List of Literature Review Tables

1. Russel-Bowie, D. (2009). What me? Teach music in my primary class? Challenges to

teaching music in primary schools in five countries. Music Education Research, 11(1), 23-36.

2. Siebenaler, D. (2006). Training teachers with little or no music background: Too little, too

late?. Applications of Research in Music Education, 24(2), 14-22.

3. Cutietta, R. (2007). Content for music teacher education in this century. Arts Education

Policy Review, 108(6), 11-18.

4. Kenny, A., Finneran, M., & Mitchell, E. (2015). Becoming an educator in and through the

arts: Forming and informing emerging teachers' professional identity. Teaching & Teacher

Education, 49159-167. doi:10.1016/j.tate.2015.03.004.

5. Johansen, G. (2007) Educational quality in music teacher education: Components of a

foundation for research. Music Education Research, 9(3), 435-448.

6. Ryan, J. (2001). Music in the primary school: A submission on music education to the

government from the forum for music in Ireland. Retrieved from

http://journalofmusic.com/focus/music-primary-school .

7. Irish National Teachers’ Organisation. (2009). Creativity and the arts in the primary school.

Retrieved from https://www.into.ie/ROI/NewsEvents/Conferences/

EducationConsultativeConference/EducationConference2009/20091103_

ArtDiscussionDocument_Final.pdf .

8. Zeichner, K., Nierman, G., & Hobbel, N. (2002). Changing concepts of teacher education. In

The New Handbook of Research on Music Teaching and Learning. Oxford University Press.

Pp.818-839.

9. Jellison, J. (2004). It's about time. Journal of Research in Music Education, 52(3), 191-205.

10. Abril, C. R., & Gault, B. M. (2006). The state of music in the elementary school: The

principal's perspective. Journal of Research in Music Education, 54(1), 6-20.

11. De Vries, P. (2013). Generalist teachers' self-efficacy in primary school music teaching.

Music Education Research,15(4), 375-391.

12. Give A Note Foundation (2017). The status of music education in United States public

schools – 2017. Reston, VA. Retrieved from:

https://www.giveanote.org/content/uploads/2017/09/The-Status-of-Music-Education-in-US-

Public-Schools-2017_reduced.pdf .
13. Jorgensen, E. R. (2010). School music education and change. Music Educators Journal,

96(4), 21-27. doi:10.1177/0027432110369779.

14. Atterbury, B., & Richardson, C. (1995). The experience of teaching general music. New

York: McGraw-Hill.

15. Flohr, J. W. (2010). Best practices for young children's music education: Guidance from brain

research. General Music Today, 23(2), 13-19. doi:10.1177/1048371309352344.

Topic The state of music education in the U.S. and Ireland

Date Retrieved/Used 2/4/18

Bib. Information (APA Russel-Bowie, D. (2009). What Me? Teach music in my primary class? Challenges to
Formatting): teaching music in primary schools in five countries. Music Education Research, 11(1),
23-36.

Author(s) Affiliation: Deirdre Russell-Bowie is an associate professor in the School of Education, University
of Western Sydney.

Type of Resource: Scholarly article that examines the state of primary music education by collecting data
(Scholarly /Trade/Other) from 1000 preservice teachers from five countries (USA, Namibia, Australia, Ireland
and South Africa).
Summary of essential  “within the [Irish] classroom situation, many teachers seem to devote little
information: time to playing instruments and making music, and instead rely on singing
within their music lessons… and school music has suffered from a lack of
resources and time” (p.26).
 “…in the US, schools are having difficulty finding generalist teachers who can
adequately and confidently teach music in their classroom, given the history of
specialist teachers previously being trained to teach this subject” (p.25).
 6 challenges to teaching music (as identified by Russell-Bowie (1993)):
o “lack of knowledge about the syllabus requirements
o Lack of time to prepare music lessons
o Not enough time in the teaching day
o Lack of priority for music
o Lack of personal musical experience, and
o Lack of adequate resources” (p.27).
 “41% of Irish [student teachers] indicated they had a good background in
music education” (p.32).
 “When teachers have not been personally or professionally involved in musical
experiences they have little chance of becoming effective music teachers”
(p.33).
 “Overall, the lack of priority for music in elementary schools and the teachers’
lack of personal musical experiences were the two problems considered by
most students, regardless of country, to be serious impediments to the teaching
of music lessons in the elementary school.” (p.34).
 “When teachers become more confident and competent with learning and
making music themselves, they are more likely to teach music and to teach it
successfully” (p.34).

Way in which this This article examines what correlation exists (if any) between student teachers’
source influences the personal background in the arts and their perceived ability to teach the arts in their
field related to your classrooms. While many participants thought that music should be given a high
inquiry (ex. Math priority in schools (p.30), not as many actually gave it this high priority. Participants
teaching/learning also identified lack of personal musical experiences as one of the biggest factors
elementary) influencing their prioitising of music in the classroom.
Potential relevance to This article provides an insight into some of the reasons why children’s music
your research topic and education experience may be so inconsistent due to their teacher’s pre-service training
study: and prior musical experiences. It examines and compares countries internationally,
including Ireland and the U.S. and it is highly interesting to note that some of the
results are similar across and between the countries, indicating that the challenges of
music education within the Irish context are manifested in other education systems
around the world.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 2. Article Training teachers with little or no music background: Too little, too late?

