Students' experiences of collaborative creation through songcrafting in primary school: Supporting creative agency in ‘school music’ programmes

2016 ◽  
Vol 33 (3) ◽  
pp. 263-281 ◽  
Author(s):  
Sari Muhonen
Keyword(s):  
Music Education ◽  
Qualitative Methods ◽  
Primary School ◽  
Teaching Practices ◽  
Classroom Community ◽  
Individual Interviews ◽  
The Past ◽  
Creative Agency ◽  
School Music ◽  
Musical Activities

The study reported in this article investigates students’ experiences (n=41) of their primary school songcrafting, examining the potential to support creative agency within school music education programmes. Songcrafting refers to a collaborative composing practice in which everyone is considered to be a capable creator of melodies and lyrics, and where negotiation, collaboration, and openness to the situation are essential. Through semi-structured individual interviews with students who had experienced songcrafting in the past, analysed with qualitative methods, it was found that the students' narration of songcrafting included meanings related to general agency, creative agency, musical participation within the classroom community, and documented and shared collaborative musical products, or ‘oeuvres’.The results of this study illustrate the various often unforeseeable meanings produced through participation in collaborative musical activities. Furthermore, they highlight the potential to enrich meaningful teaching practices and pedagogy through the examination of students' experiences, and exploring the potentials in narrating one's musical stories. These findings suggest that music education practices could benefit from the inclusion of a broader range of opportunities for the students to create their own music, and the sensitive facilitation of collaborative music creation processes.

Examination of activity books used in pre-school music education

2019 ◽  
Vol 6 (7) ◽  
pp. 47-54
Author(s):  
Sabahat Burak
Keyword(s):  
Music Education ◽  
Traditional Approach ◽  
Psychomotor Development ◽  
Education Literature ◽  
School Music ◽  
Important Field ◽  
Document Review ◽  
School Activity ◽  
Musical Activities

Music in pre-school education is an important field in terms of affective, cognitive and psychomotor development of children. In order to increase the quality of music education, musical activities should be appropriate to the level of children, educational and entertaining. In recent years, pre-school music education has been carried out within the framework of play, movement, dance, rhythm and improvisation, separate from the traditional approach. Teachers need supplementary books containing songs, games and activities in accordance with the required pre-school gains to be used in musical activities. There are ancillary resources mentioned in the music education literature that include these activities and are informative for teachers. However, the adequacy of the existing activity books is an important issue in terms of the better implementation of pre-school music education. This study aimed to examine the activity books that teachers use in pre-school music education. The study is a document review. Books were analysed in terms of activities and songs. Keywords: Music education, pre-school, activity books.

scholarly journals The Challenges of Implementing Diverse Political Directives in Contemporary China: Between Creativity and Confucianism

2021 ◽  
pp. 103-117
Author(s):  
Wai-Chung Ho
Keyword(s):  
Music Education ◽  
Cultural Values ◽  
Party System ◽  
Free Market ◽  
Education Policies ◽  
Economic Changes ◽  
Individual Interviews ◽  
Communist State ◽  
Global Age ◽  
School Music

AbstractThe People’s Republic of China (PRC) was founded as a communist state in 1949 within the framework of the collective leadership model under the Communist Party of China (the single-party system in China). After experiencing sociopolitical and economic changes, the PRC has moved to the free market economy of globalisation in the global age. The evolution of Chinese politics and the economic system has resulted in more diversity and changes in school education, along with struggles to adjust to these changes. Along this line, this chapter will examine the complex relationship between the politics of diversity, Confucianism, and creativity education, particularly in response to the views of Chinese teachers from Beijing via in-depth, semi-structured individual interviews on the implementation of a creativity policy in school music education. Based on current education policies and the interview data collected for this study on the examination of the nature of creativity, this chapter will conclude with a discussion of how school music education may help initiate a dialogue on the politics and nature of creativity and cultural identity in response to the challenges of contemporary political and cultural values between creativity and Confucianism that prevail in the global age of China.

