A Case Study of External Music Specialist's Teaching at a Private Nursery
Young children educators have objected external music specialists teaching at preschools because most of them lack the related training of young children. Nevertheless, parents appreciate specialists' music ability and therefore hiring music specialists becomes private preschools' advertisement. To examine an external music specialist's teaching, a method of qualitative case study through purposed sampling was conducted. It is evidenced that the music specialist's curriculum design is focused on pitch and duration teaching associated with music notation. Each class frequently introduces music play and consists of 3 or 4 various activities. Even so, drills and practices are the core of those music activities through analyses. To further examine the teacher's interaction with children, the classroom discourses were studied. It was found that most of the classroom discourses were categorized as closed questioning. Occasionally, open-ended questioning was used. However, it usually caused children's enthusiastic dialogues interpreted as noises and quickly ended up by the specialist teacher. In addition, young children connecting the teacher's talking to other subjects or protesting against the teacher's unfairness would initiate discourses, but those discourses are frequently neglected by the specialist teacher under the time pressure. Furthermore, the specialist's teaching could smoothly proceed partly from the class generalist teacher's assistance, such as classroom management, teaching assistance, and occasionally joint teaching.
|關鍵詞||外聘音樂教師、幼兒音樂教育、幼兒音樂教學、教室言談、Classroom discourse、External music specialist、Music education in early childhood、Music teaching in early childhood|