What Partnerships Must We Create, Build, or Reenergize in K—12 Higher and Professional Education for Music Teacher Education in the Future?

Abstract

At the 2004 MENC preconference session sponsored by the Society of Music Teacher Education, the question of "What partnerships must we create in our teacher education programs?" was addressed in one of three breakout sessions. We began the discussion by looking at the types of partnerships that currently exist. Our thinking was that only when we have taken stock of where we've been can we begin to think outside the box in response to Jeffrey Kimpton's call for change in music teacher education.Many of the participants reported on methods classes that apply a clinical model. These sitebased methods courses vary in the degree of collaboration that exists. On one end of the spectrum is the lab school approach in which university professors and students provide music instruction in schools where music otherwise doesn't exist. A more collaborative model is the Professional Development School (PDS), in which the methods class relocates to a school and is taught by both university and school-based teacher. Other collaborative ventures that were discussed included service learning that partnered university students with community organizations and after-school programs. The conversation then turned to examples of "internal" partnerships that involve the integration of music education courses with other disciplines, both outside music as well as within music departments.It is clear that there are many angles to consider when thinking about the kinds of partnerships we need to create or reenergize in music teacher education. The literature on partnerships in music education reaches far beyond the scope of our discussion in the breakout session and includes partnerships between universities and professional artists and arts organizations, as well as collaborative enterprises between universities and corporations. The following discussion draws upon selected sources as a way to frame the current conversation on partnerships and to serve as a springboard for future planning.

Beliefs of Applied Studio Faculty on Desirable Traits of Prospective Music Education Majors

“…In the spring of 2005, the Journal of Music Teacher Education published a special issue focused on the future of music teacher education. In this issue, articles included topics related to curriculum, policy and methods, recruitment, and admissions (Fredrickson & Burton, 2005;Kimpton, 2005;Robbins & Stein, 2005). There was a concern at this time about the decrease in music education majors in comparison to other music fields, which Kimpton (2005) ascribed to the limited number of music education students selected for admission into music programs by applied studio professors.…”

Community music-making in regional Australia: Creating, improvising and performing at a festival

“…This was previously arranged with a committee member through telephone and e-mail communication. In my experience working with the LBC, I strongly agree with Bresler (2002), Robbins and Stein (2005) that planning strategically and working collaboratively does favour a productive outcome. I also took a range of instruments from DU (bells, triangle, shaker, tambourine, guiro and glockenspiel) and provided the music grid scores, erasers and pencils for participants to graphically notate their composition at the festival.…”

“…Similarly, as for my colleagues on the 'Flows and Catchments' project, the opportunity to work collaboratively with a community provided an occasion to gauge our discerning and initiating skills within creative arts research and to test the argument that the combination of our different approaches adds to community and individual well-being (Drummond et al 2012). Our collaboration proved a worthy experience and exploration, even though, as Robbins and Stein (2005) confirm, strong partnerships take time to develop. Nevertheless, they are worth pursuing in the interest of fostering the arts and enhancing the skills, knowledge and understandings of them.…”

“…Field-based teaching and community partnerships are becoming key providers in arts education in Australia (Ewing 2010;Joseph and Champion 2014). Robbins and Stein (2005) argue that partnerships with schools and communities play an important role. They point out that 'working in a collaborative environment at all levels can lead to renewed engagement' (Robbins and Stein 2005: 28).…”

Music Teacher Education at a Liberal Arts College

“…Although there is a great deal of consistency in preservice music educator preparation, several innovative initiatives are emerging, including varied collaborations and approaches to practicum experiences. A model often touted, but not used due to the vast amount of resources required, is the professional development school, where “the methods class relocated to a school and is taught by both university and school-based teachers” (Robbins & Stein, 2005, p. 23). The difference between this model and other partnerships models involves the K–12 teacher and college instructor sharing instruction of both student populations.…”