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Engaging families in partnerships that promote student learning and build trust between music educators and the community can be challenging. Therefore, the purpose of this article is to provide suggestions to help music teachers engage families to support children's lifewide music-making. We share research and scholarship on family musical practices, family composition in the United States, family-inclusive practices, as well as some families' views of and hopes for music education. We use this literature and an equity-centered framework of family engagement to provide suggestions to build reciprocally beneficial family partnerships, as well as sample materials teachers can use. [ABSTRACT FROM AUTHOR]

The primary purpose of this study is to explore how parents involve themselves in their children's music practice. It is based on the retrospective views of Chinese collegiate students majoring in music. A total of 14 Chinese students participated in individual semi-structured interviews. The qualitative analysis in this study centred on the type and frequency of parental behaviours. The results demonstrate that each of the participants remembered their parents being involved in their music practice to varying degrees. Specific types of involvement are organised into five categories: controlling, supervising, supporting, engaging, and prohibiting. Based on the findings, a model is proposed to aid understanding of the complexity of parental behaviour of music practice in the Chinese context. A potential trajectory of parental behaviours pertinent to highly self-regulated music learners was also identified. The study suggests possible theoretical foundations for further exploration of the role of parents in music learning. [ABSTRACT FROM AUTHOR]

This study examines parental involvement in urban public schools, focusing on how parents in organised school-centred networks support, navigate, and negotiate from their different social positions. The multiple case study of specialised music programmes provides insights into parent strategies and behaviours in intermediate practices between school-based socialisation and extracurricular activities largely run by the parents associations. The paper draws on data from in-depth focus group interviews with members of parents associations in socially, culturally, and historically different schools. Findings demonstrate that parent approaches to specialised education and their modes of involvement vary according to social class, resources, and school culture. There are class-based differences in parent strategies and the way their collective symbolic capital is used in policy negotiation. However, relationships between a parents association and the school administration are generally regulated by the social and cultural history of a particular school. [ABSTRACT FROM AUTHOR]

The purpose of the study was to examine types of parental involvement associated with independent music lessons. A self-report survey was designed to explore parent characteristics, parental goals, students’ musical progress, the teacher–student relationship, the practice environment, and parent behaviours during practice sessions. The extent to which the outcomes of enjoyment and progress could be predicted by parenting goals and values, time spent practising, teacher qualities, and student self-regulation was also examined. The survey was distributed through Canada’s Royal Conservatory, yielding 2583 surveys for analysis. Results indicated that parents were deeply invested in their children’s music lessons, as reflected in the years of commitment to music instruction, the thoughtful roles that they took in supporting their children’s evolution as self-regulating musicians, and the respect that they held for their children’s teachers. Evidence suggested that positive teacher–student relationships and parental involvement in practice sessions between lessons predicted student enjoyment of music and musical progress. [ABSTRACT FROM AUTHOR]

The authors describe a successful elementary strings program. They share components of the program, parent engagement with the program, brain research supporting the program and its benefits, audiovisual samples of student performances, anecdotal comments regarding the program from both students and parents, and further considerations for implementing a similar program in other schools. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine whether individuals’ perceptions of parental involvement and home environment in music vary with nationality (Brazil/United States) and time frame (past/current). Past and current students from selected community music programs in the United States and Brazil completed the PI-HEM (Parental Involvement and Home Environment in Music) survey. There were significant differences for both nationality and time frame. Post-hoc canonical correlations indicate the differences were mostly in “environment” and “participation”. Current students in the United States had the lowest normal percentiles of rank-based scores for those two subscales. Results may help teachers develop concrete strategies for parental involvement. [ABSTRACT FROM AUTHOR]

The author reflects on the role of the interest and involvement of parents in their children's success in musical study. He discusses music teachers' understanding the parents of their students, examples of parental support to music students, and the conflicts that arise as a result of discrepancies between parental expectations and children's musical preferences.

