MUSIC TEACHER SOCIALIZATION IN THE PRE- SERVICE YEARS: PARTNERSHIPS IN EARLY CHILDHOOD

Transcription

1 MUSIC TEACHER SOCIALIZATION IN THE PRE- SERVICE YEARS: PARTNERSHIPS IN EARLY CHILDHOOD

2 Panel Members: Hilree J. Hamilton, University of Wisconsin-River Falls Alison Reynolds, Temple University Joanne Rutkowski, The Pennsylvania State University Cynthia Taggart, Michigan State University Wendy Valerio, University of South Carolina

3 Background Undergraduates initially view music learning/teaching environment through the lens of their recent high school ensemble experience. Music teacher certification in many states is Music, K- 12 or Music Pre-K-12. Preparation to teach all children, grades K-12, in any public school, music-learning setting. How can we, as music teacher educators, socialize preservice music teachers to this broader context of music learning? How can we guide them to shift their focus from music teaching ( me ) to music learning ( students )?

4 Early Childhood Partnerships How was the partnership established? What is the faculty member s role in the partnership? What opportunities has the partnership provided for pre-service music teachers? What evidence exists that the partnership is assisting with the socialization of pre-service teachers?

5 University of Wisconsin River Falls Establishment of Partnership: WI Teaching Licensure Rule (PI 34) was implemented throughout the state and impacted coursework at UWRF in Mandated that pre-service teachers getting K-12 certifications have some experience with preschool aged children. Allowed each campus to create own experiences. H. Hamilton contacted two campus early childhood programs Volunteered to begin preschool music program

6 Faculty Member s Role Lead music sessions with the preschool children a model for students in the methods class a music education experience for children in the preschool an opportunity for me (Hamilton) to continue to work with children Organize Holiday Sing Along for preschool children and their families elementary methods students assist gain insights into how to structure this type of musicsharing event

7 Opportunities for Pre-Service Teachers Varied early childhood experiences in two of their required music education courses Introductory level course Includes: observing, participating, assisting in sessions Elementary methods course Includes: observation, participation, assistance Progresses to leading sessions and working with a peer partner to assess children s learning

8 Assisting with Socialization? Intro level course Students write reflection papers about the experience Methods course Students complete observation form based on the Schwab four commonplaces of curriculum write about the learner, teacher, context, and content Schwab, J. J. (1970). The practical: A language for curriculum. Washington: National Education Association, Center for the Study of Instruction. plan and lead music groups, and assess the children s learning complete a self-assessment about their preparation and presentation and a reflection of the experience

9 Findings UWRF Socialization Music Education Majors reported enjoying working with the children being challenged by complexities of activities they had perceived as simple singing children s songs correctly, leading instrumental and movement activities, singing storybooks recognizing need for more preparation needing to figure out how to be playful, yet on-task in this learning environment Hamilton noted Preservice teachers abilities to adapt instruction to meet children s needs i.e., adding verses to songs to incorporate children s suggestions, improvising melodies

10 Temple University Establishment of Partnership Fall 2008: CMENC Chapter #51 has tradition of service-learning (since 2002) Learned about Caring People Alliance (CPA) child care (6 wks to 5 years of age) housed in RW Brown Community Center while beginning CMENC s partnership with Hope Partnership School (middle school students who have failed in other academic settings), also in the center Spring 2008: CMENC partnership with (CPA) Jill Reese, graduate student liaison organized music interactions for interested CMENC members with four groups of children in three classrooms. She prepared CMENC members as assistants and lead teachers as they were ready. Reynolds and Reese taught in center; initiated research partnership with CPA administration Fall 2008: Study with infants began Reese: graduate co-pi, another graduate research assistant, undergraduate research assistant (all IRB certified) Spring 2009: Reese, another graduate student and a few undergraduate teaching assistants maintained that partnership

11 Faculty Member s Role Administrate program (turn-over rate for local administration and teachers high during this period) Lead music activities Model Generate and conduct research Mentor graduate and undergraduate researchers Doctoral music education student liaison Recruiter! Teacher Co-investigator Model and mentor to new teachers

12 Opportunities for Pre-Service Teachers Interaction with members of North Philadelphia community Temple s Community Observation Service-learning Research assistance Unique to partnerships in this presentation: Selfselected experiences. Not required.

