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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Antonella Nuzzaci
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DOI:10.17265/2159-5836/2013.05.001
Affiliation(s)
University of L’Aquila, L’Aquila, Italy
ABSTRACT
This paper analyzes the supervision activity, to which educators and teachers enrolled with AIGAM (Gordon Italian Association for the Musical Learning) are subject to every year and intends to verify the application of those principles expressed in the learning model of the MLT (Music Learning Theory) developed by educational psychologist E. Edwin Gordon (1989, 1999, 2000, 2001, 2007) and promoted internationally by various institutions and organizations specifically accredited. It describes the influence of the videotaped supervision on the process, functions of monitoring, and evaluation of educational practices, starting with an empirical model that has guided the interventions in a study of supervision on training aimed at consolidating and developing professional skills in music education in early childhood. This paper sought to understand: the kind of practices, interactions, communications developing during an educational actions, the existence of a consistent relationship between the principles expressed in the MLT and their application, the type and benefits of supervision performed by of video recording on stakeholders in terms of change in professional behavior, and finally whether the active supervision could be comparable with other kinds of approaches.
KEYWORDS
music education, MLT (Music Learning Theory), empirical research in music education, observational tool
Cite this paper
References
Adams, R. S., & Biddle, B. (1970). Realities of teaching: Explorations with video tape. New York: Holt, Rinehart and Winston.
Anderson, R. P., & Brown, O. H. (1955). Tape recordings and counselor-trainee understandings. Journal of Counseling Psychology, 2(3), 189-195.
Apostoli, A. (2008). The musical learning in preschool: The concept of audiation in the Music Learning Theory of Edwin Gordon (L’apprendimento musicale in etá prescolare: il concetto di audiation nella Music Learning Theory di Edwin Gordon). In A. Nuzzaci & G. Pagannone (Eds.), Music, teaching, research. Profiles cultural and musical competence (Musica, didattica, ricerca. Profili culturali e competenza musicale) (pp. 203-224). Lecce: Pensa Multimedia.
Apostoli, A. (2010). The MLT: Theory and practice of learning music (La MLT: Teoria e prassi dell’apprendimento musicale). In S. Biferale (Ed.), The child listens: Learning between sense and sensory perception (Il bambino in ascolto: L’apprendimento tra senso e sensorialità) (pp. 17-24). Milano: Curci.
Apostoli, A., & Nuzzaci, A. (2010). The model of the Music Learning Theory of E. Edwin Gordon: An observational research on educational practices in early childhood music (Il modello della Music Learning Theory di E. Edwin Gordon: Una ricerca osservativa sulle pratiche educative musicali nella prima infanzia). In S. Biferale (Ed.), The child listens: Learning between sense and sensory perception (Il bambino in ascolto: L’apprendimento musicale tra senso e sensorialità) (pp. 67-75). Milano: Curci.
Aveline, M. (1992). The use of audio and videotape recordings of therapy sessions in the supervision and practice of dynamic psychotherapy. British Journal of Psychotherapy, 8(4), 347-358.
Beach, D. M., & Reinhartz, J. (1989). Supervision: Focus on instruction. New York: Harper & Row.
Boudreau, P. (1999). The supervision of a student teacher as defined by cooperating teachers. Canadian Journal of Education, 24(4), 454-459.
Burn, K., & Edwards, A. (2007). Learning in and across the professions. Oxford Review of Education, 33(4), 397-401.
Carr, M. K., Reeves, M., Meditz, N., & Wyatt, F. R. (1999). A cohort model for supervision of pre-service teacher developed by mentor teachers. Teaching and Change, 6(3), 314-328.
Chodoff, P. (1972). Supervision of psychotherapy with videotape: Pros and cons. American Journal of Psychiatry, 128(7), 819-823.
Day, C., & Qing, G. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 397-401.
Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: The Free Press.
Ebmeier, H. (2003). How supervision influences teacher efficacy and commitment: An investigation of a path model. Journal of Curriculum and Supervision, 18(2), 110-114.
Frawley-O’Dea, M. G., & Sarnat, J. E. (2001). The supervisory relationship: A contemporary psychodynamic approach. New York/London: Guilford.
Gelso, C. J. (1974). Effects of recording on counselor and clients. Counselor Education and Supervision, 15(1), 5-12.
Glatthorn, A. A. (1997). Differentiated supervision (2nd ed.). Alexandria: Association for Supervision and Curriculum Development.
Glickman, C. D. (1990). Supervision in transition: A developmental approach (2nd ed.). Boston: Allyn & Bacon.