Topic Preservice Elementary Music Teacher Training

Date Retrieved/Used 1/28/18

Bib. Information (APA Siebenaler, D. (2006). Training teachers with little or no music background: Too little,
Formatting): too late?. Applications of Research in Music Education, 24(2), 14-22.

Author(s) Affiliation: Dennis Siebenaler is an assistant professor of music education at California State
University, Fullerton.

Type of Resource: Scholarly article that presents a study into 55 preservice elementary teachers.
(Scholarly /Trade/Other)

Summary of essential  This article explores how preservice elementary teachers implement music in
information: their classrooms based on their previous musical experience, centering on the
question: can a one-semester course in music fundamentals and methods have
a positive effect on the skills and confidence levels of preservice elementary
classroom teachers? The study got student teachers to sing a song and be
recorded individually at the start and the end of the semester and analyzed their
ability to start on the correct pitch for a known and unknown song.
 It was found that the crash course in musicianship improved their tonality
rating and more of the student teachers considered themselves good singers, as
well as saying that they felt more comfortable about various music activities
found in the elementary music curriculum.
 It also details several studies into pre-service teachers and their lack of
confidence in teaching music due to a non-musical background and how that
affects their ability to teach music.
 It argues how best for specialist music teachers to work with the generalist
teachers – consultants for the generalist teacher, integrate music into other
areas of the curriculum, etc.

Way in which this This article argues that a crash course during preservice teachers to teach music may be
source influences the too late for teachers who have had little musical experiences of their own. It argues that
field related to your they should receive more “meaningful, long-term music skills” if they are to increase
inquiry (ex. Math their confidence and competence in delivering a quality music education curriculum to
teaching/learning their students.
elementary)

Potential relevance to This article provides an insight into some of the reasons why children’s music
your research topic and education experience may be so inconsistent due to their teacher’s pre-service training
study: and prior musical experiences.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 3. Article Content for Music Teacher Education in This Century.

Topic Specialist Music Teachers

Date Retrieved/Used 1/28/18

Bib. Information (APA Cutietta, R. (2007). Content for Music Teacher Education in This Century. Arts
Formatting): Education Policy Review, 108(6), 11-18.

Author(s) Affiliation: Robert Cutietta is the dean of the Thornton School of Music at the University of
Southern California in Los Angeles.

Type of Resource:  Trade article to inform specialist music teacher practice

Summary of essential  This article explores the current role of music in schools today. It argues that in
information: an increasing standardized-testing environment, music is only seen as a means
to an end in reinforcing other content areas rather than an area of study in its
own right. This marginalization comes at a time when, paradoxically, study
after study reveals the benefits of music education in its own right for children
 It discusses how becoming a music educator is unique as it requires two skill
sets – that of a musician (content knowledge and skills) and that of a teacher
(pedagogy).
 It argues that the specialist teacher cannot be equipped in 4 years of training to
teach from K-12 as their musical needs vary widely in this age range. It
demands that specialist teachers work collaboratively with others, including
non-musical educators if they are to have the greatest impact on the children
that they teach

Way in which this This article argues for what specialist music teachers need to be mindful of in their
source influences the daily work. It cautions the overreliance on teacher preparation programs to focus on
field related to your music theory and history in an attempt to provide teachers with the skills to teach
inquiry (ex. Math children about music.
teaching/learning
elementary)

Potential relevance to This article identifies current challenges and thinking in relation to the system of
your research topic and specialist teachers in the U.S. and places their work within the broader context of a
study: child’s schooling. It informs the study by highlighting contemporary issues within the
music specialist sphere and discusses the unique complexity that the music specialist
teacher faces in both their training and their daily work.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 4. Article Becoming an educator in and through the arts: Forming and informing emerging teachers'
professional identity

Topic Initial Teacher Education in Ireland

Date Retrieved/Used 1/28/18

Bib. Information (APA Kenny, A., Finneran, M., & Mitchell, E. (2015). Becoming an educator in and through
Formatting): the arts: Forming and informing emerging teachers' professional identity. Teaching &
Teacher Education, 49159-167. doi:10.1016/j.tate.2015.03.004

Author(s) Affiliation: Kenny, Finneran and Mitchell are lecturers with the Department of Physical Education
and Arts Education at Mary Immaculate College, Ireland.

Type of Resource:  Scholarly article on a study of 106 student teachers in Ireland and maps their
(Scholarly /Trade/Other) experience and identity formation as they completed an arts education module.

