The Teaching Approach of a Notable African-American Music Teacher: An Intrinsic Case Study
This intrinsic case study examined the teaching philosophy and practice of Victoria Miller, a notable African-American music educator in Detroit. Utilizing the theoretical frameworks of social constructivism and Black feminism, I sought to answer the following research questions: (a) How does the te...
Gespeichert in:
| Veröffentlicht in: | Visions of research in music education 2018-04, Vol.31, p.1 |
|---|---|
| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | |
|---|---|
| container_issue | |
| container_start_page | 1 |
| container_title | Visions of research in music education |
| container_volume | 31 |
| creator | Palmer, C Michael |
| description | This intrinsic case study examined the teaching philosophy and practice of Victoria Miller, a notable African-American music educator in Detroit. Utilizing the theoretical frameworks of social constructivism and Black feminism, I sought to answer the following research questions: (a) How does the teacher describe her teaching? (b) How do her students describe her teaching? and (c) How does her cultural background as an African American woman teacher influence her teaching? Data collected for this study consisted of field notes, teacher interviews, student interviews, and artifacts. Analysis of the data yielded four dominant themes: (a) Religious influence on teaching practice, (b) an ethic of caring, (c) identity as an “othermother,” and (d) use of music as a vehicle for empowering students. |
| format | Article |
| fullrecord | <record><control><sourceid>proquest</sourceid><recordid>TN_cdi_proquest_journals_2169258637</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2169258637</sourcerecordid><originalsourceid>FETCH-proquest_journals_21692586373</originalsourceid><addsrcrecordid>eNqNTb0KwjAYDIJg0b7DB84F29C0dQtF0UEXO7mUWFObUpOan8G3N_48gLfccT_cBAVxgfMoWZF0hkJj-pUHSWNcZAE6Vx2HirOmE_IGdBy18hpUCwyOyrLLwIG2WjRMRvTOPwIOzojmu-J6DVTCXlot5NstmeFwsu76XKBpywbDwx_P0XK7qcpd5D8ejhtb98pp6aM6iUmRpDnBGf6v9QJTa0En</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2169258637</pqid></control><display><type>article</type><title>The Teaching Approach of a Notable African-American Music Teacher: An Intrinsic Case Study</title><source>Education Source (EBSCOhost)</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><creator>Palmer, C Michael</creator><creatorcontrib>Palmer, C Michael</creatorcontrib><description>This intrinsic case study examined the teaching philosophy and practice of Victoria Miller, a notable African-American music educator in Detroit. Utilizing the theoretical frameworks of social constructivism and Black feminism, I sought to answer the following research questions: (a) How does the teacher describe her teaching? (b) How do her students describe her teaching? and (c) How does her cultural background as an African American woman teacher influence her teaching? Data collected for this study consisted of field notes, teacher interviews, student interviews, and artifacts. Analysis of the data yielded four dominant themes: (a) Religious influence on teaching practice, (b) an ethic of caring, (c) identity as an “othermother,” and (d) use of music as a vehicle for empowering students.</description><identifier>EISSN: 1938-2065</identifier><language>eng</language><publisher>Princeton</publisher><subject>African Americans ; Cultural identity ; Music education ; Music teachers ; Musical influences ; Religion ; Teaching methods ; Women</subject><ispartof>Visions of research in music education, 2018-04, Vol.31, p.1</ispartof><rights>Copyright New Jersey Music Educators Association Apr 2018</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780</link.rule.ids></links><search><creatorcontrib>Palmer, C Michael</creatorcontrib><title>The Teaching Approach of a Notable African-American Music Teacher: An Intrinsic Case Study</title><title>Visions of research in music education</title><description>This intrinsic case study examined the teaching philosophy and practice of Victoria Miller, a notable African-American music educator in Detroit. Utilizing the theoretical frameworks of social constructivism and Black feminism, I sought to answer the following research questions: (a) How does the teacher describe her teaching? (b) How do her students describe her teaching? and (c) How does her cultural background as an African American woman teacher influence her teaching? Data collected for this study consisted of field notes, teacher interviews, student interviews, and artifacts. Analysis of the data yielded four dominant themes: (a) Religious influence on teaching practice, (b) an ethic of caring, (c) identity as an “othermother,” and (d) use of music as a vehicle for empowering students.