Changes in the world economy and U.S. educational policy present music educators with the challenge of reassessing traditional pedagogy to ensure they are instructing and assessing in ways that contribute to students’ development of 21st-century knowledge and skill sets. Educators are responding by incorporating pedagogical approaches that challenge students to think critically, problem solve collaboratively, and use technology and media efficiently. Popular Music Pedagogies (PMPs) invite students, music teachers, and music teacher educators to take risks, learn alongside one another, and address 21st-century knowledge and skills through engaging with the music that students choose and create. In this article, we define PMPs and discuss how music teacher educators can incorporate PMPs into music teacher education programs to better prepare preservice and inservice music teachers to function within a Partnership for 21st Century Learning framework.

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This study is an examination of the influence of the Amp Up New York City (Amp Up NYC) music initiative on the development of students’ musical skills, social and emotional skills, and college and career-ready skill development. A retrospective pre-test survey was used to measure students’ self-assessment of their skill development. Surveys were also administered to their music teachers, classroom teachers, principals and parents. Student focus group interviews and classroom observations were also used to collect data in five case-study schools. Results revealed that participating students perceived Amp Up NYC affected their music classroom-learning environment, their development of musical skills, their social and emotional development and their academic skill development.

Introduction: To combat resident physician burnout, wellness programming should include approaches that foster joy to work as a physician. Photograph trading cards have been used to improve patient satisfaction but have not been explored as a way to improve physician work satisfaction. We aimed to use trading cards to improve resident physician identification by patients’ families, as well as measure their effect on the hospital experience for patients and residents. Methods: For a one-month period in 2019, trading cards were piloted with the nine residents assigned to the inpatient pediatrics service. Employing five-point Likert scales, surveys were administered to residents and convenience samples of 100 patients’ families before and after card distribution. Results: Compared to families prior, those given trading cards reported increased perceived importance of physician identification and a greater association with care satisfaction. Families’ ability to identify treating physicians increased from 5% to 66% with card distribution (p<0.0001). All 9 residents participated (100% response rate). With the aid of this intervention, all residents either “strongly agreed” or “agreed” that they were better recognized as the physician. One hundred percent of residents “strongly agreed” or “agreed” with the statement “I find joy at work,” compared to 77% prior to intervention. At project completion, 88% either “strongly agreed” or “agreed” trading cards improved work satisfaction. After using trading cards, residents articulated expressions of empowerment to deliver better care, enhancement of physician-patient communication, and improvement of patient experiences. Conclusion: Trading cards can be used as a tool to improve resident physician work satisfaction and joy in medicine, while also improving the hospital experience for patients and families.