Music in the Certificate of Pre-Vocational Education: A Music Course for Special People

1989 ◽  
Vol 6 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Dorothy Tipton
Keyword(s):  
Music Education ◽  
Vocational Education ◽  
Special School ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Work ◽  
Christ Church ◽  
Severely Handicapped ◽  
Special People ◽  
Sixth Form

The author describes a project which was created to encourage communication, through music and drama, between mainstream sixth form pupils and a local Special School. The course was offered as part of the Certificate of Pre- Vocational Education of the Joint Board of City and Guilds/B. Tech. and was open to all sixth form students irrespective of their musical expertise or experience. None had previously worked with handicapped children.Dorothy Tipton is Head of Music at the Rowena School for Girls, Sittingbourne. Her interest in Special School work was awakened during a Diploma in Music Education course at Christ Church College, Canterbury, resulting in a dissertation on ‘Music in the Mainstream Classroom for children with Special Needs’ (1985). During this research close and lasting links were developed with the local Special School for the severely handicapped, St Bartholomew's School, Milton, Kent. In March 1988, project cards for Music non-specialist primary school teachers Exploring Sounds and Themes, devised by Dorothy Tipton, Alan Vincent and Vanessa Young, were published by Kent Education Committee.

scholarly journals Attitudes of primary school teachers in Croatia toward Music as a school subject / Stališča osnovnošolskih učiteljev na Hrvaškem do glasbe kot šolskega predmeta

2021 ◽  
Vol 17 (34) ◽  
pp. 13-27
Author(s):  
Snježana Dobrota ◽  
Antonija Vrančić ◽  
Ivana Križanac
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Education ◽  
Work Experience ◽  
Leisure Time ◽  
Classical Music ◽  
School Teachers ◽  
School Subject ◽  
Primary School Teachers ◽  
Music Activities

The paper explores the influence of years of work experience, professional qualifications, additional music education, engaging in music activities in leisure time, and going to the theatre/classical music concerts on the attitudes of primary school teachers toward the school subject Music. The research was conducted on a sample of primary education teachers from all Croatian counties (N = 233), using a questionnaire composed of two parts: The General Data Questionnaire and Attitudes Toward Music as a School Subject. The results confirm that primary school teachers with fewer years of work experience have more positive attitudes toward the Curriculum of Music Education for Primary Schools and for Grammar Schools in the Republic of Croatia, while in other aspects of attitudes no difference was found. Furthermore, no differences were found in the attitudes of primary school teachers toward the subject Music with regard to their professional qualifications. Primary education teachers who have attended additional music classes, who engage in music activities in leisure time and who often attend theatre/classical music concerts, consider Music to be an important school subject that relaxes the students, and consider themselves more competent to teach music. The obtained results have significant implications in terms of music pedagogy, with regard to organizing the music education of preservice primary teachers and their lifelong learning.

THE CONSTRUCTION OF HAPPINESS SCHOOL PARADIGM IN NAKHON RATCHASIMA PROVINCE, THAILAND

2019 ◽  
Author(s):  
Lamprai Muangkong
Keyword(s):  
Music Education ◽  
Primary School ◽  
Emotional Experience ◽  
Personality Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Musical Education ◽  
Human Ability ◽  
Primary School Pupils ◽  
Qualitative And Quantitative Study

Musical education belongs to significant spheres of personality development and human expression. Music develops human imagination, enhances the emotional experience, evokes the human ability to perceive the organised world of sounds and stimulates the esthetical experience of this world. Many studies have shown that the importance of musical education is more important for primary school pupils than in later years. If before this age, in the families or schools the music education is not given enough attention, the child loses a lot (musical receptiveness, specific visual thinking), and later this kind of abilities for various reasons (disharmony of physical, emotional development, etc.) are more suppressed. Therefore, much of significance must be devoted to the musical education of future primary school teachers. The research data from qualitative and quantitative study analysis have highlighted the peculiarities of musical and pedagogical psychological competencies of primary school teachers.

Developing Information Competence of Primary School Teachers

2015 ◽  
Vol 3 (6) ◽  
pp. 42-45
Author(s):  
������� ◽  
T. Khilenko
Keyword(s):  
Primary School ◽  
Vocational Education ◽  
School Teacher ◽  
Educational Process ◽  
Professional Activity ◽  
Process Conditions ◽  
Primary School Teacher ◽  
Advanced Training ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the issue of postgraduate education, namely further vocational education of primary school teachers. The readers will fi nd a model of development of informational competency of a primary school teacher. The article describes the organizational principles of further vocational education process aimed at development of informational competency of primary school teachers. There is a list of educational process conditions of advanced training of primary school teachers, namely: independent work of a teacher, well-organized informational and educational space, organization of individual educational paths of teachers being trained, application of diff erent forms of education during the training process of teachers, opportunity to apply the works of practical value in professional activity as the result of advanced training. Moreover, the article focuses on criteria for determining the levels of formation of information competency of a primary school teacher, and also describes the indicators of each level: low, intermediate and high.

