27:T4c2,

The apparent ideological tensions between popular musics and formal school contexts raise significant issues regarding teachers’ popular repertoire selection processes. Such decision-making may be seen to take place within a school censorship frame, through which certain musics and their accompanying values are promoted, whilst others are suppressed. Through semi-structured interviews with five Finnish music teachers, the narrative instrumental case study reported in this article aims to explore secondary school music teachers’ understandings of the school censorship frame and its influence on their popular repertoire decisions. The findings suggest that the school censorship frame is composed of dynamic and interrelated big stories: teachers’ cultural, religious and curricular narrative environments; and small stories: stories of school, staff, parents, themselves as a teacher, and stories of their students. This study illustrates the complex, situational and multifaceted negotiations involved in including or excluding popular repertoire from school activities, suggesting that teachers’ decisions require ethical deliberation in aiming towards an inclusive, democratic music education.

28:T463,

This case study focuses on generalist primary (elementary) school teachers teaching music in an Australian school. With the onus for teaching music moving away from the specialist music teacher to the generalist classroom teacher, this case study adds to a growing body of literature focusing on generalist primary school teachers and music teaching. Previous literature largely focuses on these teachers self-reporting regarding their teaching of music. This case study aimed to identify what factors facilitate the teaching of music and the kinds of music teaching occurring in the school through interviews and observations of generalist teachers teaching music. Singing was core to the teaching of music by the generalist teachers, who valued a sequential and developmental approach to music teaching. The role of the school principal was key in supporting this music teaching, both financially and personally, as was music professional development attended by the teachers. Working as members of a community of practice, these teachers were able to articulate a shared vision of music education in their school.

29:T4c0,

This study is to investigate the effectiveness of using mobile devices such as iPhone/iPad/android phone/tablet to facilitate mobile learning in aural skills. The application Auralbook was designed in 2011 by an engineer/musician to use mobile devices to learn aural skills. This application enables students to sing, record, clap and answer questions generated by the computer based on the Associated Board of Royal Schools of Music (ABRSM) syllabus for more than 100,000 users worldwide. This study is to a) examine the effectiveness of using application Auralbook to learn aural skills, b) observe the progress of learning during the aural musicianship development, and c) propose a theoretical framework in using mobile devices to learn aural skills. The performance scores in each area, such as clapping, singing, feature (stylistic recognition), are analyzed. Research findings indicate that the functions clapping and singing score better than the other function – feature (stylistic recognition). The frequent users show significant progress in clapping and feature (stylistic recognition) at the beginner level, and singing at the intermediate level in this study.

2a:T441,The International Journal of Music Education (IJME) is a peer-reviewed journal published by the <b><a href="https://www.isme.org/"><b>International Society for Music Education (ISME)</b></a></b> four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report resu