“Modern Band” as school music: A case study

2017 ◽  
Vol 36 (2) ◽  
pp. 259-269 ◽  
Author(s):  
James L. Byo
Keyword(s):  
Music Education ◽  
Classroom Management ◽  
Concert Band ◽  
Community Identity ◽  
School Students ◽  
Student Centered ◽  
Rock Band ◽  
School Based ◽  
School Music ◽  
Music Community

This purpose of this study was to uncover the nature and value associated with involvement in “Modern Band” (rock band), the primary, not supplemental, means to music education in one US school. The values that emerged—music, community, identity, teacher, and classroom management—overlap considerably with the benefits and values identified by adolescents in traditional concert band, orchestra, and choir. These results provide data worthy of consideration as readers ponder the viability of rock band as a medium of school-based music education and a way to connect meaningfully with more secondary-school students. Evidence suggests that if there are reasons to reject the rock band, the source for the skepticism should not be the values accrued and identified by its participants. This case is an example of meaningful, authentic, and valuable music education that is positioned between the extremes of formal and informal learning, process and product orientation, and teacher- and student-centered pedagogy.

Statewide Public School Music Competitions/Festivals in Kansas and Oklahoma: The Beginnings of the School Music Contest Movement in the United States

2018 ◽  
Vol 41 (2) ◽  
pp. 132-155 ◽  
Author(s):  
George H. McDow ◽  
Daniel L. Stiffler
Keyword(s):  
United States ◽  
Public School ◽  
Music Education ◽  
Historical Analysis ◽  
The United States ◽  
The State ◽  
School Students ◽  
Secondary Sources ◽  
University Of Oklahoma ◽  
School Music

Music competitions have an ancient history dating back some two thousand years. In the United States, early music contests mimicked the German Saengerfests and Welsh Eistoddfods; however, some of the earliest continuously running music competitions held in America are the state contests for secondary school students. This article identifies for the first time Kansas and Oklahoma as holding the two earliest state school music competitions and corrects some long-standing erroneous information. It studies these two state events through historical analysis of primary sources and triangulates the data with secondary sources. Frank Beach at Kansas State Normal School in Emporia and Fredrik Holmberg at the University of Oklahoma were found to be the two initiators. These two state music contests were influenced by several things including the state track and field meets, previous music contests, the western pioneering spirit, European music systems, and the music specialties of the founders. In the end both contests were seen as promoting the cause of public school music by increasing both the quality and numbers of music education programs and as leading to the exponential growth of state music competitions throughout the United States.

scholarly journals Some thoughts on curriculum in music education

2019 ◽  
Vol 36 (1) ◽  
pp. 1-4
Author(s):  
MARTIN FAUTLEY ◽  
ALISON DAUBNEY
Keyword(s):  
Young People ◽  
Music Education ◽  
Search Engine ◽  
Music Curriculum ◽  
Educational Settings ◽  
Children And Young People ◽  
Selective Sampling ◽  
School Based ◽  
School Music ◽  
Good Learning

Curriculum is currently a big issue in England. What a school-based music curriculum should entail, what sorts of things should be taught and learned, and what makes for good learning experiences are all under consideration. One of the issues that crops up in England, and possibly in other jurisdictions too, when these sorts of discussions take place, involves considerations of what sorts of music children and young people should be involved with, what should they learn, and what is important for schools to be teaching. This immediately places discussions beyond what might be termed the strictly musical, and into the area of values. What music is valued by education systems, and what music should be foregrounded in educational settings become a significant arena of contention. This is especially the case when politicians become involved, as they will often have fixed or politically-motivated views about what they think should be taught and learned in school music classes. As ever, the pages of the BJME provide some interesting views on this matter, and so it is worth a brief trawl through the archives. The BJME home page search engine on the website produces 168 results for the term “curriculum”, so clearly this will be a highly selective sampling from these rich pickings in this editorial.

