Deciding "For" or Deciding "With": Student Involvement in Repertoire Selection

Autor/in	Rotjan, Matthew
Titel	Deciding "For" or Deciding "With": Student Involvement in Repertoire Selection
Quelle	In: Music Educators Journal, 107 (2021) 4, S.28-34 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rotjan, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/00274321211013879
Schlagwörter	Music Education; Music Teachers; Teacher Attitudes; Teacher Student Relationship; Decision Making; Student Participation; Music Activities; Performance; Student Attitudes; Teacher Collaboration; Educational Practices; Inclusion; Music Reading; Cultural Relevance; Voting; Student Surveys; Educational Benefits + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Musikalische Aktion; Achievement; Leistung; Schülerverhalten; Lehrerkooperation; Bildungspraxis; Inklusion; Musizieren; Abstimmung; Schülerbefragung; Bildungsertrag
Abstract	When music educators discuss repertoire, they often discuss "what" pieces to perform and "when" in the year to perform them. In this article, I ask, "Who should choose the music for ensemble study, and "how" should it be chosen?" I share a rationale for why music educators might include students in ensemble repertoire selection and several ways they might open the repertoire so their students can contribute to the process. Based on my interest in how teacher-student dialogue can occur in this process, I draw from conversations I had with six orchestra teachers and twenty-seven of their students. The approaches presented here come from my interviews with these six teachers, from others with whom I have since collaborated, and from my own experience as an educator. Music educators may find these approaches useful for discussion, study, and implementation of more inclusive practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01