New music teachers often struggle to find a way to connect the
content learned in college classes with the content that will be
taught in the classroom, since the nature of their work demands a
high level of both musical and educational ability, while also the
skills to switch from tuning an orchestra to leading a marching
band or practicing voice parts with a chorus. Becoming a Music
Teacher: Student to Practitioner focuses on making the connections
between the college music classroom and public school music
classroom transparent, visible, and relevant. Award-winning music
educators Donald L. Hamann and Shelly Cooper have created a
versatile text for music teacher education, and one that will
provide a significant resource for music education students across
the US. Based around an innovative organization and approach,
Becoming a Music Teacher is made up of 40 short modules that focus
on increasing a teacher's comfort and confidence level when
instructing or leading groups. Each module is broken down into four
individual components that demonstrate real life transfers from
classes to classroom through the components of Personal Awareness,
Personal Musicianship, Pre-Conducting, and Professional Knowledge.
The Personal Awareness component gives a lesson on good teaching
skills by focusing on body awareness, body language, and
communication styles rather than abstract theories of education.
Personal Musicianship provides a guided learning approach to
teaching sight-singing and opportunities to create both vocal and
instrumental accompaniments with the songs that are included in the
modules. Pre-conducting discusses ways in which certain gestures or
concepts could be used in rehearsing a school ensemble through the
development of hand/arm independence, posture, and gestures.
Professional knowledge links the module to the real world and
places it in the context of the workplace, offering advice on how
to work with other teachers and administrators, and includes
characteristics of successful teachers, the role of schools in
contemporary society, and diverse learners. When taken together,
these components help the student develop a genuinely rounded skill
set for the classroom. The lessons are activity-based and
interactive, allowing readers to experiment, communicate, and
provide feedback. The modules are also flexible and have been
designed to be easily integrated into a music education classroom
and applied to specific age groups, includingadult learners, a
demographic many music education students encounter but one rarely
discussed in music education classrooms. Each module stands alone,
allowing instructors to customize their lesson plans by selecting
or highlighting the modules most relevant to their class. This text
also includes exercises that promote reflection on professionalism,
collegiality, and legal factors that affect both students and
teachers, not found in most education texts.
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