Summary of essential  This article examines student teacher perceptions of art education as it fits
information: within their overall emerging teacher identity frame during their initial teacher
education.
 The module hoped to develop student teachers as artists by building their
confidence in the arts with the view to instilling in them the confidence to
become arts educators.
 It was found that students pre-existing experiences and assumptions about the
arts significantly influenced their engagement with and benefit from the
module. These assumptions may have stemmed from childhood or how their
experiences of arts education manifested themselves throughout their own
schooling.
 The study argues that “participatory arts experiences and reflective approaches
to teaching and learning the arts are fundamental to informing emergent
teacher identities” (p.166).

Way in which this This article puts forth a case for best practices in developing generalist primary school
source influences the teachers as artists (including musicians). It states that an individual’s prior exposure to
field related to your and engagement with art forms has a significant impact on their efficacy and ability to
inquiry (ex. Math bring about meaningful arts education experiences for children in their class.
teaching/learning
elementary)

Potential relevance to This article effectively summarizes prevailing thinking that student teachers have
your research topic and across an initial teacher training program with regard to arts and music education. It
study: places in context the experiences, values, assumptions and beliefs of a diverse cohort
of pre-service teachers as and their exposure to arts education training.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 5. Article Educational quality in music teacher education: Components of a foundation for research.

Topic Best practice in music education

Date Retrieved/Used 1/28/18

Bib. Information (APA Johansen, G. (2007) Educational quality in music teacher education: Components of a
Formatting): foundation for research. Music Education Research, 9(3), 435-448.

Author(s) Affiliation: Johansen is an associate professor in music education at the Norwegian Academy of
Music in Oslo, Norway

Type of Resource:  Scholarly article that presents the need for further research into the filed of
(Scholarly /Trade/Other) music education quality.

Summary of essential  This article outlines the increasing demand for educational quality as a
information: priority, including the music education domain.
 It outlines the content of a music teacher education course to include music
pedagogy, general music education, instrumental education and choral
conducting.
 These initiatives are coming from top-down authorities which often have little
understanding of what quality education looks like, especially in terms of
music education. A bottom-up quality assurance system is argued to be the
preferred method.
 It argues that teachers act as both researchers and teachers and that the idea of
music education encompasses both the subject itself and the teaching of it.
This includes students as one part of “’the didactic triangle’” (p.439) of
student, teacher and content.

Way in which this In an ever-increasing demand for quality in education, this article proposes that
source influences the teachers themselves are in the best position possible to determine what constitutes
field related to your quality education for their students instead of externally mandated directives. This is
inquiry (ex. Math because students need to be part of the process of deciding what quality music
teaching/learning education provision is.
elementary)

Potential relevance to Although this article pertains to music education quality at higher level institutions, it
your research topic and is inevitable that such agendas will soon become a priority for primary education also.
study: It is useful to research what is being requested of higher level music institutions in
order to be one step ahead of educational mandates.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 6. Article Music in the Primary School: A submission on music education to the Government from the
Forum for Music in Ireland.

Topic The current state of music education in Ireland

Date Retrieved/Used 2/11/18

Bib. Information (APA Ryan, J. (2001). Music in the Primary School: A submission on music education to the
Formatting): Government from the Forum for Music in Ireland. Retrieved from
http://journalofmusic.com/focus/music-primary-school

Author(s) Affiliation: Dr. Joseph Ryan is Chairperson of the Forum for Music in Ireland, who meet twice a
year to discuss music (and music education) as it exists in Ireland.

Type of Resource: This article is a report and set of recommendations for the Department of Education in
(Scholarly /Trade/Other) Ireland in order to improve the quality of music education that exists in Ireland. It was
written just after the new 1999 music curriculum was introduced in schools as it was
an opportune time for schools and teachers to re-envisage their practice.
Summary of essential  “The Forum believes that the lack of a systematic music education in the
information: primary school is having a serious negative impact on the life of the individual
and on society as a whole. This deprivation is being felt throughout all sectors
and genres of music-making in Ireland and unfortunately it creates a circular
problem, whereby the value of music is not understood because it has not been
experienced”
 “No child passes through primary school without an education in art (drawing
and painting, etc.) and literature (writing poems and stories, etc.), yet it is
perfectly possible for a child to leave primary school without an education in
music (playing an instrument or singing in a choir, etc.)”
 It sets out a clear and excellent series of recommendations for the child, the
classroom teacher, the specialist music teacher, teacher education and the
Department of Education.

Way in which this The recommendations that the report sets out are highly prevalent problems within the
source influences the sphere of music education at primary level. This was written in response to the new
field related to your curriculum when it was introduced, and it is interesting to note that many of the
inquiry (ex. Math recommendations that were discussed within it have still not been implement over 15
teaching/learning years later. This highlights one of the arguments of the report that music education has
elementary) been relegated to something additional to the primary school curriculum rather than a
core component.

