
 Competition is a common practice in school bands and professional music education organizations. The purpose of this study was to describe the retrospective accounts of two high school band directors’ agency during a period of their active resistance to competition. We sought to verify and supplement their recollections with the lasting memories of multiple stakeholders involved in their programs. Research questions were: (a) What led two band directors to minimize competition and create a noncompetitive concert festival for their students? and (b) What ecological elements were salient in their agency? We collected data through interviews and document review, and we used Priestley et al.’s (2015) ecological approach to examine teacher agency as an emergent phenomenon. Themes included paradigm shift, disillusionment with the status quo, and nurturing, trusting relationships. A prescribed repertoire list, dissatisfaction with state adjudicators, and personality traits of nonconformity and open mindedness fueled the two educators’ disillusionment. We provide implications for music educators, music teacher educators, and professional organizations.

Two Music Educators’ Resistance to Competition

Despite the growing recognition of the importance of Pedagogical Content Knowledge (PCK) in music education, there is a significant knowledge gap regarding the precise nature of its role and how it contributes to effective teaching and learning. The objective of this systematic literature review is to examine and synthesize existing research on the roles of teachers' PCK in music education. Specifically, the study aims to explore how the PCK of music educators influences their teaching strategies, curriculum development, student engagement, and assessment practices. The research seeks to examine how these roles may vary across different scenarios and the implications of these variations for teaching and learning, especially in the context of music education across various educational settings. By synthesizing findings from diverse educational levels and cultural contexts, this review seeks to offer profound insights into the optimization of music education across various educational settings. The study follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. The analysis focused on the research question and identified themes related to the PCK in music education. The analysis revealed four emerging themes: understanding of music concepts, pedagogical strategies, student-centered teaching approaches, and assessment practices. These findings provide insights into effective practices for music curriculum designers and instructors in designing and developing strategies in teaching and learning in music education. These insights can inform the development of effective teaching strategies, curriculum design, and assessment practices in music education, ultimately enhancing the quality of instruction and learning experiences for students.

Investigating the Roles of Pedagogical Content Knowledge in Music Education: A Systematic Literature Review

ABSTRACTThe primary purpose of this study is to explore how parents involve themselves in their children’s music practice. It is based on the retrospective views of Chinese collegiate students majoring in music. A total of 14 Chinese students participated in individual semi-structured interviews. The qualitative analysis in this study centred on the type and frequency of parental behaviours. The results demonstrate that each of the participants remembered their parents being involved in their music practice to varying degrees. Specific types of involvement are organised into five categories: controlling, supervising, supporting, engaging, and prohibiting. Based on the findings, a model is proposed to aid understanding of the complexity of parental behaviour of music practice in the Chinese context. A potential trajectory of parental behaviours pertinent to highly self-regulated music learners was also identified. The study suggests possible theoretical foundations for further exploration of the role of parents in music learning.KEYWORDS: Chinese parentsmusic practiceparental behaviours Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Peak Discipline Construction Project of Education at East China Normal University.Notes on contributorsChunxiao ZhangChunxiao Zhang is a post-doctoral researcher at faculty of education, East China Normal University. Her research interests include self-regulated learning, music practice, and parental involvement.Bo-Wah LeungBo-Wah Leung is Professor of Cultural and Creative Arts at the Education University of Hong Kong and President of International Society for Music Education. His research interests include creativity and motivation in music teaching and learning, and transmission of traditional music.Matthew D. ThibeaultMatthew D. Thibeault is an associate professor of cultural and creative arts at the Education University of Hong Kong. His research interests include participatory music and media in music education. 

A proposed model of parental behaviours of music practice: based on music majors’ retrospective views in mainland China

In this article, based on a longitudinal study that the author conducted in a primary school in Japan, a methodology for assessing the long-term impact of music education is discussed. With the intention of understanding the meaning of primary music education from the perspectives of the learners, retrospective data were collected from former primary school students who became university students. Methodological possibilities are discussed in the light of nine themes, including the use of retrospective data and video recordings, focus group interviews, the involvement of teachers, subjectivity, and the view of narrative understanding. While most impact case studies pay little attention to how student learning actually takes place, the proposed methodology in this article emphasizes the importance of qualitative understanding in the initial stages as well as underscoring learners’ retrospective valuations of their own learning experiences. 

Discussing a methodology for researching the long-term impact of music education: Drawing on learners’ memories and self-accounts

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Discussing a methodology for researching the long-term impact of music education: Drawing on learners’ memories and self-accounts