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Proceedings of the 22Nd International Seminar of the ISME Commission on the Music in Schools and Teacher Education Commission (MISTEC)

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Proceedings of the 22Nd International Seminar of the ISME Commission on the Music in Schools and Teacher Education Commission (MISTEC) Proceedings of the 22nd International Seminar of the ISME Commission on the Music in Schools and Teacher Education Commission (MISTEC) NYU Prague, Czech Republic 8th-12th July 2018 Editors Marie-Louise Bowe & Brad Merrick ©International Society for Music Education 2018 www.isme.org National Library of Australia Cataloguing-in-Publication Author: ISME Music in the School and Teacher Education Commission (MISTEC) Title: Proceedings of the 22nd International Seminar of the ISME Commission on the Music in the School and Teacher Education Commission (MISTEC), Prague, Czech Republic [electronic resource] ISBN: 978-0-6481219-7-8 Notes: Includes bibliographical references. Subjects: Music--Congresses. Music in education--Congresses. Music instruction and study--Congresses. Music teacher education -- Congresses. Music and creativity -- Congresses. ISME Music in the School and Teacher Education Commission (MISTEC) 2 MISTEC Mission The ISME Music in Schools and Teacher Education Commission (MISTEC) held its first seminar in 1976. MISTEC believes that music should be made available to all students in all schools and at all levels by professional music educators. The Commission further supports the premise that teacher education programmes should aim to produce highly qualified future music teachers and support their continuous professional development. The mission of MISTEC is to promote and support: ● the development of research expertise in the field of music teacher education, including the creation of new methodologies; ● the development of theoretical innovation and new practical approaches for music teacher education; ● international collaboration between professionals from different regions of the world, including the setting up of joint research projects between different institutions; ● the exchange of multicultural resources and innovative teaching approaches between ISME members who work in teacher education. ● policy discussion aiming to share experiences between professionals and institutions from around the world; and ● colleagues around the world to influence the formation of educational policies so as to ensure that there will be quality music education for all children. The above Mission will be achieved by MISTEC through the promotion of activities such as biennial Commission Seminars, ISME World Conferences, the dissemination of research and information through various types of publications, and networking offered to ISME members. MISTEC Commissioners (2016-2018) ● Julie Ballantyne, Chair (Australia), ● Alex Ruthmann (USA) ● Marie-Louise Bowe (Ireland) ● Smaragda Chrysostomou (Greece) ● Bradley Merrick (Australia) ● Maria-Cecilia Jorquera (Spain) 3 The ISME Music in Schools and Teacher Education Commission expresses its sincere appreciation to the following people and organizations for their support and sponsorship: Alex Ruthmann Seminar Host NYU Prague, Czech Republic Julie Ballantyne, Seminar Chair Smaragda Chrysostymou, University of Athens, Greece ISME Board Liaison All papers and workshops were peer reviewed by the MISTEC commissioners: ● Julie Ballantyne (Australia), Chair ● Alex Ruthmann (USA) ● Marie-Louise Bowe (Ireland) ● Smaragda Chrysostomou (Greece) ● Bradley Merrick (Australia) ● Maria-Cecilia Jorquera (Spain) However, all poster/workshop abstracts (short and extended) were not. 4 Opening Remarks and Welcome Julie Ballantyne, Chair The Music in Schools & Teacher Education Commission (MISTEC) of the International Society for Music Education (ISME) was held in Prague, the Czech Republic from 8-12 July, 2018. Following an unprecedented number of high-quality proposals, we saw 13 papers, three workshops, two local presentations by Czech music educators, and 40 poster presentations. In 2018, poster presentations took on a new format (lightening presentation + extended abstract option + 1-hour presentation), which was very popular with presenters and attendees alike. It was also notable that close to a third of the attendees at this year’s conference were practitioners (music teachers) from around the world, with significant numbers of teachers from the USA, Thailand and Australia. Crucially, we welcomed five Czech participants including representatives from the School system, Czech Philharmonic, and Orff Society. Hosted by NYU Prague, and sponsored by the University of the Arts, Helsinki and NYU Steinhardt, the conference was very successful. The delegation that came with the Global Visions Project enabled some thoughtful interchange of ideas particularly on the Tuesday when they had many presentations and roundtables. There were 124 registered