By Patrice Madura Ward-Steinman
This festschrift honors the occupation of Charles P. Schmidt at the party of his retirement from the Indiana collage Jacobs institution of tune. His major learn concentration has been the social-psychology of song schooling, together with the subtopics of motivation in song studying, utilized track instructing behaviors, and character and cognitive kinds in track educating and studying. each one bankruptcy during this quantity acknowledges the effect of Schmidt as a researcher, a examine reviewer, and a study mentor, and contributes to the development of the social-psychological version and to investigate criteria in tune schooling. those issues are built by way of a beautiful forged of song schooling students, together with Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia plant life, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa might, Peter Miksza, Rudolf Rudocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are awarded in 3 sections: Social-Psychological Advances in song schooling, Social Environments for song schooling, and Advancing powerful study in track schooling. This assortment, edited by way of Patrice Madura Ward-Steinman, will end up important for college students and college looking for very important learn questions and types of analysis excellence.
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Additional info for Advances in Social-Psychology and Music Education Research
These descriptions provided evidence to confirm her perspectives of how teachers strove to establish rapport. Evidence that supported the dimension of expertise came mostly from teacher interviews. For example, one teacher stated, “I’ve been a successful teacher. It’s not something I crow about; it’s just something I know inside me” (p. 218). Clemmons reported that in an effort to have students feel comfortable, the teachers she observed made “eye contact with students, smiling and welcoming them as they entered the room” (p.
One assignment during such an experience might be to describe what strategies they use to establish rapport in their lessons. In addition to focusing on personal/social qualities of effective applied instructors an applied studio student teaching experience could focus on developing applied teaching strategies that are at least partially based on empirical studies. For example, Clemmons describes master voice teachers as enthusiastic and energetic (2007, p. 279) and Duke and Simmons use the terms “intense and rapid pace” (2006, p.
Social-Psychological Constructs and Graduate Music Education Curriculum The topics Dr Schmidt has pursued through his research in motivation, cognitive style, and personality are directly relevant to the courses he has taught at Indiana University. For example, there is a direct overlap between these constructs and topics relevant to graduate courses such as Music Perception and Cognition, Learning and Instruction in Music, Psychology of Music, Learning Processes in Music, and Seminar in Applied Teaching and Learning.