Sociopolitical culture and school music education in Hong Kong

2009 ◽  
Vol 26 (1) ◽  
pp. 71-84 ◽  
Author(s):  
Wai-Chung Ho ◽  
Wing-Wah Law
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Structured Interviews ◽  
School Students ◽  
Multicultural Music Education ◽  
Chinese Music ◽  
Musical Cultures ◽  
School Music ◽  
The Uk ◽  
Education In Hong Kong

In the last two decades, educational and curricular reforms in Hong Kong have been designed to prepare students for the challenges of the return of Hong Kong's sovereignty from the UK to the People's Republic of China (PRC) in 1997. This paper focuses on students' and teachers' attitudes towards a multicultural music education, which includes Chinese music, in response to this socio-political change. A mixed method design, involving a content analysis of relevant official educational and music documents, a questionnaire survey to 3,243 school students, and semi-structured interviews with 20 music teachers have been employed to further understanding of the development of politics and culture in Hong Kong society, which was investigated between winter 2006 and spring 2007. This paper argues that access to various musical cultures is a necessary but not sufficient condition for the development of music education in Hong Kong. Questions of how to integrate both Chinese music and other musical cultures in music education will remain a challenge for the future.

scholarly journals Message from Editor

2018 ◽  
Vol 13 (4) ◽  
Author(s):  
Prof. Dr. Huseyin Uzunboylu
Keyword(s):  
Music Education ◽  
Classroom Management ◽  
Science Teachers ◽  
Review Process ◽  
Task Complexity ◽  
Educational Process ◽  
Russian Language ◽  
School Students ◽  
Related Field ◽  
Educational Sciences

Dear Colleagues; It is a great honour for us to welcome you as Editor of Cypriot Journal of Educational Sciences, which has accepted publications indexed in qualified databases since 2006. Our main aim is to increase the quality of the journal day by day. We are ready to publish the new issue of Cypriot Journal of Educational Sciences, which has eight articles with authors from various countries. The aim of this issue is to give the researchers an opportunity to share their academic studies. A total number of  forty-five (45) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of twenty one (21) high quality research papers were selected and accepted for publication.   First of all, I would like to thank all authors who have contributed to this issue . The focuses of the articles are varied. Investigating the Relationship Between Task Complexity, Cognitive Ability and Disorientation in Hypertext Navigation, Alper Bayazıt, Servet Bayram, Gonca Kızılkaya Cumaoğlu. Problem-based learning in secondary school: Status and prospects, Haris KH. Abushkin, Anna A. Kharitonova, Nikolay N. Khvastunov, Maksim V. Gorshunov. , Shadreck Mandina, Eshiwet Dube. Project technology in the development of communicative competence in schoolchildren: Extracurricular classes of Russian language, Guzel M. Nurullina, Alexandr F. Muraviyov, Anastasiya A. Martyanova, Iskander E. Yarmakeev. Can the storytelling strategy improve students story writing skills? An empirical study, Fatma Mohammed Alkaaf. Using wiki in the design of bilingual online course, Andrew V. Danilov, Rinata R. Zaripova, Nnamdi Anyameluhor. The Effect of Using Performance-based assessment Strategies to Tenth-Grade Students’ Achievement and Self-Efficacy in Jordan, Mohammad Ahmad Alkhateeb. Improving educational process quality in the lessons of natural and mathematical cycle by means of stem-training, Svetlana D. Chernyavskikh, Maxim A. Velichko, Irina B. Kostina, Yulia P. Gladkikh, Lyudmila V. Krasovskaya, Olga N. Satler. Classroom Management Problems Pre-Service Teachers Encounter In Elt, Kübra Keser. The Effect of Learning Styles on Prospective Chemistry and Science Teachers’ Self-Regulated Learning Skills, Sinem Dincol Ozgur. Subjectivity functions in reflexive and intercultural process of linguistic development, Irina Kondrateva, Diana Sabirova, Nailya Plotnikova. Primary School Students’ Mathematics Motivation and Anxieties, Yasemin Deringöl. Relationship between nomophobia and fear of missing out among Turkish university students, Nazire Burcin Hamutoglu, Deniz Mertkan Gezgin, Gozde Sezen-Gultekin, Orhan Gemikonakli. Discovering Learning Style with Active Music Education Practices, Kıvanç Aycan. Augmented reality in education researches (2012–2017): A content analysis, Mustafa Fidan, Meriç Tuncel. Meta-analysis of school leadership effects on student achievement in USA and Turkey, Sengul Uysal, Yılmaz Sarıer. Killing more than two birds with one stone: Teaching topical vocabulary through idioms, Anastasia S. Syunina, Iskander E. Yarmakeev, Tatiana S. Pimenova, Albina R. Abdrafikova. Examining self-regulation skills of elementary school students, Oktay Kızkapan, Oktay Bektaş, Aslı Saylan. Comparative analysis of musical-enlightenment concepts of L. Bernstein and D. Kabalevsky in Russian music education, Anastasia V. Mishina, Zilia M. Yavgildina, Rufina Ildarovna Samigullina, Tamara Yu. Melnik. Comparison of private-institute and public-school English teachers’ motivation towards teaching English in Iran, Shahram Alipour. Humour as a pedagogical tool in the teaching of English and German equivocal words, Alfonso Corbacho Sánchez, Luis Javier Conejero Magro. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2018 Volume 13 Issue 4. I would like to present many thanks to all the contributors who helped to publish this issue. Best Regards,        Prof. Dr. Huseyin Uzunboylu      Editor in Chief  

