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Preparing 21st Century Pre-Service Music Educators from the Applied Perspective: Exploring Equitable, Inclusive, and Multimusical Approaches to Applied Lessons for Music Education Majors
Preparing 21st Century Pre-Service Music Educators from the Applied Perspective: Exploring Equitable, Inclusive, and Multimusical Approaches to Applied Lessons for Music Education Majors
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153124
- ISBN
- 9798346850694
- DDC
- 780
- 서명/저자
- Preparing 21st Century Pre-Service Music Educators from the Applied Perspective: Exploring Equitable, Inclusive, and Multimusical Approaches to Applied Lessons for Music Education Majors
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 165 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
- 주기사항
- Includes supplementary digital materials.
- 주기사항
- Advisor: Hetzler, Mark M.
- 학위논문주기
- Thesis (D.M.A.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약Across the late 20th and into the soon-ending first quarter of the 21st century, many changes have occurred in American culture, music, and schools. Americans connect to music in their daily lives in rapidly changing, modern, and participatory ways. The population is becoming more diverse, and, with this, critical questions have made room for discussions on how to make practices in life and in schools more equitable. As music teacher educators grapple with how to prepare pre-service educators to engage with new student populations and new cultural dynamics, applied instructors can also consider how their approaches to lesson and studio class instruction can guide their pre-service music educator students towards professional identities as equitable, inclusive, and multimusical educators. In this document, five topics are discussed: composition, improvisation, New Orleans music (as a multicultural and aural-based tradition), music technology, and popular music. These topics include three sections: "Why?" which justifies the inclusion and highlights pedagogical advantages that are gained from developing skills in the given topic; "How?" which describes pedagogical suggestions for implementation of these topics; and "Applications" which provides suggestions for lessons, learning outcomes, and/or evaluation for applied instructors. This document should serve as a means by which applied instructors imagine a broader set of musical activities and skills that could be incorporated in lessons for their pre-service music educator students, in turn preparing them to enter the workforce more prepared to be equitable, inclusive, and multimusical educators.
- 일반주제명
- Music
- 일반주제명
- Music education
- 일반주제명
- Educational sociology
- 키워드
- Equitable
- 키워드
- Inclusive
- 키워드
- Multimusical
- 키워드
- Performance
- 기타저자
- The University of Wisconsin - Madison Music: Performance
- 기본자료저록
- Dissertations Abstracts International. 86-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798346850694
■035 ▼a(MiAaPQ)AAI31764592
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a780
■1001 ▼aChristianson, Ryan.
■24510▼aPreparing 21st Century Pre-Service Music Educators from the Applied Perspective: Exploring Equitable, Inclusive, and Multimusical Approaches to Applied Lessons for Music Education Majors
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a165 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-06, Section: A.
■500 ▼aIncludes supplementary digital materials.
■500 ▼aAdvisor: Hetzler, Mark M.
■5021 ▼aThesis (D.M.A.)--The University of Wisconsin - Madison, 2024.
■520 ▼aAcross the late 20th and into the soon-ending first quarter of the 21st century, many changes have occurred in American culture, music, and schools. Americans connect to music in their daily lives in rapidly changing, modern, and participatory ways. The population is becoming more diverse, and, with this, critical questions have made room for discussions on how to make practices in life and in schools more equitable. As music teacher educators grapple with how to prepare pre-service educators to engage with new student populations and new cultural dynamics, applied instructors can also consider how their approaches to lesson and studio class instruction can guide their pre-service music educator students towards professional identities as equitable, inclusive, and multimusical educators. In this document, five topics are discussed: composition, improvisation, New Orleans music (as a multicultural and aural-based tradition), music technology, and popular music. These topics include three sections: "Why?" which justifies the inclusion and highlights pedagogical advantages that are gained from developing skills in the given topic; "How?" which describes pedagogical suggestions for implementation of these topics; and "Applications" which provides suggestions for lessons, learning outcomes, and/or evaluation for applied instructors. This document should serve as a means by which applied instructors imagine a broader set of musical activities and skills that could be incorporated in lessons for their pre-service music educator students, in turn preparing them to enter the workforce more prepared to be equitable, inclusive, and multimusical educators.
■590 ▼aSchool code: 0262.
■650 4▼aMusic
■650 4▼aMusic education
■650 4▼aEducational sociology
■653 ▼aApplied instruction
■653 ▼aEquitable
■653 ▼aInclusive
■653 ▼aMultimusical
■653 ▼aPerformance
■690 ▼a0413
■690 ▼a0522
■690 ▼a0340
■71020▼aThe University of Wisconsin - Madison▼bMusic: Performance.
■7730 ▼tDissertations Abstracts International▼g86-06A.
■790 ▼a0262
■791 ▼aD.M.A.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17165108▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
