Instrumental Music Education Students’ Perceptions of Tensions Experienced During Their Undergraduate Degree

Abstract

In response to recent concern regarding music education major retention and as an effort to contribute to the “lives of teachers” scholarship in music education, the primary research question for this study was: How do undergraduate students describe their lived experiences within the instrumental music education community? Data included a questionnaire from sophomore, junior, and senior undergraduate students ( N = 34); researcher journals; 12 undergraduate student interviews; an undergraduate student focus group; and 6 study team meetings. What the authors learned from this inquiry is organized by the following themes: (a) participants perceive themselves as “different” from other music students; (b) participants perceive music education to be “different” within the music school; and (c) participants’ musician/ teacher identity changed throughout their experience.

An Exploration of Factors Affecting Persistence to Degree Completion in an Undergraduate Music Education Program

“…These studies provided valuable insight into the field of student persistence in music and music education; however, more recent scholarship has encouraged researchers to focus on increasing the amount of qualitative inquiry in this field (Tinto, 2006). Conway, Eros, Pellegrino, and West (2010) examined undergraduate music education students using a qualitative methodology. These researchers investigated students' perceptions of their life experiences within the undergraduate experience, with a special focus on perceived tensions.…”

“Conducting is Everywhere!” A Case Study of the Development of Preservice Music Teacher Occupational Identity in a Beginning Conducting Course

“…With so much emphasis given to performer and teacher identity being separate in previous research literature, I believe this to be a major finding. Conway et al, (2010) found that music education students that participated in their study were just trying to become the best teacher and performer that they could be. Conducting is perhaps an opportunity for the music educator to work on performance skills that will have a direct, meaningful impact on their teaching ability.…”

“…Scheib (2007) concerning the existence of two identities states that possible solutions could be the increased socialization of pre-service music teachers; or, to make efforts to engage the musician-performer identity throughout one"s teaching career. Conway et al (2010), put forth the notion that many students enter college with their own musical development as a major personal goal and that views of themselves change as they continue through an undergraduate music education program. Dolloff (2006) states "[we] construct a dynamic and evolving sense of who we are through our experiences and relationships to our environment, others, and the results of our actions" (p. 125).…”

“…Moreover, Roberts (1991) states "to understand the person who has constructed an identity as a music teacher, we need to unpack the social world in which the opportunities and obligations to construct these identities occur" (p. 38). While some researchers have framed the occupational identities of music educators as being discrete (e.g., a music teacher holds a performer or teacher identity) and therefore in competition with each other (L"Roy, 1983;Roberts, 1991;Rose, 1998), others call for a more sociocultural view where differing identities not only compete, but often complement and enhance each other (Conway, Eros, Pellegrino, & West, 2010;Pellegrino, 2009;Woodford, 2002). Hence, as an external display of musicianship and performance practice while teaching, conducting practice may be an arena where the integration of teacher and performer identities for pre-service music educators can coexist.…”

A Phenomenological Study of Music Education Majors’ Identity Development in Methods Courses Outside Their Areas of Focus

“…Through questionnaires, interviews, and focus group sessions, Conway, Eros, Pellegrino, and West (2010) found that instrumental music education majors perceived themselves as "different" than performance majors, felt that they had more to prove within applied studios, and thought that their musician/teacher identity changed throughout the degree program. The competing demands of the performance and education areas made excelling in both difficult for these students.…”