Twitter As a Music Education Tool to Enhance the Learning Process: Conversation Analysis

2018 ◽  
pp. 81-88 ◽  
Author(s):  
Michele Della Ventura
Keyword(s):  
Music Education ◽  
Conversation Analysis ◽  
Learning Process ◽  
Education Tool

scholarly journals PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS

2015 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Hamzah Hamzah ◽  
Kurnia Ningsih
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
English Teacher

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

scholarly journals The implementation of virtual choir recordings during distance learning

2020 ◽  
Vol 15 (5) ◽  
pp. 1117-1127
Author(s):  
Hakki Cengiz Eren ◽  
Emine Kıvanç Öztuğ
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Music Education ◽  
Real Life ◽  
Music Technology ◽  
Sound Recording ◽  
Student Opinions ◽  
Future Potential ◽  
Education Tool ◽  
Question Survey

This study investigates the implementation of virtual choir recordings in a choir class during distance learning. In this particular study, a virtual choir is defined to be a computer-generated sound recording that emulates a realistic choir sound. Students practiced their parts using virtual choir recordings for a period of eight weeks; each student received a recording that excluded his/her own part but included the rest of the parts. After eight weeks of progressive study, students recorded their own voices on top of the virtual choir recordings and submitted them as final projects. Student opinions regarding the virtual choir recordings were obtained through a 12-question survey. In addition, two experts evaluated the final submissions turned in by the students. The data suggests that virtual choir recordings can be helpful to students with efficiency of practice and can provide a suitable audio environment to foster conscious-listening, accurate intonation and perception of pacing. Improvements are suggested to make the virtual choir recordings also more encouraging of musicality, highlighting its future potential not only as a reliable distance education tool, but also as a supplementary device for real-life choir classes, when in-person learning resumes.   Keywords: music education, distance learning, choir, virtual choir, music technology

General Didactic Principles About University Education in Music in the Midst of a Pandemic

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Bojin Nedialkov ◽  
Nadia Nedialkova
Keyword(s):  
Distance Learning ◽  
Music Education ◽  
Learning Process ◽  
University Education ◽  
Office Work ◽  
Home Office ◽  
Online Lectures ◽  
Preliminary Preparation ◽  
University Level ◽  
The University

This article discusses some of the most important prerequisites for building and organizing the didactic structure of music education at the university level in the midst of a pandemic. The emphasis is on the methodology in designing online learning. The principles of carrying out the preliminary preparation for the transition to the new synchronous1 and asynchronous2 training are described. The basic rules for building and organizing online lectures in the conditions of distance learning are systematized. Models for asynchronous lectures according to already established principles are presented. An analysis of the difficulties and dangers of constant home office work has been performed. The authors of this article share their pedagogical experience regarding the specifics of conducting individual and group music disciplines in the context of distance learning, giving basic recommendations on the structuring of the learning process, which can be used not only in a pandemic situation, but also in the future for more flexible, modern and effective education related to constantly improving technologies.

The Role Of Interactive Educational Technologies In Improving The Effectiveness Of Music Education

2020 ◽  
Vol 02 (12) ◽  
pp. 205-208
Author(s):  
Toshmatov Gulomjon ◽  
◽  
Goziyev Jobirkhan ◽  
Keyword(s):  
Music Education ◽  
Learning Process ◽  
Music Teachers ◽  
Interactive Learning ◽  
Learning Technologies ◽  
Educational Technologies

In this article the authors discuss the role of interactive and educational technologies and their effectiveness in the process of teaching for music teachers. Furthermore, the article gives information about concepts and information on the content, purpose and application of interactive learning technologies in the learning process.

Orff Schulwerk

2020 ◽  
pp. 139-142
Author(s):  
Amy M. Burns
Keyword(s):  
Learning Styles ◽  
Music Education ◽  
Learning Process ◽  
Orff Schulwerk ◽  
Child Centered

Ardith Collins writes about the wonderful and historical, evolving background to the Orff Schulwerk approach. With this approach, children learn music in a setting that is similar to teaching children a language through the concepts of play, sing, speak, and move. The approach is about process teaching, where higher value is placed on the learning process rather than the final product of the performance. Orff Schulwerk is child-centered music education with imitation, exploration, improvisation, and creativity at its core. Amy M. Burns demonstrates ways to utilize technology to assist students with various learning styles in creating, exploring, and making music.