Potential relevance to This article highlights some of the key issues found over 15 years ago and some of
your research topic and which I anticipate to find still in existence today. I will be able to correlate the data
study: collected from my surveys and interviews with the recommendations of this report and
use this as a solid starting point for outlining my findings and classroom implications.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 7. Article Creativity and the arts in the primary school

Topic The current state of music education in Ireland

Date Retrieved/Used 2/11/18

Bib. Information (APA Irish National Teachers’ Organisation. (2009). Creativity and the arts in the primary
Formatting): school. Retrieved from https://www.into.ie/ROI/NewsEvents/Conferences/
EducationConsultativeConference/EducationConference2009/20091103_
ArtDiscussionDocument_Final.pdf

Author(s) Affiliation: The INTO published this discussion paper for an educational conference in 2009 to
warrant renewal of discussion about the provision of arts education (including music)
at the primary level.

Type of Resource: This is a report written by the Irish National Teachers’ Organisation (INTO) that seeks
(Scholarly /Trade/Other) to explore and examine the arts and creativity in the primary sector. It looks
historically at the provision of arts education including music and also at the
challenges faced by arts education going into the future. It lists supports in place for
schools and teachers wishing to improve their practice in arts education and the
schemes and initiatives in place that give recognition to and celebrate the arts for
children nationally.
Summary of essential  “A music education programme, like any other, should consist of sequentially
information: organised learning experiences that lead to clearly defined skills and
knowledge. The ultimate goal of music education is not great student
performances, but musical learning that will allow young people to actively
participate in their musical cultures for their entire lives. The programme
should go beyond the performance of published music and also provide
students with opportunities to experiment with musical improvisation and
composition, thus building their creative skills. Music classes should
encourage students to employ and develop their Creativity and the Arts in
Primary School Discussion Document 12 problem-solving and higher-order
thinking skills, in the form of musical decision-making, self- evaluation, and
other activities involving increased student responsibility. The music education
programme should also emphasise the interdisciplinary potential of the skills
and knowledge being taught” (pps. 11-12)
 Pp.55-62 findings of survey conducted in Ireland very interesting and related
to my survey

Way in which this This survey paints an excellent picture of the arts in Ireland. It explores, in
source influences the considerable depth, teacher insights into how each of the arts areas is implemented at
field related to your the primary level and sets forth discussions for the future of arts education including
inquiry (ex. Math music.
teaching/learning
elementary)

Potential relevance to The survey conducted relates strongly to the survey that I will be conducting over the
your research topic and course of this inquiry. This will allow me to triangulate my survey data with that of the
study: survey data presented and identify any correlations, should they exist, and what can be
learned from such correlations.
Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 8. Article Changing Concepts of Teacher Education

Topic Specialist music teacher training in the U.S.

Date Retrieved/Used 2/21/18

Bib. Information (APA Zeichner, K., Nierman, G., & Hobbel, N.. (2002). Changing Concepts of Teacher
Formatting): Education. In The New Handbook of Research on Music Teaching and Learning.
Oxford University Press. Pp.818-839.

Author(s) Affiliation: Dr. Glenn E. Nierman is currently the Glenn Korff Chair of Music (Music Education)
at the University of Nebraska-Lincoln. Dr. Ken Zeichner is the Boeing Professor of
Teacher Education at the University of Washington. Dr. Nikola Hobbel is an English
Education professor at Humboldt State University

Type of Resource: This chapter is taken from the book The New Handbook of Research on Music
(Scholarly /Trade/Other) Teaching and Learning.

Summary of essential  “the demographic profile of those who go into teaching is in sharp contrast to
information: the increasingly diverse student population in the public schools…the cultural
insularity of the education professoriate presents a serious obstacle to the goal
of preparing teachers who are able to be successful with the full range of
pupils who attend U.S. public schools” p.818/819 – potential challenge to
implementing music education that serves the needs of all students.
 “Many traditional music teacher preparation programs have experienced
increases in the total number of hours needed for graduation. Some of these
additions come as a result of the “professionalization agenda”” p.825
 “In most traditional music teacher education programs, four general domains
of knowledge are typically addressed: general education; content knowledge;
pedagogical knowledge; and pedagogical content knowledge” p.826
 “Traditional preservice music teacher programs in the United States are
currently being confronted with challenges in several major areas: (1) music
and the “core curriculum”; (2) redefinition in light of the National Arts
Standards; (3) directives from professional accrediting agencies; (4)
internationalization and technologicalization and (5) the “hidden curriculum”
and the “null curriculum” p.827
 “In an attempt to attach music and the arts to the core curriculum, some
educators…have advocated “crosswalking” objectives in music and the arts to
objectives in the other core subjects in which standards have been written, The
concept of “crosswalking” refers to finding ways in which various learning
activities can be used simultaneously…to achieve objectives in two or more
disciplines” p.828
 From a study regarding teacher education programs’ ability to prepare music
teachers to implement the National Arts Standards: “The findings revealed that
college faculty believed that they are relatively effective in preparing teachers
to help students achieve the standards, but the teachers did not believe that
they were adequately prepared to implement the standards by their
undergraduate education” p.828

Way in which this This text provides some background knowledge into the training that music specialists
source influences the receive on their journey to becoming educators. It also looks at some of the challenges
field related to your
inquiry (ex. Math
teaching/learning music education faces in light of an increasing focus on standards-based reform
elementary) environments.

