Series editor(s): Dr Stefinee Pinnegar
Subject Area: Education
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|Title:||Tip-toeing past the fear: Becoming a music educator by attending to personal music experiences|
|Author(s):||Shelley M. Griffin|
|Volume:||13 Editor(s): Julian Kitchen, Darlene Ciuffetelli Parker, Debbie Pushor ISBN: 978-0-85724-591-5 eISBN: 978-0-85724-592-2|
|Citation:||Shelley M. Griffin (2011), Tip-toeing past the fear: Becoming a music educator by attending to personal music experiences, in Julian Kitchen, Darlene Ciuffetelli Parker, Debbie Pushor (ed.) Narrative Inquiries into Curriculum Making in Teacher Education (Advances in Research on Teaching, Volume 13), Emerald Group Publishing Limited, pp.169-192|
|DOI:||10.1108/S1479-3687(2011)00000130012 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
Purpose – This chapter focuses on how teacher candidates engage in a process of body mapping to narratively inquire into how their daily informal and formal music experiences inform elementary music teaching practices.
Methodology and findings – In a primary/junior music education course at Brock University, teacher candidates utilize a course assignment to create a visual narrative (body map), along with oral and written narratives that outline their music experiences. Through this narrative inquiry, teacher candidates become aware of how their personal lived experiences influence their perceptions about elementary music teaching. This chapter offers conceptualizations of five threads that emerged from the narratives: process of body mapping and musical experience, music everywhere, school influences, family, and fear.
Value – This inquiry deepens understandings of curriculum making possibilities in elementary music teacher education as teacher candidates begin to form their music teacher identity based on their lived experiences. Such visual, oral, and written narratives contribute to increased narrative understandings by demonstrating the power teacher candidates' personal music experiences have in shaping teacher identity and, in turn, teaching practice.
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