A toe-tapping good time: Informal musicking through critical pedagogy in inclusive settings

2019 ◽  
Vol 3 (3) ◽  
pp. 497-511 ◽  
Author(s):  
Verne Hélène Lorway
Keyword(s):  
Critical Pedagogy ◽  
Music Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Music Educators ◽  
Western Society ◽  
Good Time ◽  
Student Voices ◽  
Inclusive Settings ◽  
Music Class

This article draws upon the experiences of the author as a music educator creating inclusive music programmes over the past 24 years. She describes how informal learning gleaned from the approaches of popular musicians, combined with musicking as a means of building powerful relationships and critical pedagogy to infuse student voices into the teaching and learning process is a potent recipe for building an inclusive music class. Such a method needs to be guided by music educators throughout the learning process. Examining inclusive music education leads to further questions regarding what constitutes musicality and non-musicality in western society. When persons of all ages are involved in musicking in school and community contexts, music educators need to be involved in the challenges surrounding notions of musicality and non-musicality to steer processes that can create spaces for learning and growth.

scholarly journals PEMBELAJARAN ETUDE FIFTY LITTLE FLUTE STUDIES OP25 PADA MAHASISWA INSTRUMEN FLUTE PRODI PENDIDIKAN MUSIK FBS UNP

2020 ◽  
Vol 9 (3) ◽  
pp. 22
Author(s):  
Rini Arifa Hidayamastifa ◽  
Jagar Lumbantoruan
Keyword(s):  
Music Education ◽  
Learning Process ◽  
Qualitative Data ◽  
Descriptive Analysis ◽  
Learning Experiences ◽  
Direct Control ◽  
Study Program ◽  
Face To Face ◽  
Education Study

Abstract The purpose of this study is to find out how the learning process of Etude Fifty Little Flute Studies is conducted in the flute instrument Major I course in the Music Education Study Program at FBS UniversitasNegeri Padang. This research is a descriptive analysis research by utilizing qualitative data. The implementation of Etude Fifty Little Flute Studies learning in flute instrument major I involved students of 2019 class who just took major I course which was played in 3 repertoires.The study examined the learning process of Etude Fifty Little Flute Studies Op 25 and Op 26 by looking for processes, learning experiences, and learning evaluations.Based on the results of learning conducted, Etude Fifty Little Flute Studies is very influential in the learning process.It is due to the fact that flute instrument major I studentsare still categorized as beginners and are new to the flute instruments and theoretical abilities such as using suspension, legato and staccato techniques.This is proven by students who carry out the process well and practice through the material given. Thus, these students get grades according to their processes.The relation between what is explained by the lecturer and the students theoretically and practically can be done well even though it is not that optimal because there is no direct control through face to face meeting.Keywords: Learning, Etude Fifty Little Flute Studies, Flute Instruments

scholarly journals Aprendizagem sem distância: tecnologia digital móvel no ensino de língua inglesa

2015 ◽  
Vol 8 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Carlos Fabiano De Souza
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Interactions ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Learning Process ◽  
English Language ◽  
Current Scenario ◽  
Education Tool ◽  
Teaching Learning