Potential relevance to This article informs my understanding of music specialist training and will help me to
your research topic and structure the survey and interview questions in order to make them most relevant for
study: their experiences and teaching situation.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 9. Article It’s About Time

Topic Challenges to Music Education

Date Retrieved/Used 2/25/18

Bib. Information (APA Jellison, J. (2004). It's About Time. Journal of Research in Music Education, 52(3),
Formatting): 191-205.

Author(s) Affiliation: Judith Anne Jellison is the division head of Music and Human Learning in the School
of Music at the University of Texas at Austin.

Type of Resource: This article is a speech presented on April 16, 2004 by the author after receiving the
(Scholarly /Trade/Other) 2004Senior Researcher Award from the Music Educators National Conference.

Summary of essential  Music curricula not preparing students to pursue musical avenues later in life:
information: “you know the data that show that, in many ways, the art of music is
flourishing in this country, but you also know that relatively few people are
participating in the types of music activities for which they were prepared in
school” (p.30)
 “music professionals have continued to express the concern that active music
participation and the demonstration of music skills in children and adults are
not what they should be” (p.30)
 “children in music classroom often do not learn what we intended to teach
them…the way we think about elementary music, music curricula, and
instruction must change” (p.31)
 Budgeting concerns – “as a result of the growing school-age population and
district budget cuts, many elementary music teachers are traveling among
several schools, seeing more and more children less and less frequently” (p.31)
 The commonality of music specialists in a 1999 survey: “ninety-four percent
of the elementary schools reported having an elementary music program, 72
percent of which were taught by music specialists” (p.31)
 “Until these arguments are more successful in increasing instructional time and
resources, training and hiring more skillful music teachers, and bringing
additional weight to the merits of music instruction in school, elementary
teachers will continue to face tremendous challenges in bringing high-quality,
meaningful music experiences to children in their classrooms” (p.32)
 “even through a large majority of our students leave school with positive
attitudes about music (perhaps as a result of participation in music classes), it
seems that many have not internalized the values, knowledge, and skills taught
in music classes, irrespective of the efforts of hard-working teachers” (p.32)
 “Our current practices in elementary education do not predict a new
generation of musical adults who provide musical homes for their children
and who support the art music community. There is simply not enough
instructional time to accomplish all of the many tasks with which teachers
are charged, especially when they are thought of as separate components,
each of which needs “a lesson on it.”” (p.33)
 Teacher preparation failing students: “Although the principles of human
learning can be taught successfully to prospective teachers and practiced in the
course of teacher preparation programs, the disparities between methods
course experiences and the real-world pressures of a full-time position in a
traditional general music program can send even the best young teachers
 reeling…Competent teachers, while trying to meet the demands of a general
curriculum within the strictures of limited time, can become disillusioned.
They may lower their expectations, limit performances, avoid assessment of
their students, and perhaps eventually burn out.” (p.33)
 “In an elementary curriculum where instructional time is dispersed across
numerous, disconnected activities, there is no time or children’s music skills to
be refined and no time for a deeper understanding of music” (p.33)
 “If children do not leave the elementary grades competent and confident
in their music making, for many, their music education in school is
essentially over” (p.34)
 “The sobering truth is that faculty in teacher preparation programs can have a
profound influence on the quality of music education in the schools” (p.34)
 “The lack of research examining causal relationships between teaching and
learning, in teaching practice and in teacher preparation, is a void in music
education research” (P.34)

Way in which this Challenges to quality music education provision are outlined and discussed in this
source influences the speech. These challenges are common to elementary schools internationally.
field related to your
inquiry (ex. Math
teaching/learning
elementary)

Potential relevance to This article maps the difficulties that schools and teachers have in creating meaningful
your research topic and music educational opportunities for children. It is anticipated that the survey and
study: interview participants will cite similar challenges in their particular teaching contexts,
thereby reinforcing the arguments made by this article, and also the changes it
advocates.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 10. Article The State of Music in the Elementary School: The Principal’s Perspective

Topic The Current State of Music Education in U.S. Schools

Date Retrieved/Used 2/26/18

Bib. Information (APA Abril, C. R., & Gault, B. M. (2006). The State of Music in the Elementary School: The
Formatting): Principal's Perspective. Journal Of Research In Music Education, 54(1), 6-20.

Author(s) Affiliation: Carlos Abril is an assistant professor of music education at Northwestern University
School of Music. Brent Gault is an assistant professor of music education in the
Indiana University School of Music.

