Technology Integration with the Kodály Approach

2020 ◽  
pp. 85-138
Author(s):  
Amy M. Burns
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Music Educators ◽  
Elementary Music ◽  
Zoltan Kodaly ◽  
Higher Order Thinking Skills ◽  
Music Classroom ◽  
Elementary Music Educators ◽  
Educational Paradigm ◽  
Paradigm Shifting

Amy M. Burns integrates technology into the approach developed by Zoltán Kodály. With the current educational paradigm shifting to include more distance learning, these lessons demonstrate how to create online manipulatives that can be used in a classroom setting as well as an online platform. With the addition of a supplemental website that includes downloadable manipulatives, elementary music educators can successfully teach the approach in a variety of settings and scenarios with novice to advanced technological skills. In addition, the lessons can also be used for assessments, cross-curricular connections, higher order thinking skills, and sharing music making outside of the music classroom.

Why Would We Use Technology in the Elementary Music Classroom?

2020 ◽  
pp. 11-18
Author(s):  
Amy M. Burns
Keyword(s):  
Learning Styles ◽  
Music Educators ◽  
Elementary Music ◽  
Space Technology ◽  
Student Centered ◽  
Music Classroom ◽  
Music Making ◽  
Elementary Music Educators

If the music classroom is meant to be a creative, safe, music-making space, how do educators balance technology in that space? Technology can be used in the simplest teacher-directed ways, as well as in a more student-centered “doing music” environment, depending on how the teacher wants to utilize it and how the students respond to it. Using approaches like Dr. Ruben Puentedura’s SAMR (Substitution, Augmentation, Modification, and Redefinition) model and Liz Kolb’s Triple E (Engage, Enhance, Extend) Framework can help elementary music educators realize how much technology they want to use and when it would be the best tool for the students’ learning styles.

Using Technology with Elementary Music Approaches

2020 ◽  
Author(s):  
Amy M. Burns
Keyword(s):  
Music Education ◽  
Veteran Teachers ◽  
Music Educators ◽  
Project Based Learning ◽  
Elementary Music ◽  
Orff Schulwerk ◽  
Music Classroom ◽  
Integrated Technology ◽  
Integrating Technology ◽  
Elementary Music Educators

Using Technology with Elementary Music Approaches is a comprehensive guide to how to integrate technology into the popular elementary music approaches of Dr. Feierabend’s First Steps, Kodály, and Orff Schulwerk. It also includes ideas of integrating technology with project-based learning (PBL). It is written for elementary music educators who want to utilize technology in their classrooms, or possibly fear using technology but are looking for ways to try. It can be used by new teachers, veteran teachers, teachers with very limited technology, teachers with 1:1 devices in their music classroom, and undergraduate and graduate students. Edited and authored by Amy M. Burns, this book contains ideas, lessons, a supplemental website for resources, and examples that are field-tested and utilized in her own elementary music classroom. Burns has successfully integrated technology into her elementary music classroom for over two decades. She is a sought-after presenter and keynote speaker for integrating technology into the elementary music classroom and has written three additional books and numerous articles on the subject. She has also won four music education awards at state and national levels. In addition, the summary of each approach was written by four excellent elementary music educators and experts in the approaches: Dr. Missy Strong (Feierabend), Glennis Patterson (Kodály), Ardith Collins (Orff Schulwerk), and Cherie Herring (project-based learning (PBL) with music technology).

Comparisons of Higher-Order Thinking Skills among Prospective Freshmen and Upper-Level Preservice Music Education Majors

2005 ◽  
Vol 53 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Deborah A. Sheldon ◽  
Gregory DeNardo
Keyword(s):  
Music Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Music Educators ◽  
Higher Order ◽  
Entrance Examination ◽  
Education Majors ◽  
Higher Order Thinking Skills ◽  
Upper Level ◽  
Music Education Majors

High school students aspiring to become music educators ( N=116) and upper-level music education majors ( N=130) took part in this investigation comparing higher-order thinking skills in an observation analysis task. We used certain procedures from previous investigations (Sheldon & DeNardo, 2004; Standley & Madsen, 1991). Upperclassmen demonstrated greater higher-order thinking skills, measured by success in providing descriptive and inferential statements in an observation task, compared to prospective freshmen. This outcome is consistent with those of prior studies (Sheldon & DeNardo, 2004; Standley & Madsen, 1991) and suggests that the continued development of higher-order thinking skills among prospective music educators can be cultivated within an undergraduate music education degree program. When entrance examination variables of prospective freshmen were analyzed for relationships, few strong correlations were found. February 27, 2004 December 14, 2004.