Project Lovelace: unprecedented opportunities for music education

2003 ◽  
Vol 8 (1) ◽  
pp. 57-60
Author(s):  
Mary Simoni
Keyword(s):  
Music Education ◽  
Music Performance ◽  
Music Technology ◽  
Musical Composition ◽  
Composition Analysis ◽  
Laboratory Equipment ◽  
Analytical Skills ◽  
School Based ◽  
School Music ◽  
Changing Attitudes

Project Lovelace is a school-based programme for students aged twelve to eighteen years interested in learning about making music by using technology. The programme is designed to encourage equal and equitable participation by male and female students through instruction in technology-enhanced music performance, improvisation, composition, analysis and notation. Project Lovelace is named in honour of the contributions of the female mathematician Ada Augusta, Countess of Lovelace, who in 1842 predicted that computers could be used for musical composition (Roads 1996).The goals of Project Lovelace are to develop collaborative-based methods for gender-balanced school music technology programmes, amass a gender-balanced repertoire suitable for school music technology programmes, nurture creativity and analytical skills in music technology, and conduct a longitudinal study that documents the changing attitudes and perceived competencies of participating students and teachers.The motivation to initiate Project Lovelace was the timely convergence of two vexing issues perennially facing music technology programmes in higher education, specifically at the University of Michigan: the proportionally small number of female applicants to university music technology programmes and the need to continually upgrade or replace laboratory equipment. Why not allocate second-generation university laboratory equipment to the schools with the intent of building school-based music technology curricula that lead to a gender-balanced university applicant pool?

Peer connectedness in the middle school band program

2017 ◽  
Vol 39 (1) ◽  
pp. 121-135
Author(s):  
Jared R. Rawlings ◽  
Sarah A. Stoddard
Keyword(s):  
Middle School ◽  
Music Education ◽  
Youth Development ◽  
Statistical Difference ◽  
Concert Band ◽  
Future Research ◽  
Band Students ◽  
School Based ◽  
Music Ensembles ◽  
School Band

Previous research suggests that students participating in school-based musical ensembles are more engaged in school and more likely to connect to their peers in school; however, researchers have not specifically investigated peer connectedness among adolescents in school-based music ensembles. The purpose of this study was to explore middle school band students’ perceptions of peer connectedness. Participants ( N = 317) indicated moderately high levels of peer connectedness both within the concert band and school. Levels of peer connectedness differed between schools; however, no statistical difference was found by grade/band level or SES. Suggestions for future research and implications for youth development and music education professions are discussed.

scholarly journals DISCOVERY LEARNING MODEL IN INTEGRATED THEMATIC LEARNING FOR ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 3 (2) ◽  
pp. 202
Author(s):  
Sary Rahmadhani ◽  
Yunisrul Yunisrul ◽  
Yullys Helsa
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Comparative Research ◽  
Learning Model ◽  
Discovery Learning ◽  
School Students ◽  
Student Centered ◽  
School Based ◽  
Thematic Learning

Discovery learning model is a learning model that develops the students’ activities in learning by discovering and investigating their own knowledge, so that it is consistent with student-centered integrated thematic learning. The purpose of this study is to describe the Discovery Learning model in integrated thematic learning for elementary school students. This research uses comparative research by comparing some CAR existing literature studies using successful and appropriate Discovery Learning model, so it can be used in elementary school. Based on the descripton and result of the studies, it can be seen that Discovery Learning model can affect integrated yhematic learning in elementary school.

