Intentions and Perceptions: In Search of Alignment

Autor/in	Sindberg, Laura K.
Titel	Intentions and Perceptions: In Search of Alignment
Quelle	In: Music Educators Journal, 95 (2009) 4, S.18-22 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432109333342
Schlagwörter	Music Education; Teacher Effectiveness; Singing; Musicians; Program Effectiveness; Music Activities; Educational Objectives; Music Teachers; Teacher Student Relationship; Learning Experience; Communication (Thought Transfer); Alignment (Education); Wisconsin + Suchen Sie Ihr Suchwort? Musikerziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Gesang; Musiker; Musikalische Aktion; Educational objective; Bildungsziel; Erziehungsziel; Music; Teacher; Teachers; Musiklehrer; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernerfahrung; Communication; thought; Kommunikation; Gedanke
Abstract	Teachers plan for instruction in band, choir, and orchestra; this typically includes selecting repertoire and planning outcomes and strategies for achieving those goals with a vision toward excellent musical performance. Teachers in school music ensembles plan instruction that will lead to student learning. In the ensemble setting, this learning is often focused on technical skill development. The value of teaching students to move beyond technical proficiencies toward a broader body of knowledge and understanding has been expressed by many authors. Several authors agree that planning for instruction enhances the learning experience and is necessary for effective teaching. Comprehensive musicianship through performance (CMP) is a model designed to promote musical understanding through performance in the ensemble setting. Introduced in Wisconsin in 1977 through a collaboration among three state organizations, CMP is a framework for planning instruction in band, choir, and orchestra that comprises musical analysis, outcomes, strategies, assessment, and music selection. In a recent study, the author examined students' musical experience in classrooms where teachers subscribed to principles and practices of CMP. In the study, the author talked with students about how they perceived the intentions of their teachers and noticed that sometimes students accurately described the outcomes planned by their teachers. When the student accurately expressed the teachers' outcomes, the author labeled this "alignment." In this article, the author shares some examples of alignment through a small number of student cases. These examples provide food for thought in relation to the degree to which the students are learning the things music teachers think they are teaching. Here, the author hopes to share some thoughts on how teachers can lessen their assumptions about their students and move toward alignment. (Contains 1 figure and 16 notes.) (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