2014 Senior Researcher Award Acceptance Address: Cautious Optimism for the Future of Research in Music Teaching and Learning

Autor/in	Webster, Peter R.
Titel	2014 Senior Researcher Award Acceptance Address: Cautious Optimism for the Future of Research in Music Teaching and Learning
Quelle	In: Journal of Research in Music Education, 62 (2014) 3, S.203-214 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429414542834
Schlagwörter	Music; Music Education; Music Teachers; Awards; Constructivism (Learning); Direct Instruction; Educational Philosophy; Interdisciplinary Approach; Educational Research; Evidence; Achievement; Musicians; Singing; Teacher Education; College Faculty; College Students; Social Networks; Educational Theories; Models; Research Methodology; Methods Courses; Cooperation + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Award; Auszeichnung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Bildungsphilosophie; Erziehungsphilosophie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsforschung; Pädagogische Forschung; Evidenz; Performance; Leistung; Musiker; Gesang; Lehrerausbildung; Lehrerbildung; Fakultät; Collegestudent; Social network; Soziales Netzwerk; Educational theory; Theory of education; Bildungstheorie; Analogiemodell; Research method; Forschungsmethode; Methodisch-didaktische Anleitung; Co-operation; Kooperation
Abstract	This article presents the transcript of Peter Webster's 2014 Senior Researcher Award Acceptance Address. Webster comments on several big ideas in music education: (1) The consideration of teaching as a blend of constructivist approaches and direct instruction that values student-centered work primarily as evidence of learning; (2) The development of personal philosophies of music teaching and learning that place "creative thinking in music" as a central tenant; (3) Interdisciplinary connections between music and a host of allied fields in the arts and in other disciplines as well (Barrett, McCoy, & Veblen, 1997); (4) A return to evidenced-based assessment that can come from the sensitive use of digital portfolios of achievement by students that are routinely considered by teachers, students, and parents (Hebert, 2001); (5) Ways to balance the attention between those students that show interest in traditional ensembles, such as various forms of bands, orchestras, and choruses that celebrate the great Western art music tradition, with more alternative ensembles and classes that expand music horizons; (6) Ways of preparing future teachers to teach music styles in comprehensive ways; and (7) Realizing that every course that is taught at the college level to prepare teachers and researchers of tomorrow cannot be limited to the hard boundaries of the classroom, rehearsal room, and studio walls. Educators must be creative thinkers in their use of social media, distance collaborations, and asynchronous teaching and learning (McHaney, 2011). (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10