Shifting From Fear to Self-confidence: Body Mapping as a Transformative Tool in Music Teacher Education

Authors

  • Shelley M. Griffin Brock University

DOI:

https://doi.org/10.11575/ajer.v61i3.56048

Keywords:

Keywords, music teacher identity, fear, self-confidence, body mapping, elementary music education, Mots clés, identité des enseignants de musique, peur, confiance en soi, cartographie corporelle, enseignement de la musique au primaire

Abstract

Fear and lack of self-confidence toward music teaching are frequently experienced by many Bachelor of Education teacher candidates when they imagine themselves as future elementary general music teachers. Integrating visual art body mapping in elementary music methods fosters a unique opportunity to identify and interrogate musical experience. Findings from a 2-year narrative inquiry reveal how body mapping provides a window into music teacher identity through understanding the role of musical experience in teacher candidates’ daily lives. Body mapping becomes a transformative tool in music teacher education to move teacher candidates from embodied fear to increased self-confidence in shaping future teaching practice.

Lorsque les étudiants au programme de Baccalauréat en Éducation s’imaginent comme enseignants de musique au primaire, ils éprouvent souvent de la peur et un manque de confiance. L’intégration de la cartographie corporelle aux méthodes d’enseignement de la musique au primaire favorise la création d’une occasion unique d’identifier l’expérience musicale et d’y réfléchir. Les résultats d’une enquête narrative ayant duré deux ans révèlent dans quelle mesure la cartographie corporelle offre une fenêtre sur l’identité de l’enseignant de musique en révélant le rôle de l’expérience musicale dans le quotidien des étudiants en pédagogie. La cartographie corporelle devient un outil de transformation dans la formation des enseignants de musique, un instrument qui les éloigne de leur peur enracinée et augmente leur confiance face à leur pratique pédagogique à l’avenir.

 

 

Author Biography

Shelley M. Griffin, Brock University

Dr. Shelley Griffin is an Associate Professor in Elementary Music Education in the Department of Teacher Education, Brock University. She obtained her PhD and MEd from the University of Alberta, and her BMus from the University of Prince Edward Island. Shelley’s research interests include children’s narratives of musical experiences, pre-service music teacher education, narrative inquiry, informal faculty mentorship, and collaborative scholarship. Shelley has published articles and contributed book chapters to various international journals and books. 

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Published

2016-03-29

How to Cite

Griffin, S. M. (2016). Shifting From Fear to Self-confidence: Body Mapping as a Transformative Tool in Music Teacher Education. Alberta Journal of Educational Research, 61(3), 261–279. https://doi.org/10.11575/ajer.v61i3.56048

Issue

Vol. 61 No. 3 (2015): Fall

Section

ARTICLES

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