Navigating the acronyms and labels when working in schools can be challenging and overwhelming. But knowing the appropriate terminology when working with students with disabilities is an important part of understanding students’ diagnoses, communicating with parents and other school personnel, and engaging in effective teaching practices to foster a culture of inclusion in music classrooms. [ABSTRACT FROM AUTHOR]

A recent study of Korean middle-class mothers' perceptions and parenting practices associated with children's participation in musical activities reported unique forms of musical parenting, which closely correspond with previous studies of concerted cultivation in Western middle-class families. Are these unique patterns exclusive to middle-class families? This study aims to explore typical Korean mothers' general perceptions and parenting practices regarding their children's participation in extra-curricular musical activities. In addition, this study also looks at how their perceptions and musical parenting practices differ from those of Korean middle-class mothers. Fourteen Korean mothers, whose children (aged 5 to 15) were engaged in some type of musical activities, participated in in-depth telephone interviews that explored their beliefs, expectations and parenting practices regarding their children's musical activities. Findings, analysed through the lens of concerted cultivation, revealed that most mothers had strong beliefs about the values and significance of their children's musical engagement. However, in spite of the mothers' strong beliefs and their active support, the extent to which mothers supported their children's extra-curricular musical activities varied considerably, depending on their socio-economic status, and some other prominent characteristics (e.g. high competitiveness, musical involvement as a way to reinforce their social status) shared by Korean middle-class mothers did not emerge in the current study. [ABSTRACT FROM PUBLISHER]

This study compared 50 Chinese and 100 North American Caucasian children aged 6 to 17 who were learning piano, in terms of their work ethic, motivation, and parental influences. Compared to North American Caucasians, Chinese children and parents believed more strongly that musical ability requires hard work, and Chinese children were more interested in working hard at piano practice, and practiced nearly twice as much. We also found differences in autonomous motivation, as defined by Self-Determination Theory: compared to Caucasians, Chinese children identified more with playing the piano, found it more intrinsically enjoyable, and pressured themselves less by shame or guilt, though they were more motivated by a desire to please their teachers and parents. Furthermore, Chinese parents more frequently sat in on their child’s piano lessons. These findings suggest several reasons that may contribute to the success of Chinese musicians. [ABSTRACT FROM PUBLISHER]

The purpose of this study was to examine the underlying multifaceted structure of home environment in music using a factor analysis methodology, and to create a scale that reflects this structure. Students from a major metropolitan area in the southeastern United States (N = 523) enrolled in general music classes, orchestra classes, band classes, and chorus classes in grades 4-12 completed a 99-item pool measure. Items were created based on previous research in music education and education. A factor analysis of the item measure identified seven parental involvement-home environment in music factors: Home Musical Structure, Attitudes Toward Music, Home Musical Environment, Music Program Support, Parental Expectations, Family Musical Participation, and Family Musical Background. Six items for each factor were selected for the final scale based on factor loadings and to measure unique aspects of each factor. The MANOVA revealed that five of the seven factors (Home Musical Structure, Attitudes Toward Music, Home Musical Environment, Music Program Support, and Family Musical Participation) differed by sample characteristics. [ABSTRACT FROM AUTHOR]

Socio-historical contexts are integral to both general and music educational practices. However, when music teacher education candidates ask such questions as, “How can we engage in musics outside of the accepted canon and talk about these issues in my class without being accused by parents or administrators of being ‘political?’” they restrict possibilities for engaging with context meaningfully. Yet students, in their complex and often sophisticated musical lives outside of the formal institute of schooling, carry out these kinds of discussions and understandings with ease and nonchalance. Using the companion lenses of critical race theory and antiracism education, this article explores the reluctance of some music educators to engage those socio-historical contexts deemed political within multicultural and world music, asking: Without such contextualization, how is cross-cultural or intercultural understanding possible? [ABSTRACT FROM PUBLISHER]

The article focuses on the sustainable school music education for American students who belonged in poor and rural communities. It notes the complexities and discrimination issues faced by people who live such life. It stresses that music education start with families who are musically inclined, where children were exposed in such field by their parents. Moreover, it suggests the importance of implementing music education in the kindergarten level.

The purpose of this article is to examine the fundamentals of the Individuals with Disabilities Education Act and its impact on music educators. Topics include: (a) zero reject, (b) non-discriminatory evaluations, (c) free appropriate public education, (d) least restrictive environment, (e) procedural due process, (f) parental involvement, and (g) response to intervention (RTI). Detailed explanations of policy are provided along with strategies for implication in the music classroom. [ABSTRACT FROM AUTHOR]

A literary criticism of the book "Battle Hymn of the Tiger Mother," by Amy Chua, is presented. The author examines Chua's discussion of music education and Asian American parents, looking at Chua's identification with her immigrant parents, the criticism she presents of other Asian American parents who encourage their children to learn classical music, and the connection between music and social status.

The author discusses how music teachers can motivate their students during music teaching. She states that to achieve mastery in a music instrument by a student, it is necessary to maintain student's motivation to learn and perfect music skills. She offers several tips to music teachers for student motivation, including hold jam sessions, provide support from peers and parents, and provide ample time to reinforce newly learned concepts.

