Applications of Psychological and Sociological Research

Applications of Psychological and Sociological Research

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For the final week of our Psychology & Sociology class, we were mostly given the time to write our final paper. There were no assigned readings, just a Live Lecture on the topics covered this term and a Live Classroom to discuss the applications in our classroom of the prompt for our paper. The main thrust of the paper is discussing one or more of the psychological/sociological concepts from the course and how it might reconceptualize our pedagogy. The first concept that came to my mind was self-determination theory from Week 4: Identity, Community, and Music Making, but I also thought about digging more into constructionism, the theoretical framework I used in my research proposal for our Introduction to Research class. I ended up settling on constructionism, but I plan on reading more into self-determination theory during my “Spring Break” next week.

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Critical Theory and Critical Pedagogy

Critical Theory and Critical Pedagogy

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For Week 6 of our Psychology and Sociology class, we discussed the topics of Critical Theory and Critical Pedagogy. Critical Theory “is the reflective assessment and critique of society and culture by applying knowledge from the social sciences and the humanities” (Wikipedia). It draws on the works of Karl Marx, Sigmund Freud, and the Frankfurt School of social theory. Critical Pedagogy applies critical theory to education, and began with Paulo Freire’s book, Pedagogy of the Oppressed. For this week, we had to choose between reading Freire’s Pedagogy of the Oppressed or Michael Apple’s Official Knowledge: Democratic Education in a Conservative Age. We were also assigned a few journal articles, a reading response, and a paper.

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Race, Ethnicity, and Gender

Race, Ethnicity, and Gender

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Week 5 of my Psychology and Sociology in Music Education class focused on issues of race, ethnicity, and gender in music education. Similar to my thoughts on motivation and identity limiting participation in music in secondary schools from last week, there are issues related to race, ethnicity, and gender that prevent students from participating in music. Our readings were divided into two groups: race & ethnicity and gender. We also had a Live Classroom in addition to our weekly Reading Response.

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Identity, Community, and Music Making

Identity, Community, and Music Making

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This post started out much differently than it looks now. I began writing something that would look more like Week 1, Week 2, or Week 3 of my Psychology and Sociology in Music Education class, but as I kept reading and writing, I wanted to be able to tell you more about what I was thinking and less within the confines of the reading response and the paper. I’ll leave you with some of that first, traditional draft, but then transition to something that better fits what I wanted to write.

Week 4 began looking at education and music education through a sociological lens. This week we specifically looked at identity, community, and music making. We dove into another of our main texts, Sociology for Music Teachers: Practical Applications. then looked at Identity, Music, Schools, and Community. We also had a reading response and a paper due this week.

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Motivation and Creativity

Motivation and Creativity

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Week 3 of our Psychology and Sociology in Music Education course looked at the concepts of motivation and creativity. We had another slough of readings (from which I learned a great deal!) with a required reading response as well as our second Live Classroom. I’ll discuss a bit of my learning and the implications from the reading in the post below.

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Musical Development

Musical Development

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For the second week of our Psychology and Sociology in Music Education course, we looked at how the theories we discussed in Week 1 can be applied specifically in music. The readings and lectures sought to address three important questions:

  1. How can we apply developmental theories to music teaching and learning?

  2. What is intelligence? What is talent?

  3. How does an individual's musical ability develop? What is ability? Can we measure ability? What about achievement?

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Psychological Theories in Education

Psychological Theories in Education

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For Week 1 of Psychology and Sociology in Music Education: Perspectives and Applications, we began reading several chapters from Developmental and Educational Psychology for Teachers: An Applied Approach. These chapters gave us a broad overview of the text; psychological research; theories of cognitive development from Piaget, Vygotsky, and Bruner; and theories of personal and social development from Freud, Erickson, Rogers, Maslow, and Marcia. We also had our first Live Classroom, and we were required to write a response to our readings.

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Psychology and Sociology in Music Education: Perspectives and Applications

Psychology and Sociology in Music Education: Perspectives and Applications

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Today is the first day of the Spring I 2019 term of my doctoral program, and I am beginning a class entitled Psychology and Sociology in Music Education: Perspectives and Applications with Dr. Ronald Kos. I am especially interested after doing some preliminary reading and having conversations about cognitive load theory with my friend and colleague, Nick Covington. It looks like I’m going to have a lot of reading to do these next seven weeks!

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