This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Ward-Steinman, P. M. Search for Related Content Social Bookmarking                         What's this?

The development of an after-school music program for at-risk children: student musical preferences and pre-service teacher reflections

Indiana University, Bloomington, USA, pwardste{at}indiana.edu

An urban university music education department and an outreach organization partnered to provide after-school music classes for at-risk children. Fourteen music education majors were recruited to teach 125 first through fifth graders (6-12 years of age), whose ethnicity was 55 percent Hispanic and 45 percent African-American. Classes included general music, recorder, and choir. Musical preference measures indicated significant differences among grades, except for two pieces that reflected the ethnicity of the students. Pre-service teachers were most successful at teaching moving, performing, and listening to a variety of music, and least successful at teaching composing and improvising; and they were able to achieve all of the stated goals for a successful urban youth program, especially being a positive force and musical mentor, and making the experience enjoyable, challenging, and extraordinary for the children.

Key Words: elementary school • music classes • music education majors • musical preference • outreach • partnership • urban

International Journal of Music Education, Vol. 24, No. 1, 85-96 (2006)
DOI: 10.1177/0255761406063111


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?