Online music education for sustainable development: Analysis of music learning videos in e-Hakseupteo

2021 ◽  
pp. 025576142110588
Author(s):  
Young Joo Park
Keyword(s):  
Music Education ◽  
Educational Opportunities ◽  
Opportunities To Learn ◽  
Video Content ◽  
Music Learning ◽  
Learning Platform ◽  
Online Music ◽  
E Learning ◽  
Development Analysis ◽  
Specific Agent

This study investigates music learning video content at e-Hakseupteo, a government-supported e-learning platform utilized during the COVID-19 pandemic, and provides suggestions for remote music learning in the future. The data from music learning videos in e-Hakseupteo were extracted via each subject to statistically analyze the data in various aspects including provision regions, the content providers, target audiences, video titles, and contents of each music learning video. As a result, this analysis demonstrated that e-Hakseupteo offered students fewer opportunities to learn music than other subjects because of the significant lack of music learning videos. In addition, e-Hakseupteo has provided unequal music educational opportunities and regional discrepancy due to the unintentional access settings. Finally, the music learning videos at e-Hakseupteo were produced by specific agent groups in Seoul with limited experts. Implications and suggestions are provided for the sustainability of remote learning in music education.

scholarly journals Studies of E-Learning in Practice

2017 ◽  
Vol 10 (2) ◽  
pp. 39
Author(s):  
Manfred Rechberger
Keyword(s):  
Music Education ◽  
Performing Arts ◽  
Computer Assisted ◽  
Discussion Forums ◽  
Creative Processes ◽  
Advantages And Disadvantages ◽  
User Behaviors ◽  
Learning Platform ◽  
Online Music ◽  
E Learning

<p>Computer assisted and computer based applications become more and more important in everyday lives. Their implementation in the field of music education seems to become a long-term project. Whereas years ago we were sure about the fact, that the quality of e-learning at our University of Music and Performing Arts depends on the implementation of audio-visual media at our e-learning platform, nowadays the text based tasks and written journals have won the race at least in the statistic of usage. </p><p>Many modules containing multimedia based content promote creative processes and different learning situations. Advantages of e-learning include flexibility and convenience for learners, especially if they have more variety in learning experiences by using multimedia applications. This paper deals with the change of our user behaviors in the last years, discussion forums, blogs, wikis and collaborative online activities and focuses on tools for musicians, composers and music scientists based on the actual status of the discussions in media pedagogies. A scientific project including surveys about the advantages and disadvantages of digital teaching repositories describes common used online music tools. </p><div><span><strong><br /></strong></span></div>

scholarly journals Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown

2021 ◽  
Vol 12 ◽  
Author(s):  
Mǎdǎlina Dana Rucsanda ◽  
Alexandra Belibou ◽  
Ana-Maria Cazan
Keyword(s):  
Online Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Future Research ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Perceived Utility ◽  
Online Music ◽  
E Learning ◽  
Students Attitudes

Given the current pandemic context generated by COVID 19, important changes in the way specific subjects to music education are taught emerged, affecting not only the particularities of learning and teaching in individual courses, but also the other courses regarding group learning or theoretical subjects. In this time, emergency remote teaching and learning requires cross-collaboration between instructional, content, and technological teams. Our research examines the students' attitudes toward online education, also presenting proposals for optimization and efficiency. The research was undertaken after an experience of a University semester in a lockdown context, and it aimed at undergraduate and master's degree students from music faculties in Romania. An important result was the mediating role of perceived utility of e-learning methods, perceived utility mediated the associations between compatibility of online methods and satisfaction toward the use of e-learning methods. The perceived compatibility of e-Learning methods with online music education led to a higher perceived utility which, in turn, predicted a higher satisfaction toward e-Learning Although this period accentuated the fear of interaction with others, the anxiety related to the unknown, the intolerance of uncertainty did not predict the satisfaction toward the use of e-learning platforms. In conclusion, more educational initiatives are needed to promote remote teaching methods in music education. In the absence of similar research in our country, we considered that future research on this topic is needed.

