The subject knowledge of secondary music PGCE applicants: a response

2003 ◽  
Vol 20 (3) ◽  
pp. 317-320 ◽  
Author(s):  
Gary Spruce
Keyword(s):  
Music Education ◽  
Music Students ◽  
Subject Knowledge ◽  
Interesting Article ◽  
Secondary Music ◽  
The Subject

The introduction of a ‘Points for Debate’ section in BJME is a welcome innovation. It provides a context in which important aspects of music education can be discussed in a friendly and temperate manner. It is in this spirit that I offer this response to Vic Gammon's interesting article concerning the subject knowledge of intending PGCE music students and how such knowledge might be identified.

The subject general knowledge of secondary music PGCE applicants

2003 ◽  
Vol 20 (1) ◽  
pp. 83-99 ◽  
Author(s):  
Vic Gammon
Keyword(s):  
National Curriculum ◽  
Art Music ◽  
General Knowledge ◽  
Subject Knowledge ◽  
Western Art ◽  
Body Of Knowledge ◽  
Secondary Music ◽  
Methodological Problems ◽  
The Subject ◽  
The Uk

In this paper I explore the musical general knowledge of 46 applicants for places on a secondary Postgraduate Certificate in Education (PGCE) music course. The applicants took a 35-question quiz designed to indicate something of their subject knowledge in connection with aspects of the Western art music tradition, knowledge of Western musical instruments and world musics. I will discuss methodological problems related to the use of the quiz results, then analyse the results. The analysis reveals patterns of strength and weakness in the subject knowledge of the applicants that are related to their educational and other musical experiences. Significant absences in areas of knowledge needed to teach the National Curriculum are detected. I then move on to consider the findings in the light of the new Benchmark Statement (QAA, 2002) for music degrees in the UK. Noting that no given body of knowledge is prescribed in the Benchmark Statement that both describes and governs the content of music first degrees, I raise questions about the difficulties this creates for all concerned.

scholarly journals Musical Informatics Course for Musicians with using Music Computer Technologies

2020 ◽  
Vol 8 (6) ◽  
pp. 3040-3045
Keyword(s):  
New Media ◽  
Music Education ◽  
New Music ◽  
Sound Recording ◽  
Subject Knowledge ◽  
Musical Education ◽  
Professional Activities ◽  
Computer Technologies ◽  
The Subject ◽  
And Training

All over the world, educational researchers are looking for new ways to optimize music education in accordance with the new capabilities of digital tools. World-wide changes are being implemented through transmitting and presenting the information. Digital technologies have permeated music and musical education. Advances in sound recording and music creation technology, combined with new media capabilities, have defined previously non-existent directions for the development and distribution of music and require knowledge that musicians who have received classical musical education do not possess. The subject of the article is the evolution of current theoretical and practical bases for improving the knowledge of musicians using music computer technologies. Learning to play electronic musical instruments is to be required by contemporary society in connection with the demands for a higher level of professional activities in the field of music, the need to conduct a high-quality teaching that includes computer technologies in the field of art as s particular of the Digital Age School. The discipline of Musical Informatics, which has been constantly developing since the mid-70s (IRCAM, France), can have a significant impact on the formation of subject knowledge of musicians associated with the development of new music computer technologies and their use in creativity and training.

Absolute Pitch and Relative Pitch in Music Students in the East and the West

2018 ◽  
Vol 36 (2) ◽  
pp. 135-155 ◽  
Author(s):  
Ken'ichi Miyazaki ◽  
Andrzej Rakowski ◽  
Sylwia Makomaska ◽  
Cong Jiang ◽  
Minoru Tsuzaki ◽  
...  
Keyword(s):  
Music Education ◽  
East Asian ◽  
Absolute Pitch ◽  
Music Students ◽  
Asian Countries ◽  
Japanese Students ◽  
Relative Pitch ◽  
Cultural Conditions ◽  
The Usa ◽  
Musical Context

Absolute pitch (AP)—an ability to identify an isolated pitch without musical context—is commonly believed to be a valuable ability for musicians. However, relative pitch (RP)—an ability to perceive pitch relations—is more important in most musical contexts. In this study, music students in East Asian and Western countries (Japan, China, Poland, Germany, and USA) were tested on AP and RP abilities. In the AP test, 60 single tones were presented in a quasirandom order over a five-octave range. In the RP test, ascending musical intervals from 1 to 11 semitones were presented in four different keys. Participants wrote down note names in the AP test and scale-degree names or musical interval names in the RP test. The conservatory-level Japanese students showed the highest AP performance and more than half of them were classified as accurate AP possessors, but only 10% were classified as accurate RP possessors. In contrast, only a small percentage of participants from Poland, Germany, and the USA were identified as accurate AP possessors, whereas many more were accurate RP possessors. Participants from China were typically intermediate on both measures. These noticeable contrasts between AP and RP performance in different countries suggest influences of the underlying socio-cultural conditions, presumably relating to music education. Given the importance of RP in music, the results suggest that more emphasis should be place on RP training, particularly in East Asian countries.

scholarly journals An Evaluation of Educational Music in Turkey Based on Composers’ Opinions

2019 ◽  
Vol 8 (5) ◽  
pp. 106
Author(s):  
Hatice Celiktas ◽  
Sezen Ozeke
Keyword(s):  
Content Analysis ◽  
Music Education ◽  
Music Teachers ◽  
Present Situation ◽  
Early Years ◽  
Harmonic Structure ◽  
Resultant Data ◽  
The Subject ◽  
Essential Skills ◽  
The Republic

