7/29/2019 SMTE Poster 9-23 Edits New QR

http://slidepdf.com/reader/full/smte-poster-9-23-edits-new-qr 1/1

Developing as Teacher Educators Through the Development of an

Introduction to Music Education Course

Nathan Johnston & Emmett O’Leary

Nathan Johnston, Ph.D Student in Music Education, nathan.johnston@asu.edu; njohnstonmusic.comEmmett O’Leary, Ph.D Student in Music Education, eoleary@asu.edu; emmettoleary.com

nstructor Backgrounds

Arizona State’s New Curriculum

What We Learned

Course Content

Goals and Challenges

Resources and MaterialsDevelopment as Teacher Educators

Emmett:

• Three years of high school band experience in Arizona and Idaho

• Seven years of experience as a college band director

• Earned undergraduate degree from small state university

• Second year in Ph.D Program

Nathan:

• Five years of high school band experience in Arizona

• Nine years as adjunct faculty at local community college

• Earned undergraduate degree from Arizona State

• First year in Ph.D. Program

Goals• Cultivate student identities as part of a cohort of music

education students

• Examine professional practices of music educators

• Introduce pedagogical concepts and techniques

• Introduce reflective practice

Student Comments

Challenges

• Large class: 35 students

• Expand course offering from once a week to twice a week 

• Integrate new curricular concepts into new course

• Co-teaching course

ASU Music Education Students are Developing as:

 Flexible Musicians

Innovative Practitioners

Community Leaders

Inquisitive Thinkers

Worked extensively with students near the end of their time in ASU program as student teaching supervisors and interns in coremusic education courses. This course was our first opportunity to work with music education students early in their studies.

Orientations to Teaching

• Connect with past and look to future

• Examine influences (teachers, parents, family, experiences)

• Interview former teacher

• Personal music education Highlight Reel 

• Teaching Exercises

•Teach class a non-music lesson early in term, musicallesson at end of course

• Integrate components of teaching into exercises

Components of Teaching

• What do teachers do?

•Teacher evaluation systems as framework 

• Evaluation systems showcase important skills and traits

• Role of standards and curriculum

• Examine lesson planning, assessment, and survey learning theories

• How do teachers plan and design instructional activities?

•What is assessment’s role in the educational process?

• How have I seen these concepts at work in my education?

• Introduction to Music Education is a vital part of an undergraduate program

• Course sets tone for rest of program and can excite students about their

future coursework and experiences• Music educator identity exploration is crucial for undergraduates

• Reflective practice must be cultivated

•The way we teach is as important as what we teach. Students areconstantly watching our pedagogical decisions.

Campbell, M. R., Thompson, L. K., & Barrett, J. R. (2010).Constructing a Personal Orientation to Music Teaching . New York:Routledge.

Scott, S. J. (2012). Rethinking the Roles of Assessment in MusicEducation. Music Educators Journal , 98(3), 31–35.

Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2., p. 384). Upper Saddle River, New Jersey: Pearson.

Teaching this course:

• provided an opportunity to apply concepts and methods learned in doctorallevel teacher education courses.

• allowed us to collaborate with faculty in developing a course within theframework of a new music education curriculum.

• asked us to examine our own teaching practices and strategies to make surethey aligned with the best practices and concepts we were sharing with thestudents.

• challenged us to examine our educational identities and reflect further on

our journey as educators.

I stayed to watch her teach the younger classes, and could see her going throughthe teaching cycle and teaching some of the national standards. It was interesting to see her teaching again with the new knowledge of Bloom’s Taxonomy, theteaching cycle, and other things I haveseen in class

In the past, I was always just a ‘student,’ and lately, a switch has gone off and Ihave been thinking like a teacher. Thesepast weeks have been a constantprocess of evaluating my pastexperiences in the studio and searching for more information on my field.

 My concept of a good music teacher has changed after Tuesday’s class. Irealized how much focus I placed onmyself as opposed to the needs and reactions of the students. It caused meto reflect on the great teachers in my life. They always made me feel that my questions and concerns were valid. Their focus was on me.

Looking back on my video it looks like Iwas a lot more comfortable up therethan I was actually feeling.

I don’t regret anything from my high

school music program experiences, but Ido know that I want to give my studentsevenmore positive experiences and opportunities than I got in my timethrough school.

 Assessment as learning. This method is,in my opinion, preferable to ther others.It engages students to learn how tothink critically on their ownperformance. It encourages ownership.You are doing it for you, not because ateacher said so.

bstract

Sometimes teachers are the learners. Teaching an introduction to music education course served as a profound and formativeexperience in our development as music teacher educators. Through the design and instruction of the course, we were challenged tostrengthen our understanding of pedagogical concepts and develop our own identities as music teacher educators, whilesimultaneously fostering the developing identities of undergraduate music education students. This poster aims to share some of the

layers of learning outcomes for us and the students in the course, while showcasing how this experience dramatically impacted ourthinking and practice.