scholarly journals O uso de recursos tecnológicos e linguagem musical na aproximação de pais e filhos: uma experiência no 1º ciclo de educação musical

2019 ◽  
Vol 12 (3) ◽  
pp. 37-48
Author(s):  
Sergio Candico De Oscar ◽  
Celso Augusto Dos Santos Gomes
Keyword(s):  
Music Education ◽  
Marked Reduction ◽  
Minas Gerais ◽  
Music School ◽  
Learning Platform ◽  
The World ◽  
Musical Knowledge ◽  
E Learning ◽  
Motivation And Learning

RESUMO: O presente artigo descreve um estudo de caso que foi desenvolvido em uma escola pública de música do Estado de Minas Gerais. A pesquisa teve como objetivo avaliar o uso do ambiente virtual de Aprendizagem Moodle na aproximação dos pais no desenvolvimento musical de estudantes do 1º ciclo do curso de educação musical, voltado para o atendimento de crianças de 6 a 8 anos. Nesse ciclo, as crianças são introduzidas ao mundo dos estudos musicais e necessitam de todo o suporte para que se sintam confortáveis. Muitas vezes a falta de conhecimentos musicais dos pais impossibilita o apoio aos filhos, que acabam ficando desmotivados e, muitas vezes, chegam até a trancar seus cursos. Neste artigo são apresentados os resultados da pesquisa que inclui a condução de entrevistas, realização de atividades no ambiente educativo virtual e a análise de relatórios de acesso dos participantes, fornecidos pela própria plataforma EaD. Como resultado, verificou-se que essa ferramenta pode contribuir significativamente na aproximação dos pais no acompanhamento dos aprendentes em suas atividades musicais e por consequência na motivação e na aprendizagem dos estudantes. Além disso, constatamos crescimento nos indicadores de proficiência musical dos alunos por meio da avaliação de habilidades e competências específicas, bem como uma sensível redução na evasão. PALAVRAS-CHAVE: ambientes virtuais de aprendizagem; musicalização infantil; recursos tecnológicos didáticos; família e escola.   ABSTRACT: This paper describes a case study that was developed in a public music school in the state of Minas Gerais. The research aimed at assessing the use of the Moodle platform to approach parents in the musical development of students from the 1st cycle of the music education course, aimed at attending children from 6 to 8 years old. In this cycle, children are introduced to the world of music studies and need all the support to make them feel comfortable. Often, the parents' lack of musical knowledge makes it impossible to support their children, who become unmotivated and often even lock up their courses. This article presents the results of the research that includes conducting interviews, conducting activities in the virtual educational environment and analyzing access reports of participants, provided by the e-learning platform itself. As a result, it was found that this tool can contribute significantly in bringing parents closer to the learners' accompaniment in their musical activities and consequently in students’ motivation and learning. In addition, we found growth in students' musical proficiency indicators through the assessment of specific skills and competences, as well as a marked reduction in dropout. KEYWORDS: virtual learning environments; children's musicalization; didactic technological resources; family and school.

A Model for Online Music Education

2018 ◽  
pp. 202-225
Author(s):  
Radio Cremata
Keyword(s):  
Music Education ◽  
Secondary Level ◽  
Music Teaching ◽  
Technological Advancement ◽  
Music Learning ◽  
Post Secondary ◽  
Online Music ◽  
Education Profession ◽  
Teaching Learning

This chapter proposes a sustainable model for online music education in post-secondary contexts. This model is framed around the intersections and along the continua of formal and informal music teaching/learning, conscious and unconscious knowing/telling, synchronous and asynchronous musical e-spaces/places, currencies, and e-collaboration. The model maintains deterritorialization (i.e., an e-space or e-place without boundary) as a foundational underpinning. The purpose of this chapter is to interrogate notions of online music learning, challenge preconceptions, and leverage innovation and technological advancement to redefine and re-understand how music can be taught and learned in e-spaces and e-places. The chapter can serve to disrupt traditional conceptions of musical teaching/learning. By disrupting the cycle that perpetuates music education at the post-secondary level, this chapter seeks to leverage online innovation, draw out technological inevitabilities, and push the music education profession forward towards new frontiers.

