Examining Pedagogical Content Knowledge of an Expert Band Director Teaching Lips Slurs

Abstract

The purpose of this case study was to describe how one band director used pedagogical content knowledge while working with beginning-band students to help them develop the skill of playing brass lip slurs. Data were generated from (1) video recordings of each class over two different weeks during the school year, (2) “think aloud” interviews in which the teacher described what educational actions and decisions the teacher was making, and (3) detailed observation notes. I used cognitive task analysis to develop a concept map illustrating components of pedagogical content knowledge the teacher used during instruction. The teacher combined content knowledge, knowledge of students, and curriculum knowledge providing examples of how pedagogical content knowledge manifests itself in teaching beginning band. Examining the teacher’s pedagogical content knowledge revealed core teaching practices that may be useful for music teacher educators to understand and develop.

Review of Literature: Pedagogical Content Knowledge and String Teacher Preparation

“…The PCK theoretical framework has been used to examine music teaching and student learning (Bauer, 2013; Chandler, 2012; Forrester, 2017; Grieser, 2014; Haston & Leon-Guerrero, 2008; Millican, 2007, 2013, 2014, 2017; Raiber & Teachout, 2014). For example, Millican (2013) categorized expert band teachers’ comments using previous models of PCK in other subject areas to understand how music teachers use these skills.…”

“…The author found that effective instrumental music teachers used PCK to identify student performance problems and interact with students in such a way that will help improve their performance skills. Additionally, Millican (2017) studied how specific elements of PCK are used when teaching specific concepts to beginning band students. Millican suggested that a teacher’s PCK reflects core teaching practices that may be useful for music teacher educators to understand and develop.…”

Core Practices in Music Teaching: A Delphi Expert Panel Survey

“…Music education researchers commonly adopt PCK as a theoretical framework to describe the knowledge, skills, and dispositions that music teachers need to be effective in their practice (Ballantyne, 2006;Ballantyne & Packer, 2004;Chandler, 2012;Crappell & Millican, 2015;Duling, 1992;Forrester, 2015;Gohlke, 1994;Haston & Leon-Guerrero, 2008;Mateiro et al, 2012;Millican, 2008Millican, , 2013Millican, , 2014Venesile, 2011). Initially, PCK was used to describe music teachers' thought processes when engaging in real or simulated classroom experiences (Crappell & Millican, 2015;Duling, 1992;Millican, 2013Millican, , 2014Millican, , 2017. Over time, researchers have established PCK as an important and valid framework for understanding how music teachers develop expertise (Chandler, 2012;Millican, 2008).…”

“…Educational researchers have attempted to describe this complexity using frameworks such as pedagogical content knowledge (PCK; Shulman, 1986Shulman, , 1987 and, more recently, the concept of core teaching practices (Ball & Bass, 2003;Ball, Bass, Hill, & Schilling, 2005;Ball, Sleep, Boerst, & Bass, 2009;Ball, Thames, & Phelps, 2008;Fogo, 2014;Grossman, 1990;Grossman et al, 2009;Grossman & McDonald, 2008;Kloser, 2014;Windschitl, Thompson, Braaten, & Stroupe, 2012). While numerous researchers have applied a PCK lens to investigations of music teaching and learning (Ballantyne, 2006;Ballantyne & Packer, 2004;Chandler, 2012;Crappell & Millican, 2015;Forrester, 2015;Gohlke, 1994;Haston & Leon-Guerrero, 2008;Mateiro, Russell, & Westvall, 2012;Millican, 2008Millican, , 2013Millican, , 2014Millican, , 2017Venesile, 2011), recent efforts to deconstruct music teacher knowledge and skill development have shifted to a core teaching practices framework (Abramo, 2016;Forrester, 2015;Millican, 2008Millican, , 2013Millican, , 2014. The purpose of this study was to identify, define, and provide examples of core practices in music teaching and learning.…”

Film Music Teaching Effect Evaluation from the Perspective of Audience Immersion

“…Step 1: Clear objectives. This paper takes the music teaching effect evaluation as the research object, which is the target of system construction (Millican, 2016). bottom.…”