Responding to the Challenge: Giving Pre-Service Classroom Teachers a Musical Language and Understanding

Autor/inn/en	Munday, Jenni; Smith, Wyverne
Titel	Responding to the Challenge: Giving Pre-Service Classroom Teachers a Musical Language and Understanding
Quelle	In: Australian Journal of Music Education, (2010) 1, S.71-77 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	Music Education; Preservice Teacher Education; Music Theory; Creative Activities; Musical Instruments; Classroom Techniques; Barriers; Performance Factors; Change Strategies; Educational Change; Program Effectiveness; Course Descriptions; Foreign Countries; Musical Composition; Australia + Suchen Sie Ihr Suchwort? Musikerziehung; Lehramtsstudiengang; Lehrerausbildung; Musiktheorie; Musikinstrument; Klassenführung; Leistungsindikator; Lösungsstrategie; Bildungsreform; Kursstrukturplan; Ausland; Komponieren; Australien
Abstract	Pre-service teacher degree programs are increasingly crowded with subjects covering the wide gamut of knowledge a teacher requires. Ensuring musical knowledge and language for classroom teaching poses a difficult problem for teacher educators. This article examines the challenges of including in the pre-service classroom teaching program a music sequence of learning that successfully imbues an understanding of music. It demonstrates how music education has been carried out at Charles Sturt University on the Albury-Wodonga campus over the last five years. It also discusses the difficulties of retaining successful music learning in the new cross-campus degree, due to external limitations and cross-campus facilities. (As Provided).
Anmerkungen	Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10