Music Teachers’ Experiences in a Summer Institute for Teaching Music Composition Using Technology
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The purpose of this study is to explore the challenges in preparing public school teachers to teach music composition within the digital environment. Focusing on in-service teachers’ experiences during a summer institute held in the United States, this study explores teacher reflections, processes, and practices as they are engaged in learning to teach music composition. This study adopted qualitative case study method and multiple data resources such as in-depth interviews, observations, researcher’s field notes and teacher-participants’ self-reflections were used. First, the main feature of summer institute was comprehensiveness in experiences of teaching and learning music composition. This institute provided motivation to apply music composition to their teaching practices while feeling aesthetic achievement, restoring confidences in creating music, and experiencing what their students would feel and think in learning composition. Second, technology influenced on the nature and interactions of teaching and learning composition in the summer institute while simultaneously providing the conveniences and the barriers. Particularly, skills and knowledge about music technology, including using software and equipping hardware, were combined with the content of learning music composition
Abstract
The purpose of this study is to explore the challenges in preparing public school teachers to teach music composition within the digital environment. Focusing on in-service teachers’ experiences during a summer institute held in the United States, this study explores teacher reflections, processes, and practices as they are engaged in learning to teach music composition. This study adopted qualitative case study method and multiple data resources such as in-depth interviews, observations, researcher’s field notes and teacher-participants’ self-reflections were used. First, the main feature of summer institute was comprehensiveness in experiences of teaching and learning music composition. This institute provided motivation to apply music composition to their teaching practices while feeling aesthetic achievement, restoring confidences in creating music, and experiencing what their students would feel and think in learning composition. Second, technology influenced on the nature and interactions of teaching and learning composition in the summer institute while simultaneously providing the conveniences and the barriers. Particularly, skills and knowledge about music technology, including using software and equipping hardware, were combined with the content of learning music composition
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