Getting parents and guardians of your students to participate in the learning process can have tremendous benefits for your students, the school, and the community. Here are some ideas to include these natural allies beyond the concert hall and other volunteer efforts. [ABSTRACT FROM AUTHOR]

Informances, informal and informative presentations of student learning that emphasize the learning process, provide an alternative to traditional concerts or programs, which may take general music classroom time away from activities not geared toward a specific performance. Informances are an excellent means of communicating educational objectives to parents and sharing what and how students learn, which is not always possible through a traditional concert. This article discusses reasons why an informance may be, especially for very young students, a more appropriate format than a traditional concert, gives examples of various types of informances, and describes parent reactions to informances. [ABSTRACT FROM AUTHOR]

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This study presents a review of music research that examined attitudes toward inclusion and persons with disabilities in music settings. A total of 6,743 students and teachers/therapists (64%, 36% respectively) participated in 32 studies (12 experimental, 6 quasi-experimental, 14 descriptive) published between 1975 and 2005. Children with disabilities were participants in only 2 studies, and no studies measured attitudes of parents, siblings, professionals other than teachers, or adults with disabilities. Much of the information from surveys with music teachers is dated, geographically specific, and limited in its generalizability, due to the variety of author-constructed measures. More informative are findings from the experimental/ quasi-experimental studies that examined effects of extended direct contact, expectations, and labeling. These findings are consistent with research from other disciplines; however, the unique role of music participation in attitude formation and attitude change related to persons with disabilities has yet to be explored. [ABSTRACT FROM AUTHOR]

The article focuses on encouraging budding singers. Music is a deeper emotion than words. Therefore, children should be encouraged to sing as it is a form of self-expression. Music strengthens the bonds of community and fellowship. Children should be exposed to good music which will enhance their interest in singing and improve musical ability in them from an early age. Music teachers should avoid keeping the pitch too low which does not suit the vocal capacity of young children. Every child, irrespective of whether they are born with musical talent or not, can sing if they are provided with the right coaching.

Presents a case study that examined the music education program for preschool children and parents in the U.S. Observation of the musical behaviors of children; Significance of musical plays on child's development; Importance of parent and child relationships and parent involvement in music programs; Findings of data analysis.

Presents a study that investigated the possible influences of experience on musical parenting of infants. Evaluation of several types of music, such as classical, rock, country or folk, children's songs and lullabies; Associations between parental musical experience and musical repertoire sung to infants; Implications of the study to music education.

The article offers the author's insights on the importance of early childhood music class transition to private studies. The author cites that music class accomplishes the goals to develop children's skills and focus to private lesson. She states that awareness, self-exploration, and experimentation in melody and rhythm are developed in class establishing a solid foundation in music. She adds that aural learning such as singing and listening develop the ear to an extent of understanding and at the same hearing the music with clarity as if looking at a score while kinesthetic development requires children to use both fine and gross skills regardless of the instrument they will study. She notes that creating children's music foundation is easier with caregivers' and parents' support.

This article describes an organizational tool for resurrecting a student choral program. It presents two categories of program building and discusses the importance of student involvement and administration/parent support to the building process. Preparation, commitment, perseverance, imagination and a clear plan are required for success.

The article presents summaries of several research articles published recently as of December 2009, including "Portfolio Assessment in Student Teaching: A Reliability Study," by Tami J. Draves, "Birth to Six: Music Behaviors and How to Nurture Them," by Susan Kenney, and "Adolescent Musicians' Perceptions of Conductors Within Musical Context," by Clifford K. Madsen, John M. Geringer, and Katia Madsen.

The article provides tips on how to maintain professionalism in teaching music. Accordingly, staying organized and having lesson materials ready are very important. Teachers should keep a consistent schedule for teaching. Lessons should not be interrupted by telephone calls and other distractions. Speaking professionally in the studio, telephone or to the community must always be observed. Answering machines should sound business-like especially if teachers teach in a home-based studio. A professional dress code which avoids jeans and sweatpants should be worn. The home studio should be separate from the house. Inviting parents to watch lessons can also be done. Teachers must recognize the limits of their knowledge and be capable of referring students to other teachers when necessary.

The article discusses the purpose of make-up policy in studios and the importance of abiding that policy among music students and teachers. A make-up policy is needed when a student misses a lesson because the absence of a policy could impact income and the generosity of the teacher can be taken for granted. It is said that parents appreciate clear policies. Once a studio has been chosen, the policies of that studio is also being chosen by the students and parents. The next step to understanding a written policy is to decide on the specifics. The policy should be as firm as the willingness to enforce.