Type of Resource: This scholarly article details a study into principals’ perceptions of the elementary
(Scholarly /Trade/Other) school music curriculum. The study asked 5 guiding questions:
1. What are elementary school principals’ perceptions of music learning
outcomes as they are currently being met and as they should be met under
ideal conditions?
2. Is there a difference between principals’ perceptions of current and ideal
conditions?
3. What are elementary schools’ principals’ perceptions of broad educational
goals as they are currently being met and as they should be met under ideal
conditions?
4. Is there a difference between principals’ perceptions of current and idea
conditions?
5. What are principals’ perceptions about the degree to which certain variables
affect music education in their respective schools? (p.10)
Summary of essential  Outlines similar and related studies conducted by Punke (1972), Liddell
information: (1977), Payne (1990), Hanley (1987), Greenwood (1991), Milford (1995),
Stroud (1980), Rogers (1985), McCoy (1991) into how music is
perceived/valued by leadership and authority figures in schools.
 Clark (1999) within the article: “Principals play a vital role in creating a
supportive environment for music” (p.6/7)
 “It is possible that a difference exists between administrators’ self-reported
value for music education and the implementation of these values given
current educational realities” (p.9)
 Findings - “principals seemed to be aware that music instruction focused on
developing listening skills in students…principals seemed to be less aware that
students were composing and creating music in the classroom” (p.12)
“…principals believe music programs at their schools were meeting various
music education standards” (p.16). “Principals seem to value the ways music
can connect with other subjects, such as writing, history, and multicultural
studies. Music teachers might consider these matters to be peripheral to music,
so they figure less prominently within their music curriculums.” (p.17).
“…certain factors had a negative effect on the music program: No Child Left
Behind Act, budget, standardized tests, and scheduling” (p.18)
 “…(92.5%) reported that music education was a required component of the
elementary school curriculum. Furthermore, 94.9% claimed to employ a music
specialist at their school” (p.18)

Way in which this As overseers of music education provision in their respective schools, principals’
source influences the insights and perceptions of the value and place of music speaks volumes about the state
field related to your of music education in the U.S.
inquiry (ex. Math
teaching/learning
elementary)

Potential relevance to It will be interesting when conducting interviews and surveys of American teachers
your research topic and how their view of music education aligns with that of their school and district. This
study: should reveal some insights into collaboration and team planning for music
implementation.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 11. Article Generalist Teachers’ Self-Efficacy in Primary School Music Teaching

Topic Challenges to Music Education

Date Retrieved/Used 2/26/18

Bib. Information (APA De Vries, P. (2013). Generalist Teachers' Self-Efficacy in Primary School
Formatting): Music Teaching. Music Education Research,15(4), 375-391.

Author(s) Affiliation: Peter de Vries is a senior lecturer in the Faculty of Education at Monash University,
Melbourne, Australia.

Type of Resource: This is a scholarly article which looks at the music teaching experiences of 5
(Scholarly /Trade/Other) Australian generalist primary school teachers to identify the relationship between these
teachers’ self-efficacy and their current practices in teaching music.
Summary of essential  Interviews were follow-ups from a survey distributed 2 years previously
information:  “…range of reasons for the relatively low participation rate in teaching music
[37%], including inadequate pre-service teacher education in music
(particularly in relation to lack of time devoted to music education in their
courses), lack of time to teach music (working in a ‘crowded curriculum’
where literacy and numeracy are privileged), and lack of access to teaching
resources, teaching spaces, and relevant professional development” (p.375)
 “The questionable quality of music teaching by generalist primary teachers has
been identified both at a national and an international level. That is, when
music is taught, it is often used as an ‘add-on’ to other curricular activities and
focuses on preparation for items for schools assemblies and concerts rather
than being taught for its own intrinsic value where genuine musical
experiences and skills are developed over time…” (p.376)
 In the absence of funding to employ a specialist music teacher, instead
recommendations are made by Russell-Bowie to employ an “arts advisory
teacher” (p.377) that would allow generalist teachers’ classroom arts practice
to develop.
 “…likelihood of high-self-efficacy in the teaching of music leading to future
teaching of music.” (p.388)
 “…mastery experiences – actual teaching accomplishment – were the most
powerful in terms of high self-efficacy in teaching music” (p.388)

Way in which this Although not related to either of the countries that this research project is looking at,
source influences the the experiences of these Australian teachers undoubtedly resonate with the experiences
field related to your of many generalist teachers of music, both in Ireland and in the U.S. These challenges
inquiry (ex. Math affect the quality of music education provision in schools.
teaching/learning
elementary)

Potential relevance to It will be interesting to discover during the course of conducting surveys and
your research topic and interviews whether some of the issues and concerns of the teachers presented in this
study: article emerge in the participants in my project. This would prove that challenges to
teaching music are common internationally which provides a solid starting point for
improvements.
Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 12. Article The Status of Music Education in United States Public Schools – 2017

Topic The Current State of Music Educaiton in U.S. Schools

Date Retrieved/Used 2/28/18

Bib. Information (APA Give A Note Foundation (2017). The Status of Music Education in United States
Formatting): Public Schools – 2017. Reston, VA. Retrieved from:
https://www.giveanote.org/content/uploads/2017/09/The-Status-of-Music-Education-
in-US-Public-Schools-2017_reduced.pdf

Author(s) Affiliation: Dr. Kenneth Elpus is the principal investigator for this paper and is the Associate
Professor of Music Education in the University of Maryland College Park.