The Kodály Approach to Teaching Music

2020 ◽  
pp. 75-84
Author(s):  
Amy M. Burns
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Zoltan Kodaly ◽  
Higher Order Thinking Skills ◽  
Music Making ◽  
Presentation Sequence ◽  
Practice Sequence ◽  
Approach To Teaching ◽  
Teaching Music

Glennis Patterson shares an overview to the approach created by composer, author, ethnomusicologist, educator, linguist, and philosopher Zoltán Kodály. She gives a thorough overview of his approach and the three-step sequence of prepare, present, and practice. Amy M. Burns offers ways to create visuals to assist with the presentation sequence. In addition, she demonstrates how to utilize technology to implement the practice sequence through lessons and manipulatives found in the book and on the supplemental website. The lessons can also be used for assessment purposes, lesson extensions, higher order thinking skills, and sharing their music-making with others outside the classroom. The lessons can be used by educators who have limited technology or those with 1:1 classrooms, and those with novice to advanced technological skills.

scholarly journals Successful urban elementary music educators : a phenomenological investigation

2021 ◽  
Author(s):  
◽  
G. Preston Wilson
Keyword(s):  
Music Education ◽  
Comparative Method ◽  
Music Educators ◽  
Elementary Music ◽  
Structured Interviews ◽  
Music Educator ◽  
Music Classroom ◽  
Urban Music ◽  
Pedagogical Decisions ◽  
Elementary Music Educators

The purpose of this study was to explore the characteristics and experiences of teachers who have been successful in urban elementary music classrooms. I aimed to garner an authentic picture and capture the essence of what it means to be a successful urban elementary music educator. This hermeneutic phenomenology was guided by two research questions: (1) What are the lived experiences of urban music educators who have been successful in teaching music at the elementary level? (2) What are the pedagogical approaches used by elementary music educators in urban contexts? The related sub-questions were as follows: (1) What characterizes success in the urban elementary music classroom? (2) What are characteristics of these educators (e.g., personal, educational, interpersonal)? Data collection included approximately 60-minute semi-structured interviews from eight participants. A constant comparative method was utilized to examine the coded transcripts. Trustworthiness was established through data triangulation, participant checking, and peer checking. Through the three-part analysis, six themes emerged: (a) relationships are key; (b) understanding how music functions for students; (c) willingness to perform unofficial job duties; (d) concerns about urban teacher preparation; (e) curricular and pedagogical decisions; and (f) urban music teacher characteristics. The findings of this study, as well as that of other scholars in music education, suggest that being a successful urban elementary music educator is the result of a composite set of skills. The teachers who participated in this study use creativity when making curricular and pedagogical decisions, possess a complex knowledge and understanding of their students, their students' families, and their students' community, and have a deep affection for what they do and whom they serve. Successful urban elementary music educators can serve as valuable resources to provide understanding and offer suggestions for improving urban music education, including ways to nurture and develop the next wave of music educators.

திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்துதல் [THIRUKKURAL KADRALIN VALI PADIVAM 2 MAANAVARKALIN UYARNILAIC SINTANAIT THIRANAI MEEMPADUTTUYAL] (IMPROVING THE LEVEL OF HOTS (HIGHER ORDER THINKING SKILLS) OF FORM 2 STUDENTS BY LEARNING THIRUKKURAL)

2019 ◽  
pp. 96-110
Author(s):  
Renita Prera Winsen
Keyword(s):  
Quantitative Data ◽  
Higher Order Thinking ◽  
Literary Work ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Qualitative And Quantitative ◽  
Revised Bloom's Taxonomy ◽  
Post Test ◽  
Data Collections

