Sociology for Music Teachers

Froehlich, Hildegard; Smith, Gareth Dylan

doi:10.4324/9781315402345

Cited by 12 publications

(10 citation statements)

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“…Dr. Ruth Wright, professor of music education at the University of Western Ontario, for example, shares the following: Not only does sociological thinking present us with a new lens or set of lenses through which to examine such issues but it may also help us to being to see our way towards answers to questions, answers which have proved particularly elusive in the past. 7 Froehlich agrees with that idea and offers that "sociological thinking can help a teacher place himself or herself into the why, what, how and for whom of music teaching in particular social contexts." 8 All this suggests to me that the Lens of Who is a very appropriate means to consider our profession.…”

Section: A Lens-of-who Rationalementioning

confidence: 92%

“…Froehlich suggested that "developing such thinking requires a broad range of learning options and creative freedoms beyond the boundaries of accepted school learning." 11 In a similar light, Ruth Wright cited the work of sociologist and thinker C. Wright Mills, who felt that educators needed to develop their own "sociological imagination" as a means to "move beyond abstract, scientific enquiry, and to think imaginatively about social life." 12 If we agree that the Lens of Who is a viable form of considering our profession's challenges as well as creating direction and vision for our society, then what are some of the things we should keep in mind?…”

Section: Using the Lens Of Whomentioning

confidence: 99%

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Another Perspective: The Lens of Who and Music Education

Orzolek¹

2021

Music Educators Journal

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Section: A Lens-of-who Rationalementioning

confidence: 92%

Section: Using the Lens Of Whomentioning

confidence: 99%

Another Perspective: The Lens of Who and Music Education

Orzolek¹

2021

Music Educators Journal

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“…As Hildegard C Froehlich and I noted a few years ago (Froehlich & Smith, 2017), a book is never really finished, just abandoned. Our book, like this one, was left in the best condition possible when it was time to stop.…”

Section: Overview Of the Elementmentioning

confidence: 99%

A Philosophy of Playing Drum Kit

Smith

2022

Self Cite

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The author is a drummer with experience in a variety of musical genres and contexts, with emphasis on rock and related styles. This auto ethnographic Element presents the author's philosophy of playing drum kit. The text explains how playing drum kit matters to this musician and may resonate with others to whom making music matters in similar ways. The Element contains audio files of music in which the author plays drum kit in the ensemble settings described. There are photos of the author's drums and of him drumming. Based on June Boyce-Tillman's non-religious model of holistic spirituality and Tim Ingold's notion of correspondences, the author describes how playing drum kit enables him to experience transcendence – the magical nexus at which Materials, Construction, Values/Culture and Expression meet. Each of these domains, and the magic derived from their combination, is illustrated through examples of the author's live and recorded musical collaborations.

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“…Socialization is the process of becoming. It includes those people and experiences that influence how one becomes who they are over time (Froehlich & Smith, 2017). Recognized stages of socialization are primary, secondary, and tertiary.…”

Section: Socialization and Social Identity Theorymentioning

confidence: 99%

“I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

Sieger

2019

Journal of Music Teacher Education

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Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

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Sociology for Music Teachers

Cited by 12 publications

References 0 publications

Another Perspective: The Lens of Who and Music Education

Another Perspective: The Lens of Who and Music Education

A Philosophy of Playing Drum Kit

“I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

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