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Creating collaborative spaces for musical meaning-making: redefining the music specialist/classroom teacher relationship

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dc.contributor.supervisor Serebrin, Wayne (Curriculum, Teaching and Learning) en_US
dc.contributor.author Wiens, Sonja
dc.date.accessioned 2013-04-08T17:12:19Z
dc.date.available 2013-04-08T17:12:19Z
dc.date.issued 2013-04-08
dc.identifier.uri http://hdl.handle.net/1993/18721
dc.description.abstract This study examines what and how classroom teachers and a music specialist learn on their own, with each other, and with their students when they engage in collaborative, multimodal teaching and learning experiences. Through excerpts from interviews, planning sessions, focus groups, and the retelling of classroom experiences, this action research-inspired narrative inquiry documents and explores the experiences of four elementary school teachers as they worked together over a 12-week period. Through a restructured music schedule—designed to facilitate sustainable integrated, multiple literacy experiences—the teachers collaborated with the children and with one another to co-construct authentic learning experiences which drew upon and expanded students' interests and inquiries, and which positioned music in new ways as another classroom language. The unfolding stories examined in this inquiry resonate with the ideas and the spirit of the atelier in Reggio Emilia schools, and they point to the importance of meaningful, collaborative relationships in teacher learning and reflection. The study has implications for the ways in which musical experiences may be structured, made more complex, and revalued in elementary schools. en_US
dc.subject music en_US
dc.subject education en_US
dc.subject early-years en_US
dc.subject inquiry en_US
dc.subject collaboration en_US
dc.subject team-teaching en_US
dc.subject professional learning community en_US
dc.subject narrative inquiry en_US
dc.subject teacher learning en_US
dc.subject arts integration en_US
dc.subject Orff en_US
dc.subject Reggio Emilia en_US
dc.title Creating collaborative spaces for musical meaning-making: redefining the music specialist/classroom teacher relationship en_US
dc.degree.discipline Curriculum, Teaching and Learning en_US
dc.contributor.examiningcommittee Morin, Francine (Curriculum, Teaching and Learning) Peters, Beryl (Arts Education, Manitoba Education) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note May 2013 en_US


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