education (pp. 243–254). New York, NY: Rutledge.
   Google Scholar
• Reimer, B. (2003). A philosophy of music education: Advancing the vision. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Roulston, K. (2014). Conducting and analyzing individual interviews. In C. Conway (Ed.), The Oxford handbook for qualitative research in music education (pp. 271–287). New York, NY: Oxford University Press.
   Google Scholar
• Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
   Google Scholar
• Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Stake, R. E. (2010). Qualitative research: Studying how things work. New York, NY: The Guilford Press.
   Google Scholar
• The Carnegie Classification of Institutions of Higher Education. (2017). About Carnegie Classification. Retrieved from http://carnegieclassifications.iu.edu/
   Google Scholar
• Tan, L. (2015). Reimer through confucian lenses: Resonances with classical Chinese aesthetics. Philosophy of Music Education Review, 23(2), 183–201.
   Web of Science ®Google Scholar
• Tobias, E. S. (2013). Toward convergence: Adapting music education to contemporary society and participatory culture. Music Educators Journal, 99(4), 29–36.
   Google Scholar
• Tobias, E. S. (2014). Twenty-first century musicianship through digital media and participatory culture. In M. Kaschub & J. Smith (Eds.), Promising practices in twenty- first century music teacher education (pp. 205–226). New York, NY: Oxford University Press.
   Google Scholar
• Tobias, E. S., Greco, P., & Campbell, M. R. (2015). Bringing curriculum to life: Enacting project-based learning in music programs. Music Educators Journal, 10(2), 39–47.
   Google Scholar
• Vasil, M. (2015). Integrating popular music and informal music learning practices: A multiple case study of secondary school music teachers enacting change in music education (Doctoral dissertation). West Virginia University, Morgantown, WV.
   Google Scholar
• Webster, P. R. (2011). Construction of music learning. In R. Colwell & P. R. Webster (Eds.), MENC handbook of research on music learning (pp. 35–83). New York, NY: Oxford University Press.
   Google Scholar
• Williams, D. A. (2007). What are music educators doing and how well are we doing it? Music Educators Journal, 94(1), 18–23.
   Google Scholar
• Williams, D. A. (2011). The elephant in the room. Music Educators Journal, 98(1), 51–57. doi:10.1177/0027432111415538
   Google Scholar
• Williams, D. B. (2012). The non-traditional music student in secondary schools of the United States: Engaging non-participant students in creative music activities through technology. Journal of Music, Technology, and Education, 42(2–3), 131–147.
   Google Scholar
• Williams, D. A. (2014a). Music education: Relevant and meaningful. In J. R. Barrett & P. R. Webster (Eds.), The musical experience: Rethinking music teaching and learning (pp. 284–293). New York, NY: Oxford University Press.
   Google Scholar
• Williams, D. A. (2014b). Considering both curriculum and pedagogy. In M. Kaschub & J. Smith (Eds.), Promising practices in twenty-first century music teacher education (pp. 25–40). New York, NY: Oxford University Press.
   Google Scholar
• Williams, D. A. (2015). The Baby and the Bathwater. College Music Society. Retrieved from http://dx.doi.org/10.18177/sym.2015.55.fr.10883.
   Google Scholar
• Williams, D. A. (2019). A different paradigm in music education: Re-examining the profession. New York, NY: Routledge.
   Google Scholar
• Williams, D., & Randles, C. (2017). Navigating the space between spaces: Curricular change in music teacher education in the United States. In M. Brennan, Z. Moir, P. Kirkman, S. Rambarran, & G. D. Smith (Eds.), Popular music education: Paradigms, practices, pedagogies, problems (pp. 46–59). Farnham, UK: Ashgate Publishing.
   Google Scholar
• Woody, R. H. (2007). Popular music in school: Remixing the issues. Music Educators Journal, 93(4), 32–37.
   Google Scholar
• Woody, R. H., & Lehmann, A. C. (2010). Student musicians’ ear-playing ability as a function of vernacular music experiences. Journal of Research in Music Education, 58(2), 101–115.
   Web of Science ®Google Scholar
• Yin, R. K. (2012). Applications of case study research. Thousand Oaks, CA: Sage Publishing.
   Google Scholar
• Yin, R. K. (2014). Case study research: Design and methods. Thousand Oaks, CA: Sage Publishing.
   Google Scholar