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Perception Research Proceedings of the 18th International Seminar of the ISME Commission on Music Policy: Culture, Education, and Mass Media Birmingham Conservatoire, Birmingham City University, Birmingham 20-22 July 2016 Editors Hung-Pai Chen Patrick Schmidt All abstracts presented at the 2016 ISME World Conference in Glasgow, Scotland, were peer refereed before inclusion in the Conference program. In addition, completed papers were fully (blind) refereed by a panel of international authorities before inclusion in the Seminar Proceedings. Editorial Board Hung-Pai Chen (Co-Editor) Patrick Schmidt (Co-Editor) Alethea DeVillers Alexandra Kertz-Welzel Patrick Jones National Library of Australia Cataloguing-in-Publication Author: ISME Commission on Music Policy: Culture, Education, and Mass Media International Seminar (18th : 2016: Birmingham, England) Title: Proceedings of the 18th International Seminar of the Commission on Policy: Culture, Education, and Media, Birmingham, England [electronic resource] ISBN: 978-0-9942055-6-8 (ebook) Notes: Includes bibliographical references. Subjects: Music--Congresses. Music in education--Congresses. ISME Commission on Policy: Culture, Education, and Media Dewey Number: 780.7 ©International Society for Music Education 2016 www.isme.org 2 The Conference Organizing Committee and ISME are grateful to the following people who provided expert, independent advice and who acted as referees for selecting papers and workshops for presentation at the 2016 Pre-conference seminars of the ISME World Conference. Our sincere appreciation is expressed to the following people and organizations for their support and sponsorship: Richard Hallam Music Education Council Trinity College London Birmingham Conservatoire The Seminar Host Institution and contact Professor Julian Lloyd Webber, Birmingham Conservatoire, Birgmingham City University Paradise Place, Birmingham, B3 3HG, United Kingdom Commissioners 2014-2016 Patrick SCHMIDT, Canada/Brazil (Chair) Hung-Pai CHEN, Taiwan Alethea DE VILLIERS, Republic of South Africa Patrick M. JONES, United States of America Alexandra KERTZ-WELZEL, Germany 3 Mission The Commission on Music Policy: Culture, Education, and Mass Media was established in 1976. The Commission was established in order to provide a venue for scholarship, dialogue and practice around policy-directed issues and their impact upon music education. The commission aims to: ñ examine and explore issues concerning cultural, education and media policy development and implementation; ñ provide an international forum for debate, exchange of information, communication, critical analysis and expansion of knowledge regarding policy development; ñ recognize the dynamic nature of policy development and music education by responding to issues identified in meetings of the Commission; ñ promote international collaboration through developing joint research projects across different geographic regions; ñ disseminate the proceedings of seminars internationally; ñ ensure the broadest possible geographic representation at Commission seminars, including new and experienced researchers. 4 TABLE OF CONTENTS Page Professional development and policy engagement: In-service teachers and state-level curriculum development ………………………………………………………………8 Carla E. AGUILAR The rhetoric of inequality: Leaving no child behind because every child matters………………………………………………………………………………..20 Cathy BENEDICT & Alison BUTLER Education, entertainment and a school music festival...……………………………...45 Susan BUCHAN Knowledge in education – Working collaboratively to provide a rich music education……………………………………………………………………………..75 Francesca CHRISTMAS Adapt or die in the creative arts: The case for protean careers………………………94 Alethea DE VILLIERS Policy and assessment in lower secondary school music education – the English experience…………………………………………………………………………...132 Martin FAUTLEY Policy (re)cycling in education, the arts and culture………………………..…...….151 David FORREST Cultural cooperation between a regional government and idea-driven organisations: seven music projects applications…………………………………………………..169 Daniel FREDRIKSSON Tracking policy trajectories in music education…………………………………….189 Stephanie HORSLEY & Geir JOHANSEN Creating a quality music education framework……………………………………..212 Neryl JEANNERET & Emily WILSON 5 A comparison of policies and their implementation for music teacher initial licensure in the United States and the Republic of Korea…………………………………….232 Joo Hyun KANG Turning a private into a public interest: what music education policy can learn from sociology of music education………………………………………………..