Type of Resource: This text is a report that gathers together recent insights from music educators and
(Scholarly /Trade/Other) supervisors throughout the country’s public schools using interviews and surveys.

Summary of essential  “Music educators in elementary schools are the most likely to teach across a
information: variety of specialty areas, while middle and high school music educators are
more likely to be specialists” (p.2)
 “…non-ensemble “General Music” is the single most common offering in
elementary schools.” (p.3)
 “Music educator and schools are aligning curriculum to the 2014 Music
Standards, referencing these standards more often now that 1994 Standards”
(p.3)
 “…elementary school colleagues were more likely to attend [professional
development] offered within the district” (p.3)
 “music educators receive fewer opportunities for PD within their district that
are germane to their content area – music- than they are presented
opportunities for professional development in areas outside their content area
[54% to 84%]” (p.4)
 “…often the difference between a school with an outstanding music program
and a neighboring school with a faltering or nonexistent music program is
simply the principal’s desire to support or withhold support for music teaching
and learning” (p.4)
 “…music education continues to be dominated by the traditional ensembles:
band, chorus, and orchestra…what can we do to support the expansion of the
kinds of music classes offered, to include more world music, more popular
music, and more technologically-mediated musical engagement?” (p.5)

Way in which this Some of the most recent understandings and insights into the field of music education
source influences the as it exists currently in the U.S. are compiled here in a coherent and concise fashion. It
field related to your effectively identifies where music education is at currently and looks to using this
inquiry (ex. Math information to guide and shape future developments in the field.
teaching/learning
elementary)

Potential relevance to This article helps me to understand music teacher’s experiences within current thinking
your research topic and in the field across the country. This should influence my engagement with music
study:
 teachers from the United States during the course of my research and help me to better
understand their points of view.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 13. Article School Music Education and Change

Topic Challenges to Music Education

Date Retrieved/Used 2/25/18

Bib. Information (APA Jorgensen, E. R. (2010). School Music Education and Change. Music Educators
Formatting): Journal, 96(4), 21-27. doi:10.1177/0027432110369779

Author(s) Affiliation: Estelle R. Jorgensen is a professor of music education at Indiana University Jacobs
School of Music, Bloomington.

Type of Resource: This is a trade article that requests that teachers strive for excellence in teaching music
(Scholarly /Trade/Other) in spite of considerable challenges to music education faced by today’s schools.

Summary of essential  “Adding to our sense of powerlessness to effect changes in the ways we think
information: and do things, we are sometimes marginalized in the schools in which we
work” (p.21)
 “…it may be necessary to attempt to offer high-quality musical instruction on
the margins of the school day” (p.21)
 “…music teachers experience low job satisfaction and burnout within a few
years of beginning to teach” (p.21)
 “We may begin our working lives as teachers in a baptism of immersion into
school music teaching and often with a profound sense that we do not know all
that we need to know to do our work effectively.” (p.22)
 “Fears of inadequacy and isolation are exacerbated, especially in smaller rural,
suburban, and urban schools where we may be the sole musician in a
department or where we must cover a wide array of music teaching and
learning beyond the scope of our initial training or comfort” (p.22)
 “Cultural changes around us challenge our complacency…and suggest that we
may need to change what we do…at the same time, we struggle to hold onto
those things from the past that we treasure and wish to pass on to future
generation” (p.22)
 “In some schools, musical riches abound; in others, students have access to far
more limited opportunities to engage with music” (p.22).
 “Sometimes, we are in a position to be catalysts in our communities as we
foster the arts, contribute to social and community events, and light the
musical life of the places in which we work” (p.23)
 Benefits and value of music teachers p.23
 Things advocated for change in response to these challenges:
o Open dialogue and co-ordinate movement with one another – other
teachers, private schools, community, government, performers, artists,
publishers, universities, etc. p.24
o Examine what can be learned from the models of excellent musical
instruction p.25
o Honouring what music teachers are doing well p.25
o Not holding onto inert or dead knowledge for the sake of tradition p.25
o Discuss the values that underpin our work p.26
o Take a stand against the marginalization of the arts in public education
p.26
o Bridge the gaps that exist between theory and practice p.26
 o

Way in which this Contemporary struggles of music teachers across America are discussed in this article.
source influences the Reassurance is given as to the place and value of these teachers in the life and
field related to your education of their students and what they do is validated.
inquiry (ex. Math
teaching/learning
elementary)

Potential relevance to The tone is set in this piece for the current place of music teachers in the USA. This
your research topic and will help me to understand the current thinking of my participants and enable me to
study: visualize the struggles that they are witnessing on a day to day basis.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 14. Article The Experience of Teaching General Music

Topic Best Practice in Music Education

Date Retrieved/Used 3/14/18

Bib. Information (APA Atterbury, B., & Richardson, C. (1995). The experience of teaching general
Formatting): music. New York: McGraw-Hill.

