Music teaching differs by underlying educational focus

What is it about?

This article describes a model of music teaching that explains how patterns of teaching behavior centers around measurable "orientations" or central point of focus. There are eight dimensions to the theory, each defined by a distinct pattern of teaching behavior: Assertive Teaching comprised of task directions and corrective feedback, Nonverbal Motivation comprised of attention-getting behaviors, Time Efficiency comprised of quick pacing and multi-tasking, Positive Learning Environment comprised of patient timing and affirmation of learning, Group Dynamics comprised of small group and individual shared leadership strategies, Music Concept Learning patterned around fact-recall and critical thinking questions, Artistic Music Performance that connects physical technique and movement and aural imagery, and Student Independence that fosters creative/affective learning through open-ended questions and nonjudgement. How these eight dimensions pattern together reveals a music teacher's focus on a higher level, such as whether a music teacher focuses on shallow task completion, concert performance, deep learning, or comprehensive musicianship.

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Why is it important?

The Gumm music teaching style model demonstrates that there is no one way to be effective, and instead that music teachers strive to be effective toward a range of goals. The question in teacher evaluation, then, is not whether a teacher is effective, but in which way.

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