Determining expertise in teaching is a matter of some debate; even less is known about expert general music teaching. This gap in the literature is problematic for administrators and teachers, as accurate hiring and retention practices depend on the ability to recognize or demonstrate expert music teaching. One approach to understanding teacher expertise is through an analysis of master teacher practices and motivations. In this multiple instrumental case study, the practices of 10 teacher-educators in the Orff Schulwerk general music approach were examined. The intent was to discover commonalities in lesson preparation and instructional delivery which foster 21st century skills, creativity, critical thinking, self-expression, and musicianship. Through the analysis of videotaped lessons and interviews, 17 themes emerged. Results of the study may impact how music educators and administrators identify excellence in general music instruction, what effective professional development looks like for teachers, and how 21st century skills are fostered in and out of the general music classroom.
|School:||American College of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Music education, Teacher education, Education|
|Keywords:||Instrumental case study, Creativity, 21st century skills|
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