Author(s) Affiliation: Betty W. Atterbury is Professor of Music at the University of Southern Maine and has
published numerous in all the major music education journals as well as having served
as Chair of the Music Educators Journal Editorial Committee.

Carol P. Richardson is Associate Lecturer in the School of Music and Music Education
at the University of New South Wales, Sydney, Australia.

Type of Resource: This text is a book intended to inform the music teacher of the theories and practices
(Scholarly /Trade/Other) associated with good music teaching, helping them to plan lessons and read about how
other teachers are implementing effective strategies to engage children in music.
Summary of essential  “Elementary music teaching is a difficult task because most instruction is
information: given with groups of children, but the groups are often not homogenous in
nature” (p.10)
 “Music teacher often are perceived as being on the periphery of elementary
education because they teach in more than one building and have short
amounts of time with each class of children” (p.11)
 “In North America, there is a vast disparity in the amount of time children
spend in music” (p.18)
 Looks at the individual areas of singing, listening, moving, playing
instruments, composing and reading music for the primary and intermediate
grades in detail in specific chapters throughout the book.

Way in which this This text is designed to equip teachers with effective strategies and skills for the
source influences the implementation of quality music education. While written from the perspective of the
field related to your general music specialist teacher, the insights in contains can be applied widely to any
inquiry (ex. Math classroom music teaching situation.
teaching/learning
elementary)

Potential relevance to Not only does this text help me to identify best practices for my own teaching, it
your research topic and provides me with a platform from which to analyse the practice of other teachers in the
study: field and see how their music teaching correlates to the principles of effective music
education as outlined in this book.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.
 15. Article Best Practices for Young Children's Music Education: Guidance From Brain Research.

Topic Best Practice in Music Education

Date Retrieved/Used 4/11/18

Bib. Information (APA Flohr, J. W. (2010). Best Practices for Young Children's Music Education:
Formatting): Guidance From Brain Research. General Music Today, 23(2), 13-19.
doi:10.1177/1048371309352344

Author(s) Affiliation: John W. Flohr is Professor Emeritus of Music the Texas Woman’s University and
Faculty, School of Education, The Richard W. Riley College of Education and
Leadership, Walden University.

Type of Resource: This article addresses several neuromyths about music and brain research and also
(Scholarly /Trade/Other) applies current developments in brain research to elementary classroom music practice.

Summary of essential  “The brain appears to be more malleable during the first decade of life than in
information: adulthood” (p.13)
 “The term neuromyths is used to describe misinformation, oversimplification,
or overinterpretations of findings in brain research” (p.14)
 “…being actively involved in music activities, such as violin instruction,
changes physical development of the brain” (p.14)
 “…music experiences change morphology of the brain” (p.14)
 “Neuroimaging data suggest that neural mechanisms supporting music are
distributed throughout the brain…music engages several different brain areas
in a coordinated activity and is composed of submodules” (p.14)
 “Critical period refers to an idea that there are set time frames in which there
will be no development or stunted development if proper stimulation is not
present…There may be critical periods in musical development” (p.14-15)
 “…music instruction showed gains in general intelligence with a stronger
effect in visual-spatial skills than in verbal skills” (p.15)
 “…music and the arts may have a positive learning effect for at-risk
students…reduced risk of violence, significant improvements in self-esteem,
overall grade point average, and other forms of school achievement…verbal
and performance IQ measures were higher for the at-risk group.” (p.15)
 “Highly developed musical skills require more than practice and quality
experience; an attachment to a responsive and appreciative teacher is
necessary” (p.16)
 “…a teacher’s effectiveness is influenced by her or his repertoire of
strategies…using a wide range of strategies may reach more students by
addressing the variety of student interests and learning styles” (p.16).
 “A music teacher can enrich his or her music lesson and meet the guidance for
using a wide range of strategies by designing instruction with both a music
objective and an objective for another subject” (p.17)
 “It is important to allow children to exercise their natural impetus to create
music that is unlike adult music” (p.17)
 “Body and mind work in tight reciprocal coordination in the generation of
movements and consciousness” (p.17)
 “Researchers find that the brain is more [active] when improvising music than
when reproducing music” (p.17)
Way in which this This text looks at the area of music education from a slightly different lens and
source influences the highlights best practices reinforced by empirical and scientific research. It offers a
field related to your convincing, grounded set of instructional strategies, backed up by this brain research.
inquiry (ex. Math
teaching/learning
elementary)

Potential relevance to This article will help in identifying best practices of music education when writing up
your research topic and the findings portion of the project. It can be used as a rationale for the suggestion and
study: implication of certain musical methodologies and pedagogies as the information is
reinforced by current developments in brain research.

Stage of action research  Background-to build researcher understanding of the topic/presence in the
where the source will field.
be used:  Design-to aid researcher in developing action research question or
intervention
 Data Collection/Analysis Methodology-to support researcher in making
decisions about data collection or analysis
 Findings/Conclusions-to support or refute your findings, suggesting how your
findings are similar to or different than what is presented in the professional
literature
 Implications/Action Planning-to support or refute your plans for future
teaching.