Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2015
Document Type
Portfolio
Abstract
This course is taken during the spring semester of the junior year in the Bachelor of Music Education degree. The field experience places students inside schools weekday mornings over 5 weeks following Spring Break, and following core music education methods courses in instrumental and choral teaching (i.e., Instrumental Methods MUED 345 and Choral Methods MUED 346). The UNL undergraduate bulletin describes this course as simply, “Supervised teaching experiences in school.” Students are placed in school settings in the discipline opposite their applied instrument. Specifically, vocal applied students are placed in instrumental settings, and instrumental applied students are placed in vocal setting. As BME students are licensed K-12 Music, they must be prepared to teach in any level or school music discipline. The purpose of this course inquiry was to measure junior music education student school-based field experience models. All junior music education students at University of Nebraska - Lincoln during the spring semester of 2014-15 (N = 25) were asked to complete a researcher-designed questionnaire for their self-reporting of experiences in schools during a 5-week period and resulting growth as secondary vocal or instrumental teachers. Differences and similarities between students in a field setting alone, with a partner, or in a small laboratory group supported at all times by a music education faculty member were examined.
Included in
Higher Education Commons, Higher Education and Teaching Commons, Music Education Commons, Music Pedagogy Commons
Comments
Course portfolio developed as part of the UNL Peer Review of Teaching Project (peerreview.unl.edu)
Copyright (c) 2015 Dale Bazan