The purpose of this qualitative multiple case study was to examine how music teachers at Jewish day schools integrate both general music skills and repertoire with Jewish repertoire and themes in their curriculum. Research questions included: (1) How do music teachers at Jewish day schools integrate general music skills and repertoire with Jewish repertoire and themes? (2) What challenges do teachers face when implementing their curriculum in the Jewish day school environment? (3) How do teachers describe their decisions to integrate? (4) How do their beliefs and values impact integration? And (5) How do teachers understand their role as music educators in a Jewish day school? Research on music education in Jewish day schools is a rarity, and as of the completion of this study, no apparent research yet examined the integration of general and Jewish music. For this study, I selected three general music teachers at the lower school or elementary level from two Jewish day schools in the Northeastern United States that represented different Jewish communities. Data collection consisted of three semi-structured interviews, three-four observations of general music classes for kindergarten through fifth grade, and artifacts.Data analysis revealed the following findings, organized by the five research questions. Participants integrated general and Jewish music through music basics and deliberate curricular decisions. They faced the challenges of time, tensions between values and practical considerations, and on some occasions, support. Participants made decisions about integration by taking the repertoire-first or concept-first approach, and then checked to make sure that their lessons were multicentric. Participants’ beliefs and values fit the overarching theme of “feet in two different worlds.” Two participants, Shira and Tamar, derived their beliefs and values from the general music world, the Jewish music world, and from a combination of the two. One teacher, Kate, who is not Jewish, derived her beliefs and values from the general music world and showed a belief in being open to Jewish music. Shira saw her role as “The Connector,” Tamar viewed her role as “The Advocate/Connector,” and Kate viewed her role as “The Facilitator.” This research strives to shed light on the practicalities and thought processes involved in integrating Jewish and general music that will transfer to other Jewish day schools, other Jewish educational institutions, and other faith-based schools. / Music Education
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/8567 |
| Date | January 2023 |
| Creators | Cohen, Julie, 0000-0003-3977-8779 |
| Contributors | Parker, Elizabeth Cassidy, Confredo, Deborah A., Dilworth, Rollo A. |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 150 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/8531, Theses and Dissertations |
Page generated in 0.0019 seconds