In-Service Classroom Teachers' Perceptions of Useful Music Skills and Understandings

Datos Bibliográficos

ID10199503
AutoresT Clark Saunders (University of Maryland, autor de correspondencia), Dawn S Baker (Kent, Ohio)
Año1991
Volumen39
Número3
Páginas248-261
Fecha de publicación1991-10-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Research in Music Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4294 • E-ISSN: 1945-0095
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.2307/3344724
OpenAlexW1998689734
IdiomaEN
Citas recibidas11

The purpose of this study was to identify the music skills and understandings that in-service early-childhood and elementary classroom teachers perceived as useful, regardless of whether the topics were studied in preservice music classes. Classroom teachers in schools in the Maryland suburbs of Washington, D.C., in which music specialists were present returned 159 responses. Using music to supplement other curricular areas, which 88% of the respondents perceived as being useful, ranked first among useful skills and understandings. Other topics that the majority of respondents perceived as useful focused on providing singing, movement, listening, and creative experiences

Active listening · Audio equipment · Mathematics education · Music education · Pedagogy · Perception · Singing · Art Education and Development · Communication · Diverse Music Education Insights · Education Methods and Practices · Psychology