Integrating General and Jewish Music in Elementary Jewish Day School Music Curricula
AdvisorParker, Elizabeth Cassidy
Committee memberConfredo, Deborah A
Dilworth, Rollo A
Jewish day schools
Permanent link to this recordhttp://hdl.handle.net/20.500.12613/8567
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AbstractThe purpose of this qualitative multiple case study was to examine how music teachers at Jewish day schools integrate both general music skills and repertoire with Jewish repertoire and themes in their curriculum. Research questions included: (1) How do music teachers at Jewish day schools integrate general music skills and repertoire with Jewish repertoire and themes? (2) What challenges do teachers face when implementing their curriculum in the Jewish day school environment? (3) How do teachers describe their decisions to integrate? (4) How do their beliefs and values impact integration? And (5) How do teachers understand their role as music educators in a Jewish day school? Research on music education in Jewish day schools is a rarity, and as of the completion of this study, no apparent research yet examined the integration of general and Jewish music. For this study, I selected three general music teachers at the lower school or elementary level from two Jewish day schools in the Northeastern United States that represented different Jewish communities. Data collection consisted of three semi-structured interviews, three-four observations of general music classes for kindergarten through fifth grade, and artifacts.Data analysis revealed the following findings, organized by the five research questions. Participants integrated general and Jewish music through music basics and deliberate curricular decisions. They faced the challenges of time, tensions between values and practical considerations, and on some occasions, support. Participants made decisions about integration by taking the repertoire-first or concept-first approach, and then checked to make sure that their lessons were multicentric. Participants’ beliefs and values fit the overarching theme of “feet in two different worlds.” Two participants, Shira and Tamar, derived their beliefs and values from the general music world, the Jewish music world, and from a combination of the two. One teacher, Kate, who is not Jewish, derived her beliefs and values from the general music world and showed a belief in being open to Jewish music. Shira saw her role as “The Connector,” Tamar viewed her role as “The Advocate/Connector,” and Kate viewed her role as “The Facilitator.” This research strives to shed light on the practicalities and thought processes involved in integrating Jewish and general music that will transfer to other Jewish day schools, other Jewish educational institutions, and other faith-based schools.
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Pre-Service and In-Service Music Teachers' Perceptions of Readiness to Teach East Asian Vocal MusicDilworth, Rollo A.; Confredo, Deborah A.; Buonviri, Nathan O.; Lindorff, Joyce, 1950-; Burkhardt, T. W. (Theodore W.), 1940- (Temple University. Libraries, 2015)The purpose of this study was to investigate and compare pre-service and in-service music teachers' perceptions of readiness to teach East Asian vocal music. Through a survey design, the study focused on pre-service and in-service music teachers' preparation, satisfaction, and self-confidence to explore the extent to which the two groups of music teachers feel ready to teach East Asian vocal music. A web-based survey was developed to explore pre-service music teachers' perceptions of readiness to teach East Asian vocal music. It was sent to 149 pre-service music teachers who were undergraduate music education majors at eight northeastern NASM accredited universities. A similar web-based survey was developed to explore in-service music teachers' perceptions of readiness to teach East Asian vocal music. It was sent to 132 in-service music teachers who were K-12 public school certified music teachers in Mid-Atlantic states. The two surveys were designed for pre-service and in-service music teachers to rate their multicultural/world music training regarding East Asian vocal music in order to reflect their preparation, satisfaction, and self-confidence in teaching East Asian vocal music. Data regarding participants' demographic information (e.g., gender, age, ethnicity, educational background, second language learning), collegiate course work, music education faculty, and musical experiences were also collected to investigate what factors influenced pre-service and in-service music teachers' preparation, satisfaction, and self-confidence in relation to their perceptions of readiness for teaching East Asian vocal music. Descriptive statistics (e.g., frequency distribution, central tendency, and dispersion) were used to analyze demographic data, responses to questions in Preparation component, Satisfaction component, and Self-Confidence component, and responses for the questions reflected participants' beliefs about teaching world music and East Asian vocal music. Inferential statistics (Cronbach's Alpha Coefficient, Pearson Correlation, and Independent-Sample T-Test) were used to analyze factors that influenced participants' perceptions of readiness to teach East Asian vocal music, and to compare the differences in perceptions of readiness to teach East Asian vocal music between pre-service music teachers and in-service music teachers. Data revealed that both pre-service and in-service music teacher participants felt they received inadequate preparation for teaching East Asian vocal music from their college training and professional development experiences, they felt dissatisfied with their college programs and training experiences in relation to teaching East Asian vocal music, and they did not feel confident to teach East Asian vocal music. The results of the t-tests suggested that no significant differences existed in the perceptions of readiness to teach East Asian vocal music between pre-service and in-service music teachers.
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