</description><subject>African Americans</subject><subject>Cultural identity</subject><subject>Music education</subject><subject>Music teachers</subject><subject>Musical influences</subject><subject>Religion</subject><subject>Teaching methods</subject><subject>Women</subject><issn>1938-2065</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid/><recordid>eNqNTb0KwjAYDIJg0b7DB84F29C0dQtF0UEXO7mUWFObUpOan8G3N_48gLfccT_cBAVxgfMoWZF0hkJj-pUHSWNcZAE6Vx2HirOmE_IGdBy18hpUCwyOyrLLwIG2WjRMRvTOPwIOzojmu-J6DVTCXlot5NstmeFwsu76XKBpywbDwx_P0XK7qcpd5D8ejhtb98pp6aM6iUmRpDnBGf6v9QJTa0En</recordid><startdate>20180401</startdate><enddate>20180401</enddate><creator>Palmer, C Michael</creator><scope/></search><sort><creationdate>20180401</creationdate><title>The Teaching Approach of a Notable African-American Music Teacher: An Intrinsic Case Study</title><author>Palmer, C Michael</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-proquest_journals_21692586373</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>African Americans</topic><topic>Cultural identity</topic><topic>Music education</topic><topic>Music teachers</topic><topic>Musical influences</topic><topic>Religion</topic><topic>Teaching methods</topic><topic>Women</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Palmer, C Michael</creatorcontrib><jtitle>Visions of research in music education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Palmer, C Michael</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Teaching Approach of a Notable African-American Music Teacher: An Intrinsic Case Study</atitle><jtitle>Visions of research in music education</jtitle><date>2018-04-01</date><risdate>2018</risdate><volume>31</volume><spage>1</spage><pages>1-</pages><eissn>1938-2065</eissn><abstract>This intrinsic case study examined the teaching philosophy and practice of Victoria Miller, a notable African-American music educator in Detroit. Utilizing the theoretical frameworks of social constructivism and Black feminism, I sought to answer the following research questions: (a) How does the teacher describe her teaching? (b) How do her students describe her teaching? and (c) How does her cultural background as an African American woman teacher influence her teaching? Data collected for this study consisted of field notes, teacher interviews, student interviews, and artifacts. Analysis of the data yielded four dominant themes: (a) Religious influence on teaching practice, (b) an ethic of caring, (c) identity as an “othermother,” and (d) use of music as a vehicle for empowering students.</abstract><cop>Princeton</cop></addata></record> |
| fulltext | fulltext |
| identifier | EISSN: 1938-2065 |
| ispartof | Visions of research in music education, 2018-04, Vol.31, p.1 |
| issn | 1938-2065 |
| language | eng |
| recordid | cdi_proquest_journals_2169258637 |
| source | Education Source (EBSCOhost); Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals |
| subjects | African Americans Cultural identity Music education Music teachers Musical influences Religion Teaching methods Women |
| title | The Teaching Approach of a Notable African-American Music Teacher: An Intrinsic Case Study |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-30T01%3A10%3A51IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20Teaching%20Approach%20of%20a%20Notable%20African-American%20Music%20Teacher:%20An%20Intrinsic%20Case%20Study&rft.jtitle=Visions%20of%20research%20in%20music%20education&rft.au=Palmer,%20C%20Michael&rft.date=2018-04-01&rft.volume=31&rft.spage=1&rft.pages=1-&rft.eissn=1938-2065&rft_id=info:doi/&rft_dat=%3Cproquest%3E2169258637%3C/proquest%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2169258637&rft_id=info:pmid/&rfr_iscdi=true |