They came for the kids and stayed for the teacher: The Desert Winds Community Steel Orchestra

Haskett, Brandon L.

doi:10.1386/ijcm.6.2.175_1

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…2). Most commonly, researchers have focused primarily on the attitudes, values, and perceptions of community musicians (Kruse, 2012; Mantie, 2012; Palmer, 2008), as well as factors influencing their participation (Cavitt, 2005; Haskett, 2013; Shansky, 2010). Leaders of New Horizons Music programs—community music programs designed to “provide entry points to music making for adults” (New Horizons International Music Association, 2015)—have reported social, mental, and physical benefits for participants (Ernst & Emmons, 1992).…”

Section: Community Music Programsmentioning

confidence: 99%

Preservice teachers’ experiences teaching an adult community music ensemble

Baughman

Baumgartner

2018

International Journal of Music Education

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The purpose of this study was to investigate the experiences of four preservice music teachers as leaders of adult chamber ensembles. Through examination of these teachers’ reflections, we sought to answer the following questions: (a) What impact does leading an adult chamber ensemble have on preservice teachers’ perceptions of their instructional behaviors? (b) Which specific instructional behaviors do preservice teachers focus upon when teaching adult learners? (c) How might preservice teachers project their experience teaching adult learners in a community music program to future experiences teaching in formal school settings? Four undergraduate music education majors at a large Midwestern university school of music in the USA participated in this study. Each participant served as a staff member for the university-sponsored New Horizons Band, teaching a weekly, 30-minute small ensemble rehearsal for eight consecutive weeks. Participant responses were examined four ways: (a) responses to a pre-questionnaire, (b) video diary entries, (c) interview transcript, and (d) responses to a post-questionnaire. Preservice teachers’ credited their experiences leading New Horizons chamber groups for their perceived development and mastery of specific instructional behaviors. Implications for music education include the need to engage preservice teachers’ in authentic teaching experiences, promoting transfer to future instructional settings.

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Section: Community Music Programsmentioning

confidence: 99%

Preservice teachers’ experiences teaching an adult community music ensemble

Baughman

Baumgartner

2018

International Journal of Music Education

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“…Western (Euro-Centered) ensembles have relied on music notation for centuries (Shehan, 1987); however, traditional steel drum pedagogy revolves around an oral-aural tradition (Haskett, 2009; Williams, 2008). The musicians in Trinidad are taught the song phrase-by-phrase by the arranger in the Panyard (Morford, 2007; Stuempfle, 1995).…”

Section: Authentic Learning Techniques Of the Steel Drummentioning

confidence: 99%

Learning method preferences in a steel drum classroom: Exploring a learner-centered pedagogy through composition, peer teaching, and student-led Modern Band projects in a middle school setting

Guzzetta

2019

International Journal of Music Education

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This action research discovers the learning preferences of middle school students enrolled in an advanced steel drum class in central Florida, specifically their attitudes toward the learner-centered approach while composing and learning music. Sixteen participants compare the traditional teacher-led formal instruction to student-led informal learning across three projects: composition, peer teaching, and student-led small group with the introduction of Modern Band instruments. Students are given creative freedom to choose their own friendship groups, instruments, and songs. Ease, enjoyment, and success rates are measured through questionnaires, video recording, field notes, and interviews. Student preferences toward teacher-directed and peer-directed learning change throughout the study, from student-led learning to teacher-led instruction as the tasks become more difficult. In addition, preferred learning techniques of the steel drum are found to be reading notation, listening to the music, and demonstrating how to play the instrument through kinesthetic means. Music teachers can successfully implement a more learner-centered classroom by planning lessons that are in line with student ability and background knowledge, while incrementally increasing challenges.

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They came for the kids and stayed for the teacher: The Desert Winds Community Steel Orchestra

Cited by 2 publications

References 2 publications

Preservice teachers’ experiences teaching an adult community music ensemble

Preservice teachers’ experiences teaching an adult community music ensemble

Learning method preferences in a steel drum classroom: Exploring a learner-centered pedagogy through composition, peer teaching, and student-led Modern Band projects in a middle school setting

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