Goldhammer, R. (1969). Clinical supervision: Special methods for the supervision of teachers. New York: Holt, Rinehart and Winston.
Gordon, E. E. (1989). Audiation, Music Learning Theory, music aptitude and creativity. In J. W. Richmond (Ed.), The proceedings of the Suncoast music education forum on creativity (pp. 75-89). Tampa: The University of South Florida.
Gordon, E. E. (1999). All about audiation and music aptitudes. Music Educators Journal, 86(2), 41-44.
Gordon, E. E. (2000). Contemplating objective research in music education. Early Childhood Connections, 6(1), 30-36.
Gordon, E. E. (2001). Contemplating objective research in music education. GIML Audea, 7(1), 4-8.
Gordon, E. E. (2005). Music education research: Taking a panoptic measure of reality. Chicago: GIA.
Gordon, E. E. (2007). Learning sequences in music: A contemporary Music Learning Theory. Chicago: GIA.
Gordon, E. E. (2011). Rating scales and their uses for measuring and evaluating achievement in music performance (Valutare la performance musicale). A. Nuzzaci (Ed.). Milano: Curci.
Hawkins, P., & Shohet, R. (1989). Supervision in the helping professions: An individual, group and organizational approach. Milton Keynes: Open University Press.
Heppner, P. P., & Roehlke, H. J. (1984). Differences among supervisees at different levels of training: Implications for a developmental model of supervision. Journal of Counseling Psychology, 31(1), 76-79.
Huhra, R. L., Yamokoski-Maynhart, C. A., & Prieto, L. R. (2008). Reviewing videotape in supervision: A developmental approach. Journal of Counseling & Development, 86(4), 412-418.
Jackson, C. M., Snow, B. M., Boes, S. R., Phillips, P. L., Stanard, R. P., Painter, L. C., & Wulff, M. B. (2002). Inducting the transformed school counselor into the profession. Theory Into Practice, 41(3), 177-185.
Leong, S. (2010). Mentoring and research supervision in music education: Perspectives of Chinese postgraduate students. International Journal of Music Education, 28(2), 145-158.
Lessing, A., & Schulze, S. (2003). Postgraduate supervision: Students and supervisors perceptions. Acta Academica, 35(3), 161-184.
Marsh, B., Mitchell, N., & Adamczyk, P. (2010). Interactive video technology: Enhancing professional learning in initial teacher education. Computers & Education, 54(3), 742-748.
Miars, R., Tracey, T., Ray, P., Cornfeld, J., O’Farrell, M., & Mulberry, C. (1983). Variation in supervision process across trainee experiences levels. Journal of Counseling Psychology, 30(3), 403-412.
Niland, T. M., Duling, J., Allen, V., & Panther, E. (1971). Student counselors perceptions of videotaping. Counselor Education and Supervision, 11(2), 97-101.
Noelle, M. (2002). Self-report in supervision: Positive and negative slants. The Clinical Supervisor, 21(1), 125-134.
Nuzzaci, A. (2010). Acquisitions, goals and language of music education in early childhood (Acquisizioni, obiettivi e linguaggi dell’educazione musicale nella prima infanzia) (pp. 29-45). Atti del I Convegno Nazionale AIGAM, Roma. Milano: Curci.
Nuzzaci, A. (2012a). Transversality in the objectives of education, from early childhood to seniority (Trasversalità negli obiettivi dell’educazione: dalla prima infanzia all’anzianità). In S. Ulivieri & M. Corsi (Eds.), Children and the elderly: Two seasons of life compared (Bambini e Anziani: due stagioni della vita a confronto) (pp. 549-568). Pisa: ETS.
Nuzzaci, A. (2012b). Educational research and teaching in the domain of the general action system (Ricerca educativa e didattica generale nel dominio del sistema d’azione). In P. C. Rivoltella & P. G. Rossi (Eds.), The educational act: Manual for teachers (L'agire didattico: Manuale per gli insegnanti). Brescia: La Scuola,
Nuzzaci, A. (2012c). “Technological Good” in the multiliteracies processes of teachers and students. International Journal of Digital Literacy and Digital Competence, 3(3), 12-26.
Nuzzaci, A., & Pagannone, G. (Eds.). (2008). Music, teaching, research. Profiles cultural and musical competence (Musica, ricerca e didattica. Profili culturali e competenza musicale). Lecce: Pensa Multimedia.
Poling, E. G. (1968). Video tape recordings in counseling practicum: I-environmental considerations. Counselor Education and Supervision, 7(S3), 348-356.
