Use of
Colloquium Courses in Undergraduate Music Education Courses
Stephanie
L. Standerfer, Shenandoah University/University of Florida
Josh
R. Gall, University of Florida
John
M. Peasant, University of Florida
Troy
V. Jones, University of Florida
Camilo
I. Leal, University of Florida
Music
teacher identity development and socialization to the field have become
important aspects to music teacher education (Austin, Isbell, & Russell,
2010; Haston & Russell, 2011; Isbell, 2008). Additionally, professional
learning communities (PLCs) are becoming widely popular forms of professional
development to meet Race to the Top requirements (Battersby & Verdi, 2015)
and can be important avenues to help new teachers become socialized to the
field of teaching (DuFour, 2014; Fresko & Nasser-Abu, 2015). One of the
hallmark characteristics of effective PLCs is a high degree of collaboration
among teachers within the community (DuFour, 2004 & 2014). Fostering
collaboration and communication with relation to improving teaching and
learning is approached in music education programs through a wide variety of
methods with student teaching seminars being common (Baumgartner, 2012).
Lave
and WengerÕs (1991) idea of legitimate peripheral participation provides
support for students to learn by involvement in an authentic situated context
such as student teachers working with in-service teachers in the schools.
Carrying this idea along with that of PLCs to the undergraduate education
program allows for pre-service teachers at multiple levels of study to engage
in a collaborative, colloquia-type discourse as well as allow for flexible
content to address student needs (Auhl & Daniel, 2014; Hoaglund &
Birkenfield, 2014).
These
colloquium-type courses, however, are rarely offered in undergraduate music
education curricula. The purpose of this study was to describe the uses of
colloquium-type courses in undergraduate music education programs. The
qualitative research design included a content analysis of course descriptions
of seminar or colloquium-type courses from 20 NASM accredited Bachelor of Music
in Music Education and Bachelor of Music Education programs. A survey provided
data related to course purpose, objectives, assessment, course formats, and
benefits for five courses at different institutions. Preliminary findings
include four uses for colloquium-type courses in undergraduate music education
programs including orientation, practice, presentation, and reflection. The
benefits of existing colloquium-type courses support the development of
communication, collaboration, and community for pre-service music teachers.
Complete findings will be reported in the presentation, which may give insight
to a new trend that can positively impact music teacher identity development
and socialization to the field.
References
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