Understanding curriculum based on the study of Chinese “Gu Qin”

2016 ◽  
Vol 35 (3) ◽  
pp. 403-413
Author(s):  
Xiaoming Yi
Keyword(s):  
Lived Experience ◽  
Musical Instrument ◽  
Curriculum Theory ◽  
Music Curriculum ◽  
Teaching Process ◽  
The Ancient Chinese

This article initiates a dialogue between Chinese “ Gu Qin” art and curriculum theory. “ Gu Qin” is the ancient Chinese musical instrument which best embodies Chinese aesthetic notions. The ancient Chinese never regarded Gu Qin as only an instrument; they thought that performing on it was a process of experiencing life and self-cultivation. Therefore, the value of pursuing Gu Qin study is not only the skill that is mastered, but also the growth of the spirit. This orientation makes the teaching of Gu Qin a fight against instrumental rationalism and materialism. It highlights lived experience based on the unity of the subjective and the objective, and breaks the closed, predetermined teaching process to create openness and possibilities. All of these characteristics have much in common with the new perspectives on curriculum and can help us better understand what a curriculum and a music curriculum are.

Contemporary Perspectives for Curriculum Theory

2021 ◽  
pp. 77-116
Author(s):  
Thomas A. Regelski
Keyword(s):  
Music Teachers ◽  
Practice Theory ◽  
Action Learning ◽  
Curriculum Theory ◽  
Music Curriculum ◽  
Post Modernism

This chapter thoroughly examines practice theory and its more recent cousin, praxis theory. Practice theory has three aspects: theoria, technē, and praxis. It is not to be confused with the commonplace use of the word “practice.” Thus, some details are needed to correct frequent misunderstanding of the term and theory by many authors. Extensive application to musicing and music curriculum helps understand these key ideas and their importance for music teachers. In addition, action learning is stressed for its relationship to community musicing, and post-modernism is explored both for its circularity and for its critical usefulness in exposing the metanarratives of traditional schooling.

The music curriculum as ‘received’ by children: Evidence from Cyprus primary schools

2006 ◽  
Vol 23 (2) ◽  
pp. 187-204 ◽  
Author(s):  
Natassa Economidou Stavrou
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Curriculum Theory ◽  
Music Curriculum ◽  
School Subjects

This article reports on research investigating the ‘received’ music curriculum as experienced by children and how this corresponds with the expectations of the official music curriculum. The research was conducted in Cyprus and the sample consisted of 1196 children in their final year in primary school. Results verify a huge gap between curriculum theory and implementation, revealing that knowledge accumulated during the six years of primary education is far distant from the over-optimistic intentions of the official music curriculum. Additionally, music was found to be one of children's least favourite school subjects, suggesting the need for a more learner-centred and process-orientated music curriculum.

scholarly journals Pembelajaran Aransemen Musik Berbasis Teknologi Komputer di Jurusan Musik FSP Institut Seni Indonesia Yogyakarta

PROMUSIKA ◽  
2015 ◽  
Vol 3 (2) ◽  
pp. 119-128
Author(s):  
Tri Wahyu Widodo
Keyword(s):  
Computer Technology ◽  
Learning Process ◽  
Musical Instrument ◽  
Daily Basis ◽  
Music Learning ◽  
Teaching Process ◽  
Alternative Formula ◽  
Wide Range ◽  
Human Labor ◽  
Teachers And Students

Computer technology with its complex algorithms system made for a wide range benefits to support the efficiency of time and material of human labor. Because of that reason it has given a great contribution to the problem solving of human as its user, which commonly called the brain‐ware. Learning process is a human activity which is practiced on a daily basis. Various written and auditory obstacles faced by teachers and students. In music teaching, for example, a teacher gives examples by playing a musical instrument or through vocal practice. This activity is an example of manually teaching process that of course having some limitations. The purpose of this study is to provide an alternative in learning process that has interactive values. Computer technology will be contributed to make the learning process to be easier then mconventional way, for example, arranging or composing a piece of music in a form of large or small groups without requiring a huge cost. In order to fulfill musical creativity needs, current computer technology has been developing an intelligent electronic devices that can help users to access music menu application program by easily pressing buttons. Computer technology comprises unseparated parts of hardware and software due to their interrelated functions. The first as an electronic media while the second as a system for an operator person to command the computer in order to achieve his needs. This research has resulted an alternative formula in music learning‐teaching process by using computer technology, especially for several applied subjects such as arranging music and others theoretical subjects, for example music theory, harmony, counterpoint, and composition.

scholarly journals Position of Students and University Teachers In Didactic Methodical Determination of Higher Education from Aspect of Cyber Information Didactic Theory and Curriculum Theory

2021 ◽  
pp. 241-256
Author(s):  
Nedim Čirić
Keyword(s):  
Curriculum Theory ◽  
Learning Society ◽  
Teaching Process ◽  
Learning And Teaching ◽  
University Teachers ◽  
Scientific Teaching ◽  
Starting Point ◽  
The Relationship

In the teaching process, the relationship between students and university teachers is an important determinant of the quality of learning and teaching process. The concepts of didactic theories provide a different approach to the didactic - methodical determination of teaching and the position of students in the scientific - teaching process in relation to the concept of the old school and the traditional pedagogical paradigm of teaching. The student is observed and experienced as a collaborator, learning partner, authoritarian teaching styles are abandoned, democratically oriented communication and interaction are developed, with mutual respect, tolerance and respect for all participants in the teaching process. The analytical - descriptive method, comparative analysis and content analysis were used. The relationship and position of students and university teachers in the teaching process through the prism of didactic theories advocated by Christina Möller and Felix von Cube are presented. The issues of selectivity, cooperation and competitiveness as a starting point for defining the position of students in teaching, purposes and goals of learning, based on the modern pedagogical paradigmatic orientation of the “learning society”, and the analysis of the position and position of students and university teachers through the prism of cyber-information didactic theories and curriculum theories.