13 Assisting with Socialization? Fits Boyer s CMENC service-learning mission CMENC president selected CPA as a part of its agenda desire for continued engagement Provides alternative perspectives after this experience Realize music with children younger than five years old is possible and rewarding Challenges assumptions about others, self, and preferences for dream job Offers experience in urban setting Extends confidence about teaching in Philadelphia city schools

14 Penn State Establishment of partnership 1985 new preschool on campus Request for faculty involvement I (Rutkowski) volunteered Undergraduate practicum Began including as part of early field experience Was during junior year Spring 2008 moved to sophomore year Children ages 3-5, mixed age groups

15 Faculty Member s Role Teacher/leader during music classes Model Facilitator Coordinator Graduate student assists with classes as well

16 Opportunities for Pre-Service Teachers weekly classes a semester Some classes observe only Complete observation form Collect data for case study on one child (each is given a music buddy Other classes participate Sit with children Participate in all activities Continue activity begun by lead teacher Lead activity as assigned Collect data for case study

17 Assisting with Socialization? Anecdotal evidence Fall of 28 juniors elected to continue teaching a weekly class at the Center Only 1/3 of those are tracking general music Entrance to program interviews these children are amazing! I didn t think I d enjoy young children this much. Surveys of graduates Many comment this experience the most valuable practicum experience of program Correspondence from former students I m now teaching young children and relying on the Center experience

18 Michigan State University Establishment of Partnership: Two-fold with in the Community Music School at MSU Early Childhood Music Program (ECMP): Part of the Community Music School Two branches: East Lansing and Detroit Early On: Part of ECMP Formed partnership with ECMP after observation and decision that there were symbiotic needs Benefits for Early On: Appropriate group experiences for their children Benefits for ECMP: Teachers work with special needs population

19 Faculty Member s Role Community Music School Direct the Early Childhood Music Program Hire, coordinate, and evaluate teachers and assistants Design curriculum Teach classes Early On Program Serve as liaison between the two programs Generate and conduct research

20 Opportunities for Pre-Service Teachers Assist: help teacher, plan and teach one activity or more as comfort level increases Required in early childhood methods course (unpaid field experience) 1. Work with the same children all semester (always in Community Music School, sometimes in Early On classes) 2. Keep weekly log of reflections and evidence of learning Optional after completing the methods class (paid) Teach: lead classes with an assistant (paid) Offered after demonstrating exceptional skills and readiness as assistant

21 Assisting with Socialization? Evidence from weekly journals: Preservice teachers Become more observant and more child-centered Learn how to interact with parents and other teachers Improve teaching skills Begin to think on their feet more quickly: develop a repertoire from which to draw when they are making decisions about what to do next or in response to student interaction Seem better prepared at beginning of student teaching: tend to "hit the ground running" more easily Preservice teachers who have worked with Early On often seek additional experiences with special needs children and participate in the summer Music Therapy camp.

22 University of South Carolina Establishment of Partnership Children s Music Development Center at USC School of Music (1996) Partnership 1 Music education partnership with a local Catholic elementary school (1997) Partnership 2 Children s Center at USC (1998)

23 Faculty Member s Role Children s Music Development Center Hire teachers Create schedule Develop and Monitor curriculum Teach classes Coordinate weekly undergraduate music education practica during the spring semester Coordinate parent education Serve on Children s Center Advisory and Research Review Boards

24 Opportunities for Pre-Service Teachers Observations Practica Weekly reflections Video-taped practica Review video-tape with instructor Data collection sites for research

25 Assisting with Socialization? Valerio, W. V., & Freeman, N. K. (2009). Pre-service teachers perceptions of early childhood music teaching experiences. Bulletin for the Council for Research in Music Education. Research Questions How did participants perceive themselves and young children while they engaged in a series of early childhood pre-service music teaching experiences? How did the participants perceive those experiences to influence teacher preparation and other life experiences?

26 Results Three themes emerged with regard to the first research question: developing confidence, recognizing children s music responses and development, and adapting while teaching. Two themes emerged with regard to the second research question: transferring music skills, content, and activities and connecting to community, and using reflection for understanding child development and self-development.

27 Karyn said: This is the one [university course] that I think gave me the most confidence to be in front of a classroom because it was doing something I wasn t comfortable with to begin with, so it made me it s okay to be in front of a group of kids and do all these crazy things and exciting fun things. So I think this one [university course] out of all of them gave me the most confidence to be in front of a group of kids.

28 Synthesis of Five Partnerships

29 Common Elements Across Partnerships Campus related Child care centers Community Music School Community based - close proximity to campus Volunteer Faculty sought opportunity Teach and coordinate Involvement of student assistants Often associated with a course

30 Challenges and Benefits Challenges Time and Scheduling Benefits Faculty get to work with kids! Model for students they see us as teachers Repeated encounters (children, activities and content) Pre-service teachers begin to understand that musicianship begins earlier than expected Many states may include prek in certification

31 Recommendations Research Collect systematic data on pre-service students development Be more systematic in investigating how these experiences may impact their teaching at other levels and settings Dialogue with others who have similar programs Start small Be prepared for mess! Include a reflective component

32 Questions?