scholarly journals The Use Of Interactive Methods In Preparation For Primary School Music Culture Lessons

2020 ◽  
Vol 02 (12) ◽  
pp. 197-200
Author(s):  
Rakhimov Kodir ◽  
◽  
Usmonjanova Gulhayo ◽  
Keyword(s):  
Music Education ◽  
Primary School ◽  
Current Situation ◽  
Bachelor's Degree ◽  
Interactive Methods ◽  
Music Culture ◽  
School Music ◽  
The Subject

The pedagogical conditions of teaching in the development of specific processes of bachelor's degree in music education in modern pedagogical education, the current situation in practice are studied and the authors provide methodological recommendations to improve the effectiveness of teaching the subject.

Enjoying flow in primary school music making: does family musical practice matter?

2020 ◽  
pp. 1-9
Author(s):  
Rafael Valenzuela ◽  
Nuria Codina ◽  
José Vicente Pestana
Keyword(s):  
Primary School ◽  
The State ◽  
Family Context ◽  
Musical Practice ◽  
Music Making ◽  
State Of Mind ◽  
School Music ◽  
Low Levels ◽  
Musical Activities

Abstract Given the differences in continuing musical after primary school, this study works with the idea that the development of music-making habits requires flow, which, in turn, depends on family musical practice. Flow is the state of mind of immersion in an intrinsically rewarding activity, which represents an optimal challenge fostering persistence and skill growth. Based on 164 students (82 girls) from six schools in Catalonia, we compared flow in primary school musical practice between students with high and low levels of family musical practice, concluding that family context should be considered in adapting musical activities to students’ previous experiences.

scholarly journals Digital technologies in music education : The prospects of interactive course development in primary school music education

2021 ◽  
Vol 19 (1-2) ◽  
pp. 82-90
Author(s):  
Mónika Deákné Kecskés ◽  
Erzsébet Várszeginé Gáncs
Keyword(s):  
Music Education ◽  
Primary School ◽  
Teacher Candidates ◽  
Development Project ◽  
Material Development ◽  
School Music ◽  
Short Term Evaluation ◽  
Education Innovation ◽  
Course Material ◽  
Term Evaluation

Within the framework of the 'Education Innovation - Modernisation of the training structure, methods and content in higher education, enhancement of its labour market relevance', we conducted a course material development project for the length of two terms at the Institute of Education and Social Sciences, Apáczai Csere János Faculty of Humanities, Széchenyi István University. We devised course material to be applied in e-learning and in a place-based studying environment (VR course material). The aim of the project was to create support material that assists teacher candidates in processing and acquiring the material of primary school music education. Its necessity and timeliness are justified by the insufficient level of music skills of newly admitted teacher candidates. The present paper is intended to display a summary and short-term evaluation of the project.

An investigation of undergraduate music education curriculum content in primary teacher education programmes in Australia

1997 ◽  
Vol os-30 (1) ◽  
pp. 26-34 ◽  
Author(s):  
Nita Temmerman
Keyword(s):  
Music Education ◽  
Beginning Teachers ◽  
Primary School ◽  
Primary Schools ◽  
Teacher Educators ◽  
Primary Teacher ◽  
School Level ◽  
Curriculum Content ◽  
Policy And Practice ◽  
School Music

Primary school music experiences have been shown to impact not only on future adult attitudes to, but also interest and participation in music. Unfortunately, the current policy and practice of music in primary schools is still perceived to be unsatisfactory. According to teachers this can be attributed in the main to their undergraduate university training in music education. Music educators have a key role to play in breaking the apparent current cycle of unsatisfactory (or no) music practice at the primary school level. This paper investigates what curriculum content is currently included in compulsory undergraduate university music education programmes. It asks teacher educators, in light of recent research, to reflect critically on the adequacy of their current curriculum to prepare beginning teachers to teach primary school music.

Sign in / Sign up

Export Citation Format

Share Document