The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities

2021 ◽  
pp. 1321103X2097480
Author(s):  
Melissa Bremmer ◽  
Carolien Hermans ◽  
Vincent Lamers
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Teaching Practice ◽  
Meaning Making ◽  
Multiple Disabilities ◽  
Children's Music ◽  
Four Dimensions ◽  
Music Lessons ◽  
Multiple Case ◽  
Teaching Music

This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in this study. Individual and collective video reflections and microanalysis were applied to gather data about their multimodal teaching practice. The data were analyzed through Schmid’s framework (2015) of “multimodal dimensions of children’s music experiences,” developed for general music education. This framework consists of four dimensions: narrativity, sociality, materiality, and embodiment. Based on the findings, Schmid’s framework could be revised for special education, thus providing music teachers with a tool for designing multimodal music lessons for pupils with severe or multiple disabilities.

scholarly journals The methodological aspect of music teaching in China on the example of the fifth secondary school in Songshan district

2020 ◽  
pp. 139-142
Author(s):  
H. Yunwenting ◽  
Keyword(s):  
Middle School ◽  
Elementary School ◽  
Secondary School ◽  
Music Education ◽  
Music Teachers ◽  
Eighth Graders ◽  
Music Teaching ◽  
Music Lessons ◽  
Teaching Music ◽  
Education In China

This article was created because of attending classes of seventh and eighth graders at the 5th Middle School in Chifeng City, Songshan District, PRC in 2018. After studying and analyzing the materials and experience of music teachers in this class, the article describes the music lessons that are being conducted and presents some recommendations for the development of music education in Chinese secondary schools. This work is the second in a series of articles on music education in China (the first was devoted to the methodology of teaching music lessons in elementary school).

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

The method of emotional education in music teaching

2021 ◽  
pp. 002072092098355
Author(s):  
Hui Hong ◽  
Weisheng Luo
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Aesthetic Education ◽  
Music Teaching ◽  
True Meaning ◽  
School Music ◽  
Teaching Music ◽  
Emotional Education

Wang Guowei, a famous scholar and thinker in our country, thinks that “aesthetic education harmonizes people's feelings in the process of emotional music education, so as to achieve the perfect domain”, “aesthetic education is also emotional education”. Therefore, in the process of music education, emotional education plays an important role in middle school music teaching, and it is also the highest and most beautiful realm in the process of music education in music teaching. Music teachers should be good at using appropriate teaching methods and means. In the process of music education, they should lead students into the emotional world, knock on their hearts with the beauty of music, and touch their heartstrings. Only when students' hearts are close to music in the process of music education, can they truly experience the charm of music and realize the true meaning of music in the process of music education. Only in this way can music classes be effectively implemented The purpose of classroom emotion teaching.

Enhanced Learning for Young Music Students

2016 ◽  
Vol 103 (2) ◽  
pp. 41-46 ◽  
Author(s):  
Diane Briscoe
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Musical Instrument ◽  
Music Students ◽  
Home Practice ◽  
Music Lessons ◽  
Enhanced Learning

Factors that determine the rate of a child’s progress on a musical instrument include the quality, quantity, and regularity of home practice. Because a young pupil sometimes lacks the skills necessary to practice independently at times, music teachers could encourage and motivate parents/guardians to participate more fully in their child’s music education. Sandler and Hoover-Dempsey discovered a number of variables that seem to influence parents’ willingness to become more active in school-related activities. These findings provide music teachers with insights into how to motivate adults to become more involved in their child’s music lessons.

Strategies for the Development of Music Education Philosophy for Preservice Music Teachers: A Literature Review

2021 ◽  
pp. 875512332110495
Author(s):  
Julie Myung Ok Song
Keyword(s):  
Literature Review ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Teaching Practice ◽  
Music Teacher ◽  
Constructive Feedback ◽  
Education Philosophy ◽  
Stage Process ◽  
Pedagogical Approaches

The purpose of this literature review was to analyze and synthesize pedagogical approaches related to developing music education philosophy for preservice music teachers. The literature that I identified covered procedures and strategies that preservice music teachers could apply to their teaching practice. On my analysis of the existing literature, I categorized the development of a philosophy into a four-stage process of (1) discovery, (2) articulation, (3) application, and (4) reflection and revision. Results found in the literature included clear expectations and practical tools for each stage, such as dialogues, reading, writing, and constructive feedback, providing a critical view of music education philosophy and guidelines for effective teaching. Understanding the four-stage process may help preservice music teachers and music teacher educators to establish a concrete plan for the development of music education philosophy, allowing preservice music teachers to acquire more confidence in their transition to inservice teaching.