Peculiarities of Future Primary School Teachers’ Musical Competence

2019 ◽  
Author(s):  
Jolanta Abramauskiene
Keyword(s):  
Music Education ◽  
Primary School ◽  
Emotional Experience ◽  
Personality Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Musical Education ◽  
Human Ability ◽  
Primary School Pupils ◽  
Qualitative And Quantitative Study

Musical education belongs to significant spheres of personality development and human expression. Music develops human imagination, enhances the emotional experience, evokes the human ability to perceive the organised world of sounds and stimulates the esthetical experience of this world. Many studies have shown that the importance of musical education is more important for primary school pupils than in later years. If before this age, in the families or schools the music education is not given enough attention, the child loses a lot (musical receptiveness, specific visual thinking), and later this kind of abilities for various reasons (disharmony of physical, emotional development, etc.) are more suppressed. Therefore, much of significance must be devoted to the musical education of future primary school teachers. The research data from qualitative and quantitative study analysis have highlighted the peculiarities of musical and pedagogical psychological competencies of primary school teachers.

Boys' and girls' constructions of gender through musical composition in the primary school

2004 ◽  
Vol 21 (3) ◽  
pp. 265-277 ◽  
Author(s):  
Brigitte Charles
Keyword(s):  
Music Education ◽  
Primary School ◽  
Musical Composition ◽  
Musical Meaning ◽  
School Teachers ◽  
Primary School Teachers ◽  
Women's Participation ◽  
Musical Practices ◽  
Composition I ◽  
Ideological Assumptions

The purpose of the study is to examine, through interviews and observations, the extent to which 8–10 year old children in a London primary school replicate gendered musical practices and experience gendered musical meanings, and how these may affect their expectations and the specific practices and products of their composition. I also consider how primary school teachers participate in the overarching discourse on gender and music education, by examining their expectations about the nature of girls' and boys' compositions. I analyse my findings in relation to Lucy Green's model of gendered musical meaning and experience. One outcome of the analysis is the development of a concept of ‘female musical subculture’ to interpret girls' and women's participation in the compositional world. Secondly, the findings strongly suggest that in their musical practice, the children in the research are not reproducing ideological assumptions about gendered musical practices, which contradicts how they operate discursively, for their discourse lies within the bounds of gendered musical ideology. Thirdly, the findings also indicate that the teachers are strongly affected by gendered musical ideologies, and have concomitant expectations about the music girls and boys produce.

scholarly journals ЦІННІСНІ ОРІЄНТИРИ ПРОФЕСІЙНОЇ ОСВІТИ: МЕТОДИЧНИЙ АСПЕКТ

2021 ◽  
Vol 1 (2) ◽  
pp. 239-246
Author(s):  
L. V. KOVAL ◽  
Keyword(s):  
Labor Market ◽  
Vocational Education ◽  
Key Words ◽  
Team Teaching ◽  
Educational Material ◽  
School Teachers ◽  
Training Material ◽  
Primary School Teachers ◽  
Alternative Teaching ◽  
Methodological Aspects

The article highlights the values in the training of future primary school teachers, among which the priority is the formation of the spiritual sphere of applicants, the introduction of a humanistic paradigm of education, a motivated teacher with developed new pedagogical thinking, training of a teacher, ready to compete in today's labor market, able to work in the era of digital civilization. In addition, methodological aspects are singled out in this process, in particular co-teaching, which provides for: parallel teaching, in which tutors provide the same information, dividing applicants into two groups, which allows you to get more attention and the opportunity to ask more questions; distributed teaching, during which teachers distribute educational material and applicants, teaching their part first to one, and then to another group; alternative teaching, where one teacher teaches educational material for all students, and another – for those who need special attention; team teaching, based on which the training material is explained by both tutors, but in different ways. Such training should be considered effective ways to modernize vocational education. Key words: values оf vocational education, the globalization world, the era of digital civilization, a teacher motivated by change, teaching, a competent teacher.

scholarly journals FEATURES OF THE DEVELOPMENT OF VOCATIONAL EDUCATION AND TRAINING OF TEACHERS IN VOLYN AT THE BEGINNING OF THE XX CENTURY

2021 ◽  
pp. 178-192
Author(s):  
Svitlana Tsetsyk ◽  
Yaroslav Tsetsyk
Keyword(s):  
Twentieth Century ◽  
Primary School ◽  
Vocational Education ◽  
Local Governments ◽  
Primary Schools ◽  
Educational Institutions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Early Twentieth Century ◽  
Archival Documents

Summary. The purpose of the study is to reveal the peculiarities of the formation of professional training of students and the improvement of pedagogical skills of teachers of primary schools in Volyn in the early twentieth century on the basis of the analysis of the works of Ukrainian scientists and archival documents. The research methodology is based on a combination of the principles of scientificity, objectivity, historicism and multifactoriality in the study of the proposed topic. The scientific novelty is that the peculiarities of the development of vocational education in Volyn in the early twentieth century are studied on the basis of archival documents. The authorities intensified the process of opening educational institutions where students had the opportunity to receive vocational education. The role of zemstvos in the organization and conduct of pedagogical courses for primary school teachers in the province has been clarified. The result of the study led to the conclusion that there was an urgent need to form a network of professional educational institutions in Volyn in the early twentieth century. Local governments played an important role in that process covering the costs associated with the opening of vocational schools. After their formation, zemstvos also took an active part in this work. One of their priorities was to expand the network of primary schools in the region and to conduct pedagogical courses for primary school teachers. An important feature was the growing number of subjects studying psychology and natural sciences. But not all plans were realized due to the refusal of zemstvos to finance the opening of individual craft schools. Many decisions remained unfulfilled due to the outbreak of the First World War.

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