Arts and Humanities Commons^™

A Mentoring Network For Novice And Experienced Music Teachers: Concept, Design, Outcomes, And Recommendations, Kristina R. Weimer, Daniel J. Albert

School of Music Faculty Publications and Presentations

Two university music education faculty aimed to expand mentoring beyond a one-to-one relationship to a more collaborative approach by creating a year-long online mentoring network of experienced and novice music educators. The purpose of this article is to describe the network’s structure and content, and discuss outcomes and recommendations based on participating teachers’ perspectives and experiences. Network materials promoted discussion and reflection on various music teaching and learning topics; the sharing of strategies, ideas, and resources; and mutual support and encouragement. Participants discussed topics with direct application for their classes and shared rewarding teaching moments, student successes, positive assessment outcomes, …

Curricular Change In Collegiate Programs: Toward A More Inclusive Music Education, Bryan Powell, Donna Hewitt, Gareth Dylan Smith, Beatrice Olesko, Virginia Davis

School of Music Faculty Publications and Presentations

Despite decades of discussion, debate, and incremental gains, acceptance of popular music education in collegiate institutions is still in its inception. Higher education (and indeed, education in general) in the United States is rife with pervasive inequality and injustice, excluding large numbers of potential students on the basis of race, class, income, and cultural orientation. If music education is to continue and thrive in the 21st century and beyond, widespread curricular changes are needed in preservice music teacher education to move toward a model that is inclusive, equitable, diverse, and culturally responsive. The purpose of this paper is to illuminate …

Toward A Multiple Mentor Model In Music Education, Kristina R. Weimer

School of Music Faculty Publications and Presentations

Literature supports the importance of mentoring relationships in making meaningful contributions to novice teacher induction, and that especially important in the relationship is matching mentor/mentee by subject and grade level and in close proximity. The physical location of mentors to mentees and their availability impacts the relationship. Proximity is necessary to view the mentor as accessible and provide opportunities for interactions during the school day.

In music education, matching mentor/mentee by subject and grade level and in close proximity can be challenging. Because of music's specialization, music teachers are often the only one in their building. I previously examined two …

Mentoring Relationships In Music Education: Pre-Service To Experienced Teacher, Kristina R. Weimer, D. Thornton

School of Music Faculty Publications and Presentations

No abstract provided.