Secondary school students’ preferences for popular music and perceptions of popular music learned in school music education in Mainland China

2017 ◽  
Vol 39 (1) ◽  
pp. 19-37 ◽  
Author(s):  
Wai-Chung Ho
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Secondary Students ◽  
School Environment ◽  
Social Dynamics ◽  
Classical Music ◽  
Music Learning ◽  
School Students ◽  
Contemporary China ◽  
School Music

This study examined popular music and school music education as cultural constructs of teenage students amid the shifting cultural and social dynamics of contemporary China. Data were drawn from questionnaires completed by 6,780 secondary students (mainly ages 12 through 17) from three cities—Beijing, Changsha, and Shanghai. The survey results revealed the extent of Chinese youths’ preferences for a variety of popular music styles in their daily lives, the relationship between their preference for popular idols and their music learning, and their views on learning popular music in school music education. The discussion in this article focuses on the dynamics of teaching popular music and learning other music styles (not limited to either popular or classical music) within the school environment in relation to teenage students’ daily music experiences and school music learning, school music teachers, and teacher education in contemporary China.

scholarly journals Exploring the Student-Centered Classroom Management and Self-Actualization Tendencies in Georgian Classrooms

2019 ◽  
Vol 4 (2) ◽  
pp. 160-171
Author(s):  
Nino TVALCHRELIDZE ◽  
Nana Alkesidze
Keyword(s):  
High School Students ◽  
Classroom Management ◽  
Classroom Environment ◽  
Educational Process ◽  
School Students ◽  
Educational Management ◽  
Student Centered ◽  
Classroom Activities ◽  
Self Actualization ◽  
Student Centeredness

The demands of the 21st century world have changed, these changes require the modernization of the tendencies almost in every field, including education. The demand of the globalized world caused the shifting of educational approaches from the conventional and traditional methods to more contemporary, person–oriented and challenging ones. Georgia is a developing country. The multi-ethnicity of the population makes its educational system to be more sophisticated and tailored to the population needs and contemporary challenges. Self-actualization is one of the best ways of students’ engagement and encouragement in the educational process and for their preparation as life-long self-directed learners. Adopting the student-centered approach in teaching enhances the process of students’ engagement in the classroom activities and their self-actualization. In order to find out the state of the student-centeredness and self-actualization in Georgian high schools the quantitative approach (4-point Likert scale questionnaire) was applied.  Eight schools from different regions of Georgia were involved in the research. The results from the research are positive enough: more than the half of the high school students in Georgian schools both in public and in private ones consider their classroom and the whole educational management more student-centered than teacher-centered. However, there is still much to be done for fostering and enhancing theses tendencies for making students learn in a really student-centered classroom environment and to make them more self-actualized.

Popular, Informal, and Vernacular Music Classrooms: A Review of the Literature

2018 ◽  
Vol 37 (2) ◽  
pp. 30-37 ◽  
Author(s):  
Emily M. Mercado
Keyword(s):  
Music Education ◽  
Current Practice ◽  
Recent Literature ◽  
Student Centered ◽  
Inclusive Curriculum ◽  
Vernacular Music ◽  
School Music ◽  
Musical Genres ◽  
Music Classrooms ◽  
Out Of School

The purpose of this literature review is to examine research in popular, informal, nontraditional, out-of-school, and vernacular music education from 2012 to the present in order to concentrate on recent literature and make suggestions to inform current practice. Researchers have indicated that these classrooms can provide creative and collaborative opportunities and can help students connect with out-of-school music experiences. In addition, these classrooms seem to align with culturally relevant and student-centered pedagogies and an inclusive curriculum. In contrast, researchers have discussed a perceived dissonance concerning the validity and use of vernacular music in the classroom (i.e., the musical genres considered acceptable in the classroom and how they support or hinder the learning outcomes).

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