There are various studies concerning the present situation of the phenomenon of educational music, which dates back to the early years of the Republic i.e. which emerged 90 years ago, the problems in the area, and solutions to these problems as well as the concept of “educational music” which is used to define the songs that are part of music education. The objective of the present study is to evaluate the area of educational music based on composers’ opinions, in other words, on the opinions of the creators of the subject music, and to determine the present situation of the area in the light of these evaluations. For these purposes, 7 composers, all of whom had contributed to educational music, were interviewed. The resultant data were analyzed under three themes by means of content analysis. The themes were the concept of educational music, educational music compositions and educational music composing. As a result, composers indicated that songs composed as educational music pieces should have a content that children can relate to. They also said that music teachers and prospective music teachers who had the ability to compose should engage in the composition of educational music. According to composers, in order for songs to be of good musical quality; easy and catchy melodies and lyrics, prosody, melodic sequence, harmonic structure and form components were important. Composers also expressed their opinions regarding “the points to be considered and the method to be followed in the process of composition”, “essential skills and knowledge in addition to the ability to compose”, and “types of music preferred in compositions”. In addition to this research, further studies, which take opinions of music teachers, who are the appliers of educational music, and those of students, who are the receivers and consumers of educational music, into account, can be undertaken so as to be able to evaluate the area of educational music from different perspectives.

scholarly journals Value-based orientations as a normative-regulatory mechanism for the formation of professional worldview of future music teachers

2021 ◽  
Vol 5 (S2) ◽  
pp. 522-536
Author(s):  
Mariia M. Tkach ◽  
Olga M. Oleksiuk
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Transition Period ◽  
Modern Society ◽  
Structural Components ◽  
Philosophy Of Music ◽  
Subject Field ◽  
The Subject ◽  
The Individual ◽  
Pedagogical Discourses

The transition period of modern society can be observed in various aspects, particularly in the value-normative one. The study of the Genesis of the formation of personality’s value-based orientations in the current conditions of reforming educational sector in Ukraine and its integration into the European Higher Education Area are becoming prioritized. The research methodology is complex, combining theoretical and empirical methods. Theoretical study of the problem of values in philosophical-historical and psychological-pedagogical discourses creates a methodological basis for expanding the subject field of interdisciplinary branches of scientific knowledge: pedagogical axiology and philosophy of music education. The interdisciplinary context of the conceptual range of these disciplines makes it possible to modernize the value-based orientation in the content of art education. The problem of spiritual and value-based formation of the personality by means of music is actualized, which creates the prerequisites for the formation of a phenomenon of holistic professional worldview of future music teachers. The analysis of structural components of the outlined phenomenon shows that the normative and regulatory basis of professional worldview is a system of value-based orientations of the individual.

scholarly journals Prerequisites for the Formation and Development of Professional Music Education in Russia

2021 ◽  
Vol 20 (2) ◽  
pp. 105-112
Author(s):  
Marina V. Pereverzeva ◽  
◽  
Elena A. Meleshkina
Keyword(s):  
Theoretical Analysis ◽  
Music Education ◽  
19Th Century ◽  
Home Education ◽  
Pedagogical Model ◽  
The Subject ◽  
Main Factors ◽  
The 19Th Century ◽  
Scientific Pedagogical

The subject of the study is the process of formation and development of music education in Russia on the basis of the traditions of home education of children in noble families and higher classes of tsarist Russia. The activation of performing and composer art has become one of the prerequisites for the development of professional music education in Russia. Another prerequisite was domestic music, which became widespread in aristocratic houses. The work carries out a historical and theoretical analysis of the origin of the pedagogical model of music education in pre-revolutionary Russia at the beginning of the 19th century and determines the main factors that led to the formation of professional music education in Russia on a solid scientific, pedagogical and socio-cultural basis, established in the country during the 17th and 18th centuries.

scholarly journals Control of students' autonomous learning in competency-based teaching of mathematics

2019 ◽  
pp. 24-31
Author(s):  
S. N. Gorlova ◽  
E. A. Makarova
Keyword(s):  
Training System ◽  
Autonomous Learning ◽  
Federal State ◽  
Subject Knowledge ◽  
Competency Based ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Teaching Function ◽  
State Educational ◽  
Teaching Learning

Federal State Educational Standards of Higher Education have designated a reorientation from the subject-knowledge education model to the competency-based one, when the goal is to develop students' personal and professional features with an emphasis on their autonomous learning. Universality and generality of requirements for the results of studying the bachelor’s programme in Pedagogical Education does not exclude, but assumes the subject’s orientation of the competencies formulated when implementing specific areas of training. This requires rethinking the functionality of all components of the training system, including the contents. It is the very aspect that remains insufficiently revealed for competency-based teaching of mathematics. The vector of a significant part of studies is directed towards the search for effective educational technologies. Meanwhile, continuity in nurturing competencies requires considering professional orientation on teaching-learning the subject. Reviewing mathematical contents is also vital as the proportion of students’ autonomous learning is getting increased. The article substantiates the role and significance of mathematical contents in arranging control of students' autonomous learning. Keeping in mind the priority of control’s teaching function, it is proposed to make up tasks that contribute to assessing not only knowledge, but also experiential and motivational components of competences.

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