Revealing Whiteness in Preservice Music Teacher Preparation

Abstract

Educational institutions and teacher education preparation programs tend to reflect White Eurocentric beliefs and values. Additionally, White preservice teachers may have little understanding of their own cultural backgrounds, as they are largely unexamined in a structure of White norms. In this paper, I draw upon elements of critical whiteness studies as a framework to further analyze data from a prior, larger study about an immersion field experience to reveal the ways in which whiteness was largely unacknowledged but always lurking in the background of the experience—in participants’ discourses about their experiences and interactions with students of color in the music classrooms. This deepened understanding of whiteness embedded in the experience was imperative for considering how to better facilitate field experiences for White preservice music teachers and how to better prepare them to work successfully with students of color.

Essential Experience and Skills for Successful Music Teaching in Preschool Education

“…However, the success of music teaching in preschools hinges on educators possessing specific experiences and skills (Burak, 2019;Chung, 2021;. This exploration delves into the essential experiences required for successful music teaching in preschool education, aiming to identify the foundational knowledge and skills that contribute to a meaningful and effective musical learning experience for young learners (Kirby et al, 2023;VanDeusen, 2021;Paananen, 2022). Essential experience including (i) foundational musical knowledge, (ii) pedagogical expertise aligned with preschool development, (iii) effective communication skills (iv) creativity and adaptability and (v) cultural sensitivity and inclusivity.…”

“…Given the swift knowledge absorption during these formative years, educators armed with specific skills wield significant influence over a child's musical development. This exploration delves into the indispensable skills crucial for effective music teaching in preschool education, recognizing the pivotal role educators play in nurturing the musical abilities of young minds (Kirby et al, 2023;VanDeusen, 2021;Paananen, 2022). Innovative and successful preschool music teaching skills including (i) patience and flexibility, (ii) engaging classroom management, (iii)interactive and playful approach, (iv) strong observation skills, and (v) effective collaboration with parents and educators.…”

“…In the early stages of childhood development, music emerges as a powerful catalyst for growth and learning. Recognizing its pivotal role, educators play a crucial part in shaping the musical experiences of preschoolers (Kirby et al, 2023;VanDeusen, 2021;Paananen, 2022;Arasomwan & Mashiy, 2021;. This exploration delves into the realm of best practices for teaching music in preschool education including (i) integrate technology thoughtfully (ii) cultivate a positive learning environment (iii) incorporate cultural diversity (iv) provide access to musical instruments and (v) involve parents in musical activities aiming to unveil effective methodologies that lay the foundation for a rich musical journey.…”

Recruiting and Retaining Hispanic and Latino/a/x Music Educators: A Literature Review

“…Robinson (2012) found preservice music teachers had a stronger preference to teach in suburban schools which tend to enroll smaller numbers of Hispanic and Latino/a/x students. Preservice teachers also felt underprepared by their programs to teach students from diverse racial and cultural backgrounds (Kelly, 2003; Vandeusen, 2021). This lack of training may discourage preservice music educators from seeking employment in more diverse programs that need highly qualified music educators.…”