The Role of Metacognitive Strategies in Learning Music: A Multiple Case Study

2016 ◽  
Vol 34 (1) ◽  
pp. 95-113 ◽  
Author(s):  
Barbara Colombo ◽  
Alessandro Antonietti
Keyword(s):  
Music Education ◽  
Teaching Practice ◽  
Metacognitive Strategies ◽  
Metacognitive Skills ◽  
Positive Role ◽  
Expert And Novice ◽  
Multiple Case ◽  
Metacognitive Behaviour ◽  
Novice Students

The positive role of metacognition in music learning and practice is well assessed, but the role of musicians’ metacognitive skills in such a context is not yet clear. Teachers often state that they apply a metacognitive approach during their lessons, but students fail to acknowledge it and report that they become metacognitive learners thanks to their own practice. In this multiple case observational study the spontaneous metacognitive behaviour of a teacher during four piano lessons with expert and novice students was analysed. Data supported the notion that teachers use metacognitive strategies during their teaching practice, but students are not aware of this because a metacognitive focus on strategies, as well as a strong emphasis on monitoring, appears to be lacking. Teachers are also able to differentiate their teaching behaviour between expert and novice students. Students’ age, however, affects teachers’ behaviour more deeply than expertise. Implications for music education are discussed, highlighting the main issues that can be derived from the results and how they can be effectively used to enhance professional development and improve practice in music education.

scholarly journals Opinions of University Music Teachers on the Musical Competencies Necessary for Primary Education Teachers

2017 ◽  
Vol 6 (1) ◽  
pp. 197 ◽  
Author(s):  
Jasna Sulentic Begic ◽  
Amir Begic ◽  
Tihana Skojo
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Primary Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Sample Survey ◽  
Practical Training ◽  
Musical Ability ◽  
The Republic ◽  
Teaching Music

This paper describes the research conducted in the Republic of Croatia during the 2012/13 academic year. We have gathered opinions from experts, i.e. teaching methods teachers from seven faculties of teacher education, regarding the music teaching competencies necessary for primary education teachers teaching music in the first several grades of elementary school. We used the Delphi method in our research, i.e. in our sample survey among teaching methods teachers. The teachers also evaluated the competencies of their students and some elements of teacher education studies course syllabi and programmes. The sample survey among the teachers was implemented via email. The goal of the research was to determine if the programmes of the music courses at the teacher education studies are appropriate for the development of the competencies necessary for students of music education. Teaching methods teachers emphasized the need for more practical training, primarily regarding playing instruments and singing, and they pointed out that the course Teaching Methods in Music is the most important course for the training of future music teachers. Aside from that, they believe that more classes should be devoted to music courses, i.e. they propose to reorganise the contents of the courses by increasing the amount of practical classes and reducing the amount of theory classes. They also believe that it is necessary to introduce testing of musical ability at entrance exams for admission into the teacher education studies.

The effect of metacognitive strategies-based teaching practice in guitar education on performance achievement

2020 ◽  
pp. 030573562096825
Author(s):  
Tuba Yokuş
Keyword(s):  
Music Education ◽  
Statistical Power ◽  
Music Teachers ◽  
Teaching Practice ◽  
Fine Arts ◽  
Metacognitive Strategies ◽  
Control Group ◽  
Traditional Curriculum ◽  
Performance Achievement ◽  
Significant Difference

This study aims to determine the effect of metacognitive strategies-based teaching practice in guitar education on preservice music teachers’ performance achievement. Preservice music teachers ( n = 20) who were enrolled in and in the process of attending the School Instruments III-Guitar course offered by the Department of Music Education, under the school of Fine Arts Education within the Educational Faculty of Muğla Sıtkı Koçman University in Turkey during the 2018–2019 academic year constituted the sample group of the study. The study was designed as an experimental study that included a randomized pretest–posttest control group. The results revealed that both the control group students with traditional current-based education and the experimental group students with metacognitive strategies-based teaching achieved improvement in their guitar performance. However, no significant difference was found between the teaching methods used because the study was carried out with a small group and therefore has a weak statistical power to detect an effect. The results further indicated that the metacognitive strategies-based teaching practice in guitar education, as an effective alternative to the traditional curriculum-based method, can be used to achieve improvement in preservice music teachers’ guitar performance.

Tributes to John Paynter

2011 ◽  
Vol 28 (01) ◽  
pp. 27-28
Author(s):  
Jo Glover
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Children's Music ◽  
Performance Skills

The big challenge of John Paynter's work in music education from the late 1960s on was that his approach to children's music was that of composer to composer. This was markedly at odds with the training of most music teachers at that time whose specialism – whose status even – was most likely to be rooted in their performance skills. For many teachers, composition was an entirely alien activity, with ‘real’ composers as distanced figures, to be approached through history and appreciation or possibly performance of their works.

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