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    Stavrou

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    The document discusses challenges for general teachers who are expected to teach music to young students despite typically only having taken a brief music course in their undergraduate education. These teachers often stick to "safe" topics like music notation rather than more creative approaches. However, a study described in the article found that having pre-service teachers create original "sound stories" in groups helped improve their attitudes towards music education and confidence in more creative teaching approaches. The experience demonstrated that creativity in music teaching does not require advanced musical training and can foster more positive impressions of music among future teachers and their students.

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    Stavrou

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    70 views2 pages
    The document discusses challenges for general teachers who are expected to teach music to young students despite typically only having taken a brief music course in their undergraduate education. These teachers often stick to "safe" topics like music notation rather than more creative approaches. However, a study described in the article found that having pre-service teachers create original "sound stories" in groups helped improve their attitudes towards music education and confidence in more creative teaching approaches. The experience demonstrated that creativity in music teaching does not require advanced musical training and can foster more positive impressions of music among future teachers and their students.

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    The document discusses challenges for general teachers who are expected to teach music to young students despite typically only having taken a brief music course in their undergraduate education. These teachers often stick to "safe" topics like music notation rather than more creative approaches. However, a study described in the article found that having pre-service teachers create original "sound stories" in groups helped improve their attitudes towards music education and confidence in more creative teaching approaches. The experience demonstrated that creativity in music teaching does not require advanced musical training and can foster more positive impressions of music among future teachers and their students.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    70 views2 pages

    Stavrou

    Uploaded by

    api-311035625
    The document discusses challenges for general teachers who are expected to teach music to young students despite typically only having taken a brief music course in their undergraduate education. These teachers often stick to "safe" topics like music notation rather than more creative approaches. However, a study described in the article found that having pre-service teachers create original "sound stories" in groups helped improve their attitudes towards music education and confidence in more creative teaching approaches. The experience demonstrated that creativity in music teaching does not require advanced musical training and can foster more positive impressions of music among future teachers and their students.

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    Stavrou, N. E. (2013).

    Fostering musical creativity in pre-service


    teacher education: Challenges and possibilities. International Journal of
    Music Education, 31(1), 35-52. doi:10.1177/0255761411431391

    In this article Stavrou (2013) discusses the issues associated with


    general teachers who are generally expected to teach kindergarten
    and lower grade levels (1-4.) These are young teachers who are
    expected to be able to teach everything, including music, at an
    introductory level. In their undergraduate education, students are
    required to take a 39 hour music course, and without any other music
    education themselves, teach music to young children. The issue with
    this is that teachers are not confident with their skills in teaching
    music, and end up teaching safe topics like notation and basic playing
    skills. Although this is where a general teachers comfort level may lie,
    it is not very interesting (especially for young students) and it is
    suggested that we incorporate creativity into teaching music.
    Although it seems like greater musical knowledge would be
    required to teach creative music in classrooms, the study outlined in
    the article indicates otherwise. In this study a class of general music
    teachers are required to take this music course, and as a final project,
    independently create a sound story. Upon getting this assignment,
    some students were not too keen on it and felt that the project was a
    waste of time, or were apprehensive because they lacked musical
    training they thought to be necessary. By the end of the project, the
    majority of students had changed their mind and took on a positive
    attitude towards the activity. Everyone had a chance to use their own
    strengths and skills to be successful, and because of that all of the
    sound stories were vastly diverse. For the groups that had competent
    musicians in their groups, music played a larger role in the sound

    story, and for those who did not, music was used more as
    embellishment or sound effects to enhance narrative.
    After the sound story project, student teachers reported that they
    enjoyed working without adult supervision and that they had a more
    positive attitude towards music education. This is important, because
    the impressions the teachers have about music will be evident through
    their teaching styles and will set the tone for their students for the rest
    of their education. The article states that Creating positive attitudes
    towards Music as a school subject is one of the most important things a
    lecturer in Music Education may do (p. 48), although this pertains to
    student teachers, it extends beyond them to their future students. If
    student teachers give a positive impression of music, and make
    learning a fun and creative venture, it is probable that their students
    will appreciate music and go on to continue their music education later
    in school, and perhaps even beyond.

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