When considering the possibility of teaching elementary music, many teacher candidates experience fear and lack of self-confidence. Addressing this issue points to the necessity of honoring teacher candidates’ informal music experiences in shaping music teacher identity. Integrating visual art into this process fosters a deeper understanding and connection with musical experience. Engaging students in creating visual narratives through body mapping allows for transformation in the teacher preparation process. In this article, the theoretical and methodological roots of body mapping are traced and situated in arts-based inquiry. Findings from a two-year narrative inquiry are uncovered as teacher candidates reveal their sentiments regarding how they experienced the unique process of body mapping. Findings lead to deepened conceptualizations of the role body mapping can play in becoming resonant work in music teacher education by enlightening lived experience through the formation of music teacher identity.
Griffin, Shelley M.
"Meeting Musical Experience in the Eye:
Resonant Work by Teacher Candidates through Body Mapping,"
Visions of Research in Music Education: Vol. 24, Article 4.
Available at: https://opencommons.uconn.edu/vrme/vol24/iss1/4