NAfME collegiate advisor
Growing a New Crop of Music Teachers Sheila Feay-Shaw, WMEA State Chair, NAfME Collegiate Advisor
In a state where the economy is at least partially sustained on agr i cul tur e , growing crops has always been part of the discussion. In the last few years, the attitude about the development of
new teachers has come under fire from a variety of places. Is it teacher education, teacher training or teacher development? And does it all happen in undergraduate programs? I think we all know the answer to that is “NO!”
Each of us who are now teaching music (or working toward that goal) likely came to the realization of that desire in a different way. I started my undergraduate career in music therapy and it was not until I finished that degree and looked at where I wanted to be practicing that I went back to pick up the coursework for my teacher certification. As I talk to students in the program at my institution, some have been working toward this dream since their freshman year of high school, and
others, not until someone asked them if they were planning to go to a university and for what? The journey may begin in many ways, but the outcome is a desire to teach music.
The uncertainty in education over the last few years has enhanced the uncertainty in university programs as well. In case you have not completed a degree in music edu- cation recently, it is far different from the degree requirements that I completed 25 years ago. While the course names in some areas are not very different (English, Math, Humanities, etc.) what is covered in many of the music education courses is consider- ably different. There is a stronger field ex- perience component to courses providing hands-on experience with children in the schools to help students know that they in- deed enjoy the challenge of working with young people. Theories of child develop- ment and cognition permeate educational framework including the Common Core Standards in music, which will be woven into course changes in the coming year. The need to have comprehensive assess- ment techniques, for individual as well as group skills, has created an ongoing need
“In the last few years, the attitude about the development of new teachers has come under fire from a variety of places.”
to transition in the ways that assessment is approached. The lingo of education has certainly changed as well even if some of the concepts are not so different, and the need to be a strong advocate for music and the arts is still ever present.
Do you have a young, budding music educator in your school music program? Here are some ideas that you can use to help them enter and negotiate a music education program with greater success. Start by helping them understand that it is not all about that instrument or voice they love.
- Call for Research Papers - Wisconsin State Music Conference
Now is your chance to submit research reports for this year’s Research Poster Session at the Wisconsin State Music Conference! All submissions will be reviewed and considered for presentation. Just follow these guidelines…
• Research reports must be about music education or other related music disciplines • Undergraduate and action research studies are preferred • Papers should be current or recent
See full description of the call for reseach papers at
www.wmeamusic.org. 60
Submit a 300–500 word extended abstract via email attachment by September 5 to
lguderia@uwsuper.edu. Be sure to include all contact info (name, title, affiliation, address, email, telephone and fax numbers) in the body of the message.
April 2014
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68