Putney, M. W., Worthington, E. L., & McCullough, M. E. (1992). Effects of supervisor and supervisee theoretical orientation and supervisor-supervisee matching on interns’ perceptions of supervision. Journal of Counseling Psychology, 39(2), 258-265.
Ralph, E. G. (1994). Helping beginning teachers improve via contextual supervision. Journal of Teacher Education, 45(5), 354-363.
Ralph, E. G. (1998). Developing practitioners: A handbook of contextual supervision. Stillwater: New Forum Press.
Romans, J. S. C., Boswell, D. L., Carlozzi, A. F., & Ferguson, D. B. (1995). Training and supervision practices in clinical, counseling, and school psychology programs. Professional Psychology: Research and Practice, 26(4), 407-412.
Roulx, K. R. (1969). Some physiological effects of tape recording on supervised counselors. Counselor Education and Supervision, 8(3), 201-205.
Schnarch, D. M. (1981). Application of videotape in psychotherapy training. In J. Fryrear & R. Fleshman (Eds.), Videotherapy in mental health (pp. 275-304). Springfield: Charles C. Thomas.
Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey Bass.
Schön, D. A. (1983). The reflective practitioner. New York: Basic Books.
Sewall, M. (2009). Transforming supervision: Using video elicitation to support preservice teacher-directed reflective conversations. Teacher Education, 18(2), 11-30.
Smith, K. M. (2009). An exploration of musical play and scaffolding in early childhood. Humanities and Social Sciences, 70(1-A), 124.
Star, B. (1977). The effects of videotape self-image confrontation on helping perceptions. Journal of Education for Social Work, 13(2), 114-119.
Taubman, S. B. (1978). Isolating videotape training effects. Journal of Social Service Research, 1(3), 307-316.
Van Kessel, L., & Haan, D. (1993). The Dutch concept of supervision: Its essential characteristics as a conceptual framework. The Clinical Supervisor, 11(1) 5-27.
Walz, G. R., & Johnston, J. A. (1963). Counselors look at themselves on video tape. Journal of Counseling Psychology, 10(3), 232-236.
Worthington, E. L. (1984). Empirical investigation of supervision of counselors as they gain experience. Journal of Counseling Psychology, 31(1), 63-75.
Worthington, E. L. (1987). Changes in supervision as counselors and supervisors gain experience: A review. Professional Psychology: Research and Practice, 18(3), 189-208.
Worthington, E. L., & Stern, A. (1985). Effects of supervisor and supervisee degree level and gender on the supervisory relationship. Journal of Counseling Psychology, 32(2), 252-262.
Worthington, E., & Roehlke, H. (1979). Effective supervision as perceived by beginning counsellors in training. Journal of Counseling Psychology, 26(1), 64-73.
Yenawine, G., & Arbuckle, D. S. (1971). Study of the use of videotape and audiotape as techniques in counselor education. Journal of Counseling Psychology, 1(1), 1-6.
Anderson, R. P., & Brown, O. H. (1955). Tape recordings and counselor-trainee understandings. Journal of Counseling Psychology, 2(3), 189-195.
Apostoli, A. (2008). The musical learning in preschool: The concept of audiation in the Music Learning Theory of Edwin Gordon (L’apprendimento musicale in etá prescolare: il concetto di audiation nella Music Learning Theory di Edwin Gordon). In A. Nuzzaci & G. Pagannone (Eds.), Music, teaching, research. Profiles cultural and musical competence (Musica, didattica, ricerca. Profili culturali e competenza musicale) (pp. 203-224). Lecce: Pensa Multimedia.
Apostoli, A. (2010). The MLT: Theory and practice of learning music (La MLT: Teoria e prassi dell’apprendimento musicale). In S. Biferale (Ed.), The child listens: Learning between sense and sensory perception (Il bambino in ascolto: L’apprendimento tra senso e sensorialità) (pp. 17-24). Milano: Curci.
Apostoli, A., & Nuzzaci, A. (2010). The model of the Music Learning Theory of E. Edwin Gordon: An observational research on educational practices in early childhood music (Il modello della Music Learning Theory di E. Edwin Gordon: Una ricerca osservativa sulle pratiche educative musicali nella prima infanzia). In S. Biferale (Ed.), The child listens: Learning between sense and sensory perception (Il bambino in ascolto: L’apprendimento musicale tra senso e sensorialità) (pp. 67-75). Milano: Curci.
Aveline, M. (1992). The use of audio and videotape recordings of therapy sessions in the supervision and practice of dynamic psychotherapy. British Journal of Psychotherapy, 8(4), 347-358.
