MUS ED 4
Name: FRANCINE KATE SANTELLI A. YEBAN
Directions: Choose five articles on student teaching in music education or other specializations. Get the journal articles from
Ebsco, Science Direct, or Eric.
Title/web link
Music Education Facing New Challenges
https://www.sciencedirect.com/science/
article/pii/S1877042812022926
Analysis of Music Education Objectives
in Learning Domains
https://core.ac.uk/download/pdf/821120
41.pdf
Reflections On Journal Article Readings
Problems and Findings of the study
This article focuses on finding new bases for
Finnish school music education. It outlines
current music education and points out
difficulties that are caused by rapid changes in
music culture.
The purpose of the study was to find out the
extent to which Slovenian general education
teachers follow the principles of a balanced
music objectives planning in the prevailing
affective, psychomotor and cognitive domains.
Reflections/Contextualization Questions
The conclusions suggest that music education What is music and its
today should be built on music making and essence in Finland today?
listening. It can no longer be based on
traditional frames because it is not familiar to
children of today. Music education should be
based on research and new ways of teaching
and learning musical skills and knowledge
should guide its practice.
Planning and implementation of music What is the extent of
education require realization of musical musical objectives planned
objectives in interaction of the affective, in Slovenian lesson plans
psychomotor and cognitive domains. The in the prevailing affective,
main focus is on holistic development, even psychomotor and
though we use distinct terms for various cognitive domains?
domains in order to better understand the
complex dimensions of musical learning.

Music Education and Student Self-
Concept:
A Review of Literature
http://music.arts.usf.edu/rpme/rpmerey
n.htm
An Examination of Music Student
Teaching Practices Across Institutions
Accredited by the National Association
of Schools of Music
https://www.jstor.org/stable/10.5406/b
ulcouresmusedu.217.0027
The findings of this study provide some
limited evidence that the set of circumstances
associated with self-esteem development may
be more complex than merely teaching music
to students in school as compared with
students not having school musical
experience.
The purpose of the present study was to
examine music student teaching practices
from music education institutions accredited
by the National Association of Schools of
Music across the United States.
Findings indicate more similarities than
differences across institutions with respect to
student teaching policies and procedures.
From this literature there are implications How do students develop
that students with high self-concepts of a positive self-concept of
musical ability and expectations for success music ability?
will respond persistently to a challenging
musical task, whereas students with low self-
concepts and low expectations for success
will tend to give up on the same musical task.
Awareness of the unique circumstances, What prerequisites do
individuals, and requirements inherent in institutions require prior
each student teaching experience can help to beginning student
participants to provide the best possible teaching?
practicum for everyone. Student teachers
need to be aware and reflective about their
own teaching, and to seek out feedback or
advice whenever possible. Cooperating
teachers should provide consistent time for
such conversations to happen, and build
rapport with their student teachers to further
growth.
Beginning Music teachers’ perceptions
of the transition from university to
teaching in schools
https://www.tandfonline.com/doi/abs/1
0.1080/14613800500042141?
src=recsys&journalCode=cmue20
Findings from this study inform pre-service
and in-service teacher educators, and
administrators who supervise beginning
teachers’ development, as they plan for
professional development and mentoring
opportunities for beginning music teachers.
Given the complexity of the settings in which How are they been
music teacher’s work, effective pre-service assisted by formal and
teacher education programs must be informal mentors?
accompanied by appropriate mentoring and
professional development experiences if high
teacher attrition rates in music education are
to be addressed.