GIA Music Education Catalog ? 2011 - GIA Publications

GENERAL INTEREST
An indispensable guide for beginning music teachers!
Handbook for the
Beginning Music Teacher
Colleen M. Conway and Thomas M. Hodgman
This practical and essential resource guides
preservice and beginning music teachers through
the most difficult years of music teaching. Part
One assists undergraduate music education
students in navigating early observations; Part
Two offers advice for music student teachers;
and Part Three is an invaluable reference for
the beginning music teacher.
Nineteen real-life stories are interspersed
throughout Handbook for the Beginning Music
Teacher, and most include questions for
discussion developed by the story authors.
Their experiences aid new and prospective
teachers in considering difficult questions
before they come up in the classroom: What
should you do if you are placed in a subject area
outside of your area of expertise? How do you
balance the roles of teacher and musician?
Handbook for the Beginning Music Teacher
Chapter One
Colleen Conway and Tom Hodgman
Beyond teaching Developing music, as a Music Teacher what effects do you
School Observation Reflection Worksheet
First Fieldwork Teaching Experiences Reflection Worksheet
have on students’ lives?
Questions to consider before the observation:
Questions to consider before teaching in a fieldwork setting:
Reproducible worksheets appear throughout
• What do you remember about your own experience of music in
• What are my biggest concerns regarding teaching in this setting?
this type of setting?
Why?
the text. These include preservice teacher
• If you did not have music in a setting like this, what are you preconceived
notions about music in this setting?
• What is my personal goal this teaching experience?
reflection Questions to consider forms, during the teaching: observation protocols,
• What do you expect to see or hear?
• Am I demonstrating good musicianship?
reflection worksheets for the student teacher,
• What would a good lesson look and sound like?
• What is the reaction from the students? Am I aware of students’
Questions to consider during the observation:
supervisor
level of
observation
participation, focus, and interest? Am
forms,
I responding to thefeedback tools,
student needs?
• What must have happened before today in order for this lesson to
happen today?
and a professional • How is my pace? Am I moving development too quickly? Too slowly? checklist. Each
• How does the teacher prioritize instruction? What is addressed
Questions to consider after the teaching:
first?
of the three sections ends with a reference list
• What were my strengths during this lesson?
• What might I do if I were the teacher?
and suggestions for further reading.
HBFORTHEBeginningTeacherv2 10/28/05 3:25 PM Page 24
• What skills and attitudes does this teacher need to have a good
lesson?
Questions to consider after the observation:
• What is my reaction to this experience?
• How does it relate or not to my past experiences?
• What should I consider for my next experience?
• In what ways was I able to read the students? Did I respond to
what I read?
Colleen • How M. do I prepare Conway myself for the next experience? is Associate Professor of
Music Education at the University of Michigan.
Thomas M. Hodgman is Associate Professor of
Music at Adrian College, where he is Chairman
of the Music Department and Director of
Choral Ensembles.
12 13
G-6625 Spiral-bound, 248 pages ...................................$35.95
See Handbook for the Music Mentor, page 7
202 GIA Publications, Inc. 1.800.GIA.1358 or 708.496.3800 • Fax: 708.496.3828 • www.giamusic.com