Beach, D. M., & Reinhartz, J. (1989). Supervision: Focus on instruction. New York: Harper & Row.
Boudreau, P. (1999). The supervision of a student teacher as defined by cooperating teachers. Canadian Journal of Education, 24(4), 454-459.
Burn, K., & Edwards, A. (2007). Learning in and across the professions. Oxford Review of Education, 33(4), 397-401.
Carr, M. K., Reeves, M., Meditz, N., & Wyatt, F. R. (1999). A cohort model for supervision of pre-service teacher developed by mentor teachers. Teaching and Change, 6(3), 314-328.
Chodoff, P. (1972). Supervision of psychotherapy with videotape: Pros and cons. American Journal of Psychiatry, 128(7), 819-823.
Day, C., & Qing, G. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 397-401.
Dreyfus, H. L., & Dreyfus, S. E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: The Free Press.
Ebmeier, H. (2003). How supervision influences teacher efficacy and commitment: An investigation of a path model. Journal of Curriculum and Supervision, 18(2), 110-114.
Frawley-O’Dea, M. G., & Sarnat, J. E. (2001). The supervisory relationship: A contemporary psychodynamic approach. New York/London: Guilford.
Gelso, C. J. (1974). Effects of recording on counselor and clients. Counselor Education and Supervision, 15(1), 5-12.
Glatthorn, A. A. (1997). Differentiated supervision (2nd ed.). Alexandria: Association for Supervision and Curriculum Development.
Glickman, C. D. (1990). Supervision in transition: A developmental approach (2nd ed.). Boston: Allyn & Bacon.
Goldhammer, R. (1969). Clinical supervision: Special methods for the supervision of teachers. New York: Holt, Rinehart and Winston.
Gordon, E. E. (1989). Audiation, Music Learning Theory, music aptitude and creativity. In J. W. Richmond (Ed.), The proceedings of the Suncoast music education forum on creativity (pp. 75-89). Tampa: The University of South Florida.
Gordon, E. E. (1999). All about audiation and music aptitudes. Music Educators Journal, 86(2), 41-44.
Gordon, E. E. (2000). Contemplating objective research in music education. Early Childhood Connections, 6(1), 30-36.
Gordon, E. E. (2001). Contemplating objective research in music education. GIML Audea, 7(1), 4-8.
Gordon, E. E. (2005). Music education research: Taking a panoptic measure of reality. Chicago: GIA.
Gordon, E. E. (2007). Learning sequences in music: A contemporary Music Learning Theory. Chicago: GIA.
Gordon, E. E. (2011). Rating scales and their uses for measuring and evaluating achievement in music performance (Valutare la performance musicale). A. Nuzzaci (Ed.). Milano: Curci.
Hawkins, P., & Shohet, R. (1989). Supervision in the helping professions: An individual, group and organizational approach. Milton Keynes: Open University Press.
Heppner, P. P., & Roehlke, H. J. (1984). Differences among supervisees at different levels of training: Implications for a developmental model of supervision. Journal of Counseling Psychology, 31(1), 76-79.
Huhra, R. L., Yamokoski-Maynhart, C. A., & Prieto, L. R. (2008). Reviewing videotape in supervision: A developmental approach. Journal of Counseling & Development, 86(4), 412-418.
Jackson, C. M., Snow, B. M., Boes, S. R., Phillips, P. L., Stanard, R. P., Painter, L. C., & Wulff, M. B. (2002). Inducting the transformed school counselor into the profession. Theory Into Practice, 41(3), 177-185.
Leong, S. (2010). Mentoring and research supervision in music education: Perspectives of Chinese postgraduate students. International Journal of Music Education, 28(2), 145-158.
Lessing, A., & Schulze, S. (2003). Postgraduate supervision: Students and supervisors perceptions. Acta Academica, 35(3), 161-184.
Marsh, B., Mitchell, N., & Adamczyk, P. (2010). Interactive video technology: Enhancing professional learning in initial teacher education. Computers & Education, 54(3), 742-748.
Miars, R., Tracey, T., Ray, P., Cornfeld, J., O’Farrell, M., & Mulberry, C. (1983). Variation in supervision process across trainee experiences levels. Journal of Counseling Psychology, 30(3), 403-412.
Niland, T. M., Duling, J., Allen, V., & Panther, E. (1971). Student counselors perceptions of videotaping. Counselor Education and Supervision, 11(2), 97-101.
Noelle, M. (2002). Self-report in supervision: Positive and negative slants. The Clinical Supervisor, 21(1), 125-134.
