Roulston2026
| Roulston2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Roulston2026 |
| Author(s) | Kathryn Roulston |
| Title | “Good morning everyone”: lesson openings in elementary music |
| Editor(s) | Peter Tolmie, Dave Randall, Mark Rouncefield, Andy Crabtree |
| Tag(s) | EMCA, Music |
| Publisher | Routledge |
| Year | 2026 |
| Language | English |
| City | Abingdon, Oxon |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 157–175 |
| URL | Link |
| DOI | 10.4324/9781003358886-10 |
| ISBN | |
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| Howpublished | |
| Book title | Ethnomethodological Studies of Music |
| Chapter | |
Abstract
Specialist music teachers in elementary schools typically teach several hundred students each week, working with classes of 20 to 30 students in 30- or 45-minute periods of time. The effective negotiation of multiple lesson openings is part of the seen-but-unnoticed everyday work of elementary teachers that can take place in different sites – a dedicated music room, a general classroom in which the specialist teacher is visiting, or in outdoor spaces. How do music specialists coordinate the activity of opening lessons with multiple classes each day in a variety of spatial arrangements? Data analyzed for this chapter is drawn from a study which investigated the work of specialist music teachers in the state of Queensland, Australia. The chapter uses an ethnomethodological approach to explore the opening sequences of transcripts of music lessons conducted by five specialist music teachers. Analysis shows a range of elements and a diversity of approaches taken by teachers to enacting ‘minimal’ and ‘prolonged’ lesson openings. Understanding how lesson openings are accomplished enables teachers and teacher educators to analyze more and less effective practices involved in the organization of lesson openings.
Notes