பேராக் மாநிலத்தில் தைப்பிங் மாவட்டத்தில் அமைந்துள்ள ஓர் இடைநிலைப்பள்ளியில் திருக்குறள் கற்றலின் வழி படிவம் 2 மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்தும் முயற்சியில் ஆய்வு மேற்கொள்ளப்பட்டது. தேர்ந்தெடுக்கப்பட்ட 10 மாணவர்கள் இந்த ஆய்வில் உட்படுத்தப்பட்டனர். திருக்குறளில் மாணவர்களின் ஆளுமையைக் கண்டறிய அந்த இடைநிலைப்பள்ளியின் தமிழாசிரியரிடம் நேர்காணல் நடத்தப்பட்டது. மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த படிவம் 1 மற்றும் படிவம் 2-இல் வரையறுக்கப்பட்ட ஆறு திருக்குறள்கள் தேர்தெடுக்கப்பட்டன. தேர்ந்தெடுக்கப்பட்ட திருக்குறள்கள் யாவும் சீரமைக்கப்பட்ட புளூமின் அறிவுசார் முறைப்பாட்டியலின் துணைக்கொண்டு பலதரப்பட கேள்விகள் தயாரிக்கப்பட்டது. ஆறு வாரத் திருக்குறள் வகுப்பிற்குப் பின் இக்கேள்விகள் யாவும் மாணவர்களுக்கு வழங்கப்பட்டன. கேள்விக்கான பதில்களிலிருந்து மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனில் ஏற்பட்ட மாற்றங்கள் கண்டறியப்பட்டது. ஆய்வின் முடிவாக, முறையான திருக்குறள் கற்றலின் வழி மாணவர்களின் உயர்நிலைச் சிந்தனைத் திறனை மேம்படுத்த முடியும் என்பது உறுதிச் செய்யப்பட்டது. (This study has been conducted with the purpose of improving the level of HOTS (Higher order thinking skills) of Form 2 students through learning Thirukkural. For this study, the Thirukkural, a well-known literary work of Tamil Language was taken. Thus, this research was carried out in a secondary school which is located at Taiping, Perak. The research was carried out under the design of action research. The sample of this study consisted of ten Form 2 students. Besides that, a teacher also interviewed in order to know the students' personality in learning Thirukkural. In this research, the learning process of Thirukkural approach was implemented for 6 weeks. There are 6 couplets of Thirukkural selected according to the syllabus of Form 1 and Form 2. This six couplets of Thirukkural used to test the level of HOTS. The questions were created based on Thirukkural, according to Revised Bloom's Taxonomy. The data of the study was collected through pre-test, the questions asked in Thirukkural classes and post-test via qualitative and quantitative data collection tools. The findings obtained through qualitative and quantitative data collections showed that the level of HOTS through learning Thirukkural among Form 2 students has improved.)

Soal HOTS Akidah Akhlak untuk Kelas 4 Madrasah Ibtidaiyah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Karya ini menunjukkan rancangan soal HOTS (higher-order thinking skills, keterampilan berpikir tingkat tinggi) untuk mata pelajaran Akidah-Akhlak kelas 4 Madrasah Ibtidaiyah. Akidah-Akhlak di Madrasah Ibtidaiyah merupakan salah satu mata pelajaran Pendidikan Agama Islam (PAI) yang mempelajari tentang rukun iman yang dikaitkan dengan pengenalan dan penghayatan terhadap al-asmā’ al-ḥusnā, serta perekaan suasana keteladanan dan pembiasaan dalam mengamalkan al-akhlāq al-karīmah dan al-adāb al-Islamī melalui unjuk kerja dan cara mengamalkannya dalam keseharian. Hasil (outcomes) pembelajaran Akidah-Akhlak diharapkan memiliki peran dalam memberi motivasi kepada murid untuk mempraktikkan al-akhlāq al-karīmah dan al-adāb al-Islamī dalam keseharian sebagai wujud īmān kepada Allōh, para malāikat-Nya, seluruh kitab- Nya, semua rosūl dan nabī-Nya, hari akhir, serta qodō’ dan qodar dari-Nya. Ruang lingkup soal yang dirancang mencakup pembelajaran kelas 4 yang terbatas untuk Kompetensi Dasar (KD) Pengetahuan 1.1; 1.2; dan 1.3; serta Keterampilan 2.1; 2.2; dan 2.3.

Soal HOTS Akidah Akhlak untuk Kelas 4 Madrasah Ibtidaiyah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Karya ini menunjukkan rancangan soal HOTS (higher-order thinking skills, keterampilan berpikir tingkat tinggi) untuk mata pelajaran Akidah-Akhlak kelas 4 Madrasah Ibtidaiyah. Akidah-Akhlak di Madrasah Ibtidaiyah merupakan salah satu mata pelajaran Pendidikan Agama Islam (PAI) yang mempelajari tentang rukun iman yang dikaitkan dengan pengenalan dan penghayatan terhadap al-asmā’ al-ḥusnā, serta perekaan suasana keteladanan dan pembiasaan dalam mengamalkan al-akhlāq al-karīmah dan al-adāb al-Islamī melalui unjuk kerja dan cara mengamalkannya dalam keseharian. Hasil (outcomes) pembelajaran Akidah-Akhlak diharapkan memiliki peran dalam memberi motivasi kepada murid untuk mempraktikkan al-akhlāq al-karīmah dan al-adāb al-Islamī dalam keseharian sebagai wujud īmān kepada Allōh, para malāikat-Nya, seluruh kitab- Nya, semua rosūl dan nabī-Nya, hari akhir, serta qodō’ dan qodar dari-Nya. Ruang lingkup soal yang dirancang mencakup pembelajaran kelas 4 yang terbatas untuk Kompetensi Dasar (KD) Pengetahuan 1.1; 1.2; dan 1.3; serta Keterampilan 2.1; 2.2; dan 2.3.

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