A Case Study Of A Preservice Music Teacher

A. Garcia/Comprehensive Examination Field Study Paper

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Theoretical Model of Preservice Music Teacher Effectiveness

Least Effective Introverted Teaching Behavior •

• • •

Introspection and self-doubt leading to vagueness of objectives (kept “locked” within). Slow pacing and lack of clear direction in lesson. Personal factors such as “shyness” and “mellowness” . Distracted and/or intimidated by student social agenda.

More Effective Extroverted Teaching Behavior •

• • • • •

Objectives publicly displayed or shared. Student needs acknowledged and addressed. Using student responses to gauge next steps in lesson. High confidence in ability to teach On task teaching where lessons are conceptually grounded and adhered to. Brisk pacing yielding feeling of a clear learning agenda.

(Brand, 1984) Effective music teachers tend to be extroverted, enthusiastic, and care sincerely for their students.

Large Group Instruction

Small Group Instruction

Varied Instrumentation

Homogeneous Instrumentation

•

• •

Attempts to address ‘the class’ as opposed to individuals.

Teaching a variety of instrument families (ie..woodwind, brass, percussion) Teaching a variety of transposing instruments in one setting.

Material not covered in University program • • • •

Secondary methods Pedagogy Trombone, etc.. Instrument repair

•

•

•

Individual connection and focus on independent student needs.

Teaching one instrument family in one setting and/or teaching instruments similar to students major instrument. Teaching Instruments with “like” Key Signatures

Material covered in University program • • •

Flute, etc.. Music Theory Major Instrument

Fig. 1. Factors contributing to the effectiveness of instruction by “Samantha”, a music student teacher.