Nuzzaci, A. (2010). Acquisitions, goals and language of music education in early childhood (Acquisizioni, obiettivi e linguaggi dell’educazione musicale nella prima infanzia) (pp. 29-45). Atti del I Convegno Nazionale AIGAM, Roma. Milano: Curci.
Nuzzaci, A. (2012a). Transversality in the objectives of education, from early childhood to seniority (Trasversalità negli obiettivi dell’educazione: dalla prima infanzia all’anzianità). In S. Ulivieri & M. Corsi (Eds.), Children and the elderly: Two seasons of life compared (Bambini e Anziani: due stagioni della vita a confronto) (pp. 549-568). Pisa: ETS.
Nuzzaci, A. (2012b). Educational research and teaching in the domain of the general action system (Ricerca educativa e didattica generale nel dominio del sistema d’azione). In P. C. Rivoltella & P. G. Rossi (Eds.), The educational act: Manual for teachers (L'agire didattico: Manuale per gli insegnanti). Brescia: La Scuola,
Nuzzaci, A. (2012c). “Technological Good” in the multiliteracies processes of teachers and students. International Journal of Digital Literacy and Digital Competence, 3(3), 12-26.
Nuzzaci, A., & Pagannone, G. (Eds.). (2008). Music, teaching, research. Profiles cultural and musical competence (Musica, ricerca e didattica. Profili culturali e competenza musicale). Lecce: Pensa Multimedia.
Poling, E. G. (1968). Video tape recordings in counseling practicum: I-environmental considerations. Counselor Education and Supervision, 7(S3), 348-356.
Putney, M. W., Worthington, E. L., & McCullough, M. E. (1992). Effects of supervisor and supervisee theoretical orientation and supervisor-supervisee matching on interns’ perceptions of supervision. Journal of Counseling Psychology, 39(2), 258-265.
Ralph, E. G. (1994). Helping beginning teachers improve via contextual supervision. Journal of Teacher Education, 45(5), 354-363.
Ralph, E. G. (1998). Developing practitioners: A handbook of contextual supervision. Stillwater: New Forum Press.
Romans, J. S. C., Boswell, D. L., Carlozzi, A. F., & Ferguson, D. B. (1995). Training and supervision practices in clinical, counseling, and school psychology programs. Professional Psychology: Research and Practice, 26(4), 407-412.
Roulx, K. R. (1969). Some physiological effects of tape recording on supervised counselors. Counselor Education and Supervision, 8(3), 201-205.
Schnarch, D. M. (1981). Application of videotape in psychotherapy training. In J. Fryrear & R. Fleshman (Eds.), Videotherapy in mental health (pp. 275-304). Springfield: Charles C. Thomas.
Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey Bass.
Schön, D. A. (1983). The reflective practitioner. New York: Basic Books.
Sewall, M. (2009). Transforming supervision: Using video elicitation to support preservice teacher-directed reflective conversations. Teacher Education, 18(2), 11-30.
Smith, K. M. (2009). An exploration of musical play and scaffolding in early childhood. Humanities and Social Sciences, 70(1-A), 124.
Star, B. (1977). The effects of videotape self-image confrontation on helping perceptions. Journal of Education for Social Work, 13(2), 114-119.
Taubman, S. B. (1978). Isolating videotape training effects. Journal of Social Service Research, 1(3), 307-316.
Van Kessel, L., & Haan, D. (1993). The Dutch concept of supervision: Its essential characteristics as a conceptual framework. The Clinical Supervisor, 11(1) 5-27.
Walz, G. R., & Johnston, J. A. (1963). Counselors look at themselves on video tape. Journal of Counseling Psychology, 10(3), 232-236.
Worthington, E. L. (1984). Empirical investigation of supervision of counselors as they gain experience. Journal of Counseling Psychology, 31(1), 63-75.
Worthington, E. L. (1987). Changes in supervision as counselors and supervisors gain experience: A review. Professional Psychology: Research and Practice, 18(3), 189-208.
Worthington, E. L., & Stern, A. (1985). Effects of supervisor and supervisee degree level and gender on the supervisory relationship. Journal of Counseling Psychology, 32(2), 252-262.
Worthington, E., & Roehlke, H. (1979). Effective supervision as perceived by beginning counsellors in training. Journal of Counseling Psychology, 26(1), 64-73.
Yenawine, G., & Arbuckle, D. S. (1971). Study of the use of videotape and audiotape as techniques in counselor education. Journal of Counseling Psychology, 1(1), 1-6.