Envisioning Music Teacher Education

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This volume will contain selected proceedings from the 2013 Symposium on Music Teacher Education, sponsored by NAfMEs Society for Music Teacher Education and hosted at University of North Carolina. After an introduction written by SMTE Chair, Doug Orzolek, the initial chapter will represent the keynote address of the symposium by Karen Hammerness, Director of Program Research for the Bard Master of Arts in Teaching Program. Hammerness will bring her comparative work with music teacher educators in Finland and Norway to bear in her address: From Inspiring Visions to Everyday Practices: Exploring Vision and Practice in Music Teacher Education. Hammernesss research distills into three main themes. To mitigate against the fragmentation that characterizes so much of contemporary education, teacher education programs must: 1) promote a clear vision of teachers and teaching; 2) be coherent, reflecting shared understanding of teaching and learning among faculty and students; 3) be built around a strong, core curriculum that is deeply tied to the practices of teaching. These three themes will orient the remainder of chapters in the volume, which will come from invited primary presenters at the 2013 Symposium. Due to selectivity of blind peer review (twenty-one percent accept rate), these presentations represent the most rigorous research, and best practices grounded in research, that the music education profession has to offer.

Reviews

This book is all about challenging the current status quo in U.S. music education. Conkling has encouraged the authors to envision new horizons for the profession. Philosophical, and with concrete ways to action change, this collection of thoughtful chapters brings those of us passionate about music teaching education face-to-face with the contexts in which we work by providing frameworks though which we might re-consider pedagogy, curriculum, program design, and the profession at large. From the perspective of an international understanding of music education, Envisioning Music Teacher Education gives us access to a progressive movement for change. -- Lee Higgins, president-elect, International Society for Music Education
Since 2005, the National Association for Music Educations Society for Music Teacher Education has held a Symposium to advance and promote the practice of preparing music educators to teach in schools across the nation at the University of North Carolina at Greensboro. Each biennium that this Symposium has been held, it has grown in popularity and prestige, in large part due to the quality of the presentations that are part of the Symposiums program. This book, edited by Susan Wharton Conkling, represents the excellent thinking and research summaries of many of the nations finest scholars engaged in preservice music teacher education from the 2013 Greensboro Symposium. It is a must read for graduate students and faculty who want to be leaders in envisioning an exciting new future for the profession. -- Glenn E. Niermann, president, National Association for Music Education
Asa music administrator in higher education for the past twenty-five years, I have had the pleasure of working closely with many talented, caring, and creative music educators. InSeptember 2013, I was invited to attend the symposium of the Society for Music Teacher Education for the first time, and there I observed a vibrant community of music faculty and graduate students from around the country passionately engaged in conversations about their collective and individual visions for music teacher education programs.Envisioning Music Teacher Educationgathers the reflections of some of these scholars, each articulating a different way of translating vision into practice. Congratulations to SMTE for the visionary work that continues to advance the profession. -- Sue Haug, director of the school of music, Penn State University and Vice president, National Association of Schools of Music (NASM)

Author Bio

Susan Wharton Conkling is a professor of music and music education at Boston University, where she teaches courses in conducting, choral methods, and doctoral-level research. As a teacher and scholar, Conkling has been a leading voice for the Scholarship of Teaching and Learning movement in the performing arts, beginning with a Carnegie Fellowship in 1999. She also is well-known for her efforts to create professional development partnerships between public schools and collegiate schools and departments of music. Her research interests include the professional development of music teachers, particularly in schools affected by poverty and income inequality, and the designs for and intersections of learning experiences in postsecondary institutions. Conkling serves as the national chair of the Society for Music Teacher Education.