……..252 Alexandra KERTZ-WELZEL Policy review: Providing a direction for Taiwanese Musically Talented Programs……………………………………………………………………………269 Wen-Fu LI Creating the other – Music in the new Swedish curriculum for schools……………298 Lia LONNERT De-professionalizing music education: How standards as policy underserve music, teachers, and students…………………………………………………...…………..327 David E. MYERS Music educators’ stances at policies crossroads ……………………………………344 Lluïsa PARDÀS Arts and music education research at the University of Chile: Creating policies for knowledge production…………………………………………………………..…..363 Carlos POBLETE LAGOS Mandatory culturally responsive music education in British Columbia, Canada: Possibilities and considerations……………………………………………………383 Anita PREST Political economy and global arts for social change: A comparative analysis of youth orchestras in Venezuela and Chile………………………………………………….413 Emma STROTHER The death of a privately-operated theatre: A wrestling among arts, commercialism, and government policy………………………………………..……………………441 Ya-Wen YANG, Hung-Pai CHEN, & Hsiao-Mei SUN 6 Colloquium: Evaluation in Preservice Teacher Education Policies and practices governing program approval, candidate assessment, and teacher evaluation in Massachusetts …………………………………………………….…462 Ronald KOS The development and early implementation of a statewide teacher education assessment system………………………………………………………………..…472 Daniel S. HELLMAN Implementation of a State Teacher Licensure Rule ………..………………………485 Carla E. AGUILAR Bildung and the master teacher: issues in pre-service teacher education in German……………………………………………………………………………...498 Alexandra KERTZ-WELZEL Colloquium: Globalization? Localization? In the aftermath of the Dual Identity Issue in Asian Music Education Globalization? Localization? In the aftermath of the dual identity issue in Asian music education: A perspective of the evolution of curriculum documents in Taiwan …...506 Hung-Pai CHEN Localization and globalization of song repertoire in the Singapore general music education programmes (1965 - 2015): A historical study………………………….519 KOH Chee Kang Globalization? Localization? In the aftermath of the dual identity issue in Asian music education: Policy and music curricular developments in Malaysia………………..534 Shahanum MOHAMAD SHAH Globalization? Localization? In the aftermath of the dual identity issue in Asian music education: Korean students’ cultural identity with the global power of media……..545 Sang ah SEOK Globalization? Localization? In the aftermath of the dual identity issue in Asian music education: Hong Kong………………………………………………………………553 Pan-hang TANG 7 Professional development and policy engagement: In-service teachers and state-level curriculum development Carla E. AGUILAR Metropolitan State University of Denver, United States of America Abstract The purpose of this paper is to provide narrative inquiry on the approach one state in the United States took to engage with in-service teachers in policy by developing curriculum based on the state level standards. Music teachers from urban, suburban, and rural areas were provided training and assistance to develop standards-based music units across grade levels from K-12. The questions guiding this research were (a) why should a state use in-service teachers to participate in state level curriculum development?; (b) how might professional development in curriculum development impact the day-to-day teaching in their classroom?; and (c) how might in-service teachers view their participation in the project as engaging in state level policy? Data were collected through interviews with some of the participants and leaders of the project and through the state-level music units. Results of this study indicate that engaging with state level curriculum development is one way in which in-service teachers can provide a positive impact on policy and the music teaching profession. By participating in this project, teachers were more aware of what state-level curricular policies existed and were 8 able to use this information and training in their school districts to provide additional information and leadership to their colleagues. Implications for this research suggest that engaging teachers in professional development can provide a positive outlook on policy and engaging in policy as a means of professional development. Keywords music education, policy, professional development, standards, curriculum, in-service Introduction With renewed emphasis on policies related to teacher evaluation, teachers in the United States are often scrutinized for happenings inside of the classroom. Focus on standardized tests results and other measures of demonstrating student growth have been pushed to the forefront. While it is impossible to ignore these aspects of teaching and evaluation, the focus on the growth of the teacher through professional development has not received the same attention.
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