RESUMO: Este trabalho visa fomentar uma discussão acerca do uso da tecnologia digital móvel enquanto componente de apoio ao processo de ensino-aprendizagem de língua inglesa, sobretudo em ambiente extraclasse. Pode-se dizer que o uso desse tipo de tecnologia como ferramenta educacional vai ao encontro do cenário atual, no qual tem havido um grande investimento em dispositivos móveis, o que nos leva a nos depararmos cada vez mais com educandos da Geração Digital – que fazem uso constante desses aparatos. Em outras palavras, os dispositivos móveis têm feito cada vez mais parte de nossas interações sociais e, em virtude da grande demanda, tem crescido substancialmente o número de aplicativos não só pagos, mas também disponibilizados para download grátis, que podem ser utilizados com o intuito de favorecer o aprendizado de línguas. Dessa maneira, apresentamos alguns aspectos relevantes quanto ao uso da tecnologia digital móvel no ensino de inglês, levando, sobremaneira, em consideração a sua finalidade pedagógica. Espera-se que os exemplos propostos possam vir a nortear futuras ideias de adoção de projetos educacionais que envolvam o uso de componentes tecnológicos dessa natureza em aulas de língua estrangeira/adicional.PALAVRAS-CHAVE: Tecnologia digital móvel. Ensino-aprendizagem de língua estrangeira. Língua inglesa.ABSTRACT: This work aims at promoting a discussion about the use of digital mobile technology as a component to support the teaching-learning process of English language, especially within extracurricular environments. We may say that the use of this kind of technology as an education tool suits the current scenario, in which there has been much investment in mobile devices, leading us to deal more and more with students from the Digital Generation, who use these apparatuses constantly. In other words, mobile devices have made even more part of our social interactions and due to their large demand, not only has it increased substantially the number of payable apps, but also the availability of the ones downloaded for free so as to favor the language learning. Thus, we will present some relevant aspects about the use of digital mobile technology in the teaching of English taking, primarily, into account their pedagogical purpose. It is expected that the examples proposed might guide future ideas of adopting educational projects which have to do with the use of technological components of this nature in foreign/additional language lessons.KEYWORDS: Digital mobile technology. Teaching-learning of foreign language. English language.

scholarly journals SIGHT SINGING SEBAGAI STRATEGI PEMBELAJARAN INSTRUMEN PIANO DI PRODI PENDIDIKAN MUSIK ISI YOGYAKARTA

2021 ◽  
Vol 21 (2) ◽  
pp. 99-112
Author(s):  
Suryati Suryati ◽  
Tri Wahyu Widodo
Keyword(s):  
Action Research ◽  
Music Education ◽  
Experimental Research ◽  
Learning Process ◽  
Sight Singing ◽  
Sheet Music ◽  
Study Program ◽  
Education Study ◽  
New Students ◽  
Classroom Action Research

Sight Singing is the ability to read the notation and immediately sing the tune in accordance with the melody on the sheet music. Sight Singing is the activity of singing with solmisasi or movabel "do". This study aims to improve the ability to read beam notation in learning mandatory piano instruments using the Sight Singing approach. The Mandatory Piano Instrument course is one of the practical courses that must be taken by all Music Education Study Program students, ISI Yogyakarta. Not all new students in Music Education Study Program can read the beam notation, so this Piano Compulsory Instrument course course is always feared by students who have not read fluent notation. Sight singing as a strategy to enhance the learning of Piano Mandatory Instruments. This research is focused on the application of Sight singing in learning Mandatory Piano Instruments in Music Education Study Program. This research uses Classroom Action Research which can be categorized as a qualitative-experimental research by applying the Sight singing method. The results of this study are the learning process of the Mandatory Piano Instrument with the application of the Sight singing method more effectively to improve the ability to learn to read notation while playing the Piano Instrument, and students can be more expressing, impressed singing by accompanying themselves.

scholarly journals Venäjänkielinen alakoululainen suomen rakenteiden oppijana

2021 ◽  
pp. 113-140
Author(s):  
Marjo Yli-Piipari
Keyword(s):  
Primary School ◽  
Conversation Analysis ◽  
Learning Process ◽  
Mother Tongue ◽  
Target Language ◽  
Syntactic Structures ◽  
School Year ◽  
Language Norms ◽  
Children's Speech ◽  
Older Child

This article examines, how two Russian-speaking children (ages 9 and 11) learn Finnish morpho-syntactic structures in interaction in a transitional classroom at primary school. It also discusses whether the influence of the mother tongue is observable in the learning process. The study focuses on the development of prototypical possessive structure and standard negation. The data consist of 15 lessons, video-recorded during one school year. The episodes, including the structures used by the children, are analysed by drawing on the principles of conversation analysis. The analyses show that for both children the possessive structure appears to be more complex to learn than the standard negation. However, the children’s acquisition of these structures follows different paths. At the end of the semester, the younger child’s possessive has not become established in Finnish, whereas the older child has begun to use it in accordance with the target language norms. The negation, however, follows the target language norms, in both children’s speech.

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