Tanglewood at Seattle: What is Tanglewood?

Choate, Robert A.

doi:10.2307/3392287

Cited by 4 publications

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“…For many years, music education leaders have called for a more comprehensive curriculum that included the development of varied musical knowledge and skills (e.g., O'Toole, 2003;Isbell and Stanley, 2018;Webster, 2018), and engagement with diverse genres and styles of music (e.g., Choate, 1968;Powell et al, 2019;Wade and Campbell, 2021). There have also been advocates for the use of technology in music teaching and learning (e.g., Richmond, 2005;Dorfman, 2013;Bauer, 2020).…”

Section: Music Teachers' Perceptions Of Resources Equity and Teaching Efficacymentioning

confidence: 99%

The Well-being and Instructional Experiences of K-12 Music Educators: Starting a New School Year During a Pandemic

et al. 2021

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In adapting to remote emergency teaching modes during pandemic-imposed conditions, teachers’ instruction has changed dramatically. Early research indicates that the well-being of music teachers has suffered during the COVID-19 pandemic and that high levels of depression are widespread. The purpose of this survey study was to assess the continued psychological well-being of music teachers working amid a global pandemic based upon previous research we conducted during the Spring 2020 semester when most teachers in the United States were forced into emergency remote teaching. A secondary purpose was to explore the ways that pandemic conditions have affected music teachers’ sense of safety at work and their current teaching situations. Our questionnaire consisted of sections pertaining to (1) demographic and institutional information, (2) well-being and depression, (3) instructional format and preparedness, (4) teaching efficacy compared to the start of the pandemic, and (5) potential positive outcomes of the pandemic-imposed adjustments. In total, 1,325 music teachers responded to our survey. Overall, the participants reported poorer well-being than both published norms and the sample of participants in our previous study. In addition, 17% reported mild depression, 25% reported moderate depression, and 24% reported severe extremely severe levels of depression. Summaries of the participants instructional experiences and their implications for music education are discussed within.

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Section: Music Teachers' Perceptions Of Resources Equity and Teaching Efficacymentioning

confidence: 99%

The Well-being and Instructional Experiences of K-12 Music Educators: Starting a New School Year During a Pandemic

et al. 2021

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“…Robert Choate, the director of the Symposium project and then Professor of Music in the School of Fine and Applied Arts at Boston University observed:The Symposium sought to reappraise and evaluate basic assumptions about music in the “educative” forces and institutions of our communities—the home, school, peer cultures, professional organizations, church, community groups, and communications media—to develop greater concern and awareness of the problems and potentials of music activities in our entire culture and to explore means of greater cooperation in becoming more effective as we seek new professional dimensions. (Choate, 1968, p. iii)…”

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confidence: 99%

On the 50th Anniversary of the Tanglewood Symposium

McKoy

2017

Journal of Music Teacher Education

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Abstract:In my previous column, I endeavored to talk about the future by looking to the past to chronicle the many efforts that had been made to move music education and music teacher education forward. I mentioned the 1967 Tanglewood Symposium as a touchstone, a point of demarcation that represented a call for change in the way we teach about music as well as in the way we prepare those who will teach it. By the time this column is published, we will have observed the 50th anniversary of the Symposium, and as is often the case with anniversaries, I am tempted to reflect on the meanings this event had and still has for our profession. Keywords: Music teacher education | Music education | Tanglewood SymposiumArticle:

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“…The need to incorporate popular music into school music education has long been recognized by the profession, including at the 1967 Tanglewood Symposium, whose culminating declaration asserted that “popular teenage music” was needed in an expanded curriculum (Choate, 1968, p. 139). It is questionable whether American music education has changed substantively since then to keep pace with the ever-evolving musical world.…”

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Student-directed learning in popular musicianship: An action research study of university music students

Woody

2023

International Journal of Music Education

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This action research study provides insight into the learning of university music education students who participated in a popular musicianship experience. The participants were thirty-four music education students (i.e. pre-service music educators) at an American university enrolled in a student-directed Popular Musicianship course. Although given access to “rock band” instruments and sound equipment during the semester-long experience, they did not receive any direct instruction from the faculty instructor of record. After organizing into bands, the participants were challenged to prepare for performance two or three songs, including one cover and one original song. They also indicated the confidence they had in their ability to lead their future students in popular music making. This measure of self-efficacy was collected at the beginning, middle, and end of the experience. Also, participant written descriptions of their experiences was analyzed qualitatively. The findings of the study indicated that participants believed their overall musicianship benefited from the experience due to the challenging nature of vernacular music making, which was also enjoyable and rewarding. The experience also appeared to impact their teaching philosophies for the future. Finally, their self-efficacy increased significantly across the experience.

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Tanglewood at Seattle: What is Tanglewood?

Cited by 4 publications

References 0 publications

The Well-being and Instructional Experiences of K-12 Music Educators: Starting a New School Year During a Pandemic

The Well-being and Instructional Experiences of K-12 Music Educators: Starting a New School Year During a Pandemic

On the 50th Anniversary of the Tanglewood Symposium

Student-directed learning in popular musicianship: An action research study of university music students

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