From Curriculum Theory to Theorizing

2020 ◽  
Author(s):  
Gabriel Huddleston ◽  
Robert Helfenbein
Keyword(s):  
Lived Experience ◽  
International Association ◽  
The United States ◽  
Curriculum Theory ◽  
Curriculum Studies ◽  
Human Beings ◽  
Early 21St Century ◽  
Curriculum Decisions ◽  
Contemporary Education ◽  
Curriculum Theorizing

Curriculum theory is shaped and held within the larger field of curriculum studies, but its distinctive focus on understanding curriculum as opposed to developing it places it is stark contrast with other parts of the larger field. This focus is further distinctive when curriculum theory shifts to curriculum theorizing. Curriculum theorizing emerged in the United States, principally at Bergamo conferences and precursor conferences, in the Journal of Curriculum Theorizing (JCT), and through scholars associated with the reconceptualization. It has spread internationally via the International Association for the Advancement of Curriculum Studies and its subsidiaries in many different countries and cultures. Some scholars hold that curriculum theory includes curriculum theorizing as well as normative and analytic conceptualizations that justify or explain curriculum decisions and actions. Curriculum theorizing attempts to read broadly in social theory so as to embody those insights in dealing with issues of curriculum, and can take philosophical, sociological, psychological, historical, or cultural studies approaches to analyses, interpretations, criticisms, and improvements. This approach has built upon what has become known as the reconceptualization, which began in the late 1970s and continues into the early 21st century. Increasingly, the field has taken up analysis of contemporary education policy and sociopolitical contexts as an outgrowth of its work. Issues of race, gender, class, sexuality, and dis/ability, and the ways in which their intersectionality impact the lived experience of schools, continue to motivate and direct the field of curriculum studies. In so doing, criticism, analysis, interpretation, and expansion of such issues have moved the focus of curriculum theorizing to include any aspects of social and psychological life that educate or shape the ways human beings reflect upon or interact with the world.

scholarly journals What is Needed to Develop Critical Thinking in Schools?

2017 ◽  
Vol 7 (3) ◽  
pp. 9-25
Author(s):  
Lidija Radulović ◽  
Milan Stančić
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Curriculum Development ◽  
Educational System ◽  
Curriculum Theory ◽  
Teaching Process ◽  
The Status ◽  
Special Programs ◽  
Intellectual Skills ◽  
Critical Competencies

Starting with the fact that school education has failed to become education for critical thinking and that one of the reasons for that could be in how education for critical thinking is conceptualised, this paper presents: (1) an analysis of the predominant approach to education for critical thinking through the implementation of special programs and methods, and (2) an attempt to establish different approaches to education for critical thinking. The overview and analysis of understanding education for developing critical thinking as the implementation of special programs reveal that it is perceived as a decontextualised activity, reduced to practicing individual intellectual skills. Foundations for a different approach, which could be characterised as the ‘education for critical competencies’, are found in ideas of critical pedagogy and open curriculum theory. This approach differs from the predominant approachin terms of how the nature and purpose of critical thinking and education for critical thinking are understood. In the approach of education for critical competencies, it is not sufficient to introduce special programs and methods for the development of critical thinking to the existing educational system. This approach emphasises the need to question and reconstruct the status, role, and power of pupils and teachers in the teaching process, but also in the process of curriculum development. 

Musical Experience Shapes Neural Processing

2020 ◽  
Vol 31 (2) ◽  
pp. 81-86
Author(s):  
Wido Nager ◽  
Tilla Franke ◽  
Tobias Wagner-Altendorf ◽  
Eckart Altenmüller ◽  
Thomas F. Münte
Keyword(s):  
Mismatch Negativity ◽  
Pure Tone ◽  
Musical Instrument ◽  
Active Listening ◽  
Musical Experience ◽  
Neural Processing ◽  
Neural Adaptations

Abstract. Playing a musical instrument professionally has been shown to lead to structural and functional neural adaptations, making musicians valuable subjects for neuroplasticity research. Here, we follow the hypothesis that specific musical demands further shape neural processing. To test this assumption, we subjected groups of professional drummers, professional woodwind players, and nonmusicians to pure tone sequences and drum sequences in which infrequent anticipations of tones or drum beats had been inserted. Passively listening to these sequences elicited a mismatch negativity to the temporally deviant stimuli which was greater in the musicians for tone series and particularly large for drummers for drum sequences. In active listening conditions drummers more accurately and more quickly detected temporally deviant stimuli.

Review of Investigating Subjectivity: Research on Lived Experience.

1996 ◽  
Vol 41 (1) ◽  
pp. 85-85
Author(s):  
Terri Gullickson ◽  
Pamela Ramser
Keyword(s):  
Lived Experience
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