participants over the week, with attendees from Australia, Brazil, Canada, China, Colombia, Czech Republic, Ireland, Finland, Greece, Hong Kong, Iceland, Israel, Japan, Kenya, New Zealand, Nepal, Norway, Scotland, Singapore, Spain, Sweden, Switzerland, Thailand, Turkey, the USA and the UK. The conference dinner was held atop a roof in the old part of town, looking towards the Old Town Square, and on another evening, we were entertained by the Tap-Tap ensemble, which provided a wonderful insight into the musical culture of Czech Republic. Over the course of the week, we were challenged, inspired and nourished in equal parts. The friendships made at this conference are sure to last the test of time, and the research collaborations that emerged are truly exciting. And so, I'd like to close in thanking my fellow commissioners - Alex Ruthmann, Marie-Louise Bowe, Bradley Merrick and Maria-Cecilia Jorquera. Without their tireless work, this conference would not have been possible, and it is because of their commitment to music education research that MISTEC continues to go from strength to strength. Julie Ballantyne (Commission Chair, 2016-2018) Commissioner Snapshots Stories of early-career music teachers in Australia over the past 15 years Julie Ballantyne Catching and releasing possibilities in unchartered waters: Scaling musical performance with pre- service primary teachers Marie-Louise Bowe Current issues in Greek music education Smaragda Chrysostomu Direct declarations: An articulating element for teacher professional identity from the complexity perspective Maria-Cecilia Jorquera Do you want to advocate for music education? Then just ask the students what music means to them. Bradley Merrick Design methods for creating curricular projects with students and teachers Alex Ruthmann 5 Table of Contents I. Papers Music education in times of trouble Eva Sæther............................................................................................................................12 Getting out of Carnegie hall: Problematizing a musician-teacher collaboration Ailbhe Kenny.......................................................................................................................24 Theory and practice in ubiquitous music research at a basic education context with high school students in and out of the classroom Maria Helena de Lima……………………………………………………………………..35 Sowing the seeds of global lifelong learning through music: Advancing early childhood music education together with Hong Kong teachers Lily Chen-Hafteck & Marina Wai-Yee Wong.....................................................................46 “Music harms you”: A refugee student narrates his music learning journey Elissavet Perakaki………………………………………………………………………….57 Reflections on a three-way mentoring program using ePortfolios: I pagliacci (Leoncavallo) under the buddy mentoring program Narelle Yeo & Jennifer Rowley……………………………………………………………67 Lifelong learning through music: Opportunities for teacher education Emily Achieng’ Akuno.........................................................................................................76 Drawing on experience: The use of visual images in processes of teacher identity development Wendy Brooks.......................................................................................................................85 A life-long perspective to growing music teacher identity Siew Ling Chua.....................................................................................................................98 Jump in and run with it: Taking a creative risk, partnership working to enhance music and arts education Pauline Black………………………………………………………………………………109 Musical futures professional learning in the classroom Neryl Jeanneret & Emily Wilson………………………………………………………….120 “What I learned from prison: Practice teaching with community-based learning partners” Jody L. Kerchner...................................................................................................................131 Digital media use and secondary music education Valerie Peters, Susan O'Neill & Zara Pierre Vaillancourt....................................................140 6 II. Workshop Abstracts STEAM education: Empowering students to become music inventors through the application of coding, electronic building blocks and contemporary music composition techniques Chi Hin Leung......................................................................................................................152 Video as pedagogy: Scaffolding, supporting, structuring, and sustaining teacher reflection in music education Frank Heuser, Marita Kerin, Mildred Yi & Paula Hughes...................................................153 RECOMPOSED: Engaging secondary school students through meaningful composition projects Andrew Pennay...................................................................................................................
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