A Model for Online Music Education

2021 ◽  
pp. 193-216
Author(s):  
Radio Cremata
Keyword(s):  
Music Education ◽  
Secondary Level ◽  
Music Teaching ◽  
Technological Advancement ◽  
Music Learning ◽  
Post Secondary ◽  
Online Music ◽  
Education Profession ◽  
Teaching Learning

This chapter proposes a sustainable model for online music education in post-secondary contexts. This model is framed around the intersections and along the continua of formal and informal music teaching/learning, conscious and unconscious knowing/telling, synchronous and asynchronous musical e-spaces/places, currencies, and e-collaboration. The model maintains deterritorialization (i.e., an e-space or e-place without boundary) as a foundational underpinning. The purpose of this chapter is to interrogate notions of online music learning, challenge preconceptions, and leverage innovation and technological advancement to redefine and re-understand how music can be taught and learned in e-spaces and e-places. The chapter can serve to disrupt traditional conceptions of musical teaching/learning. By disrupting the cycle that perpetuates music education at the post-secondary level, this chapter seeks to leverage online innovation, draw out technological inevitabilities, and push the music education profession forward towards new frontiers.

YouTube, fanvids, forums, vlogs and blogs: Informal music learning in a convergent on- and offline music community

2012 ◽  
Vol 31 (1) ◽  
pp. 91-105 ◽  
Author(s):  
Janice Waldron
Keyword(s):  
Music Education ◽  
Online Community ◽  
Participant Observation ◽  
Computer Mediated Communication ◽  
Music Learning ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Informal Music Learning ◽  
Music Community ◽  
Online Music

In this paper I examine the music learning and teaching in the Banjo Hangout online music community ( www.banjohangout.org/ ) using cyber ethnographic methods of interview and participant observation conducted entirely through computer-mediated communication, which includes Skype and written narrative texts – forum posts, email, chat room conversations – along with hyperlinks to YouTube and other Internet music-learning resources. The Hangout is an example of an online community based on the pre-existing offline interests of its founding members and it is thus connected to and overlaps with the offline Old Time and Bluegrass music banjo communities. Although I focus on the Banjo Hangout online community, this study also provides peripheral glimpses – embedded in the participants’ narratives – into the offline Old Time and Bluegrass banjo communities of practice. As a cyber ethnographic field study, this research also highlights the epistemological differences between on- and offline community as reflected in music education online narrative qualitative research and research practice.

scholarly journals Culturally responsive and meaningful music education: Multimodality, meaning-making, and communication in diverse learning contexts

2021 ◽  
pp. 1321103X2110093
Author(s):  
Georgina Barton ◽  
Stewart Riddle
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Meaning Making ◽  
Music Learning ◽  
Cultural Contexts ◽  
Learning And Teaching ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Musical Modes ◽  
Online Music

Music is learned and taught in multiple ways dependent on the socio-cultural contexts in which learning occurs. The processes employed by music teachers have been extensively explored by music educators and ethnomusicologists in a range of contexts, although there has been limited research into which modes are most predominantly used in different socio-cultural contexts. Further, it is unknown how students make meaning in these different contexts. This article presents three distinct music learning and teaching contexts—Carnatic music, instrumental music in Australian schools, and online music learning. Using a socio-cultural semiotic tool to identify musical modes, this article examines the ensembles of modes used during music learning events and considers how this knowledge may improve the learning and teaching of music for all students, particularly those whose culture and language differs from the majority of the population. It aims to identify how students make meaning in learning contexts through distinct modes of communication. Findings demonstrated that different “ensembles of modes” were used in diverse learning contexts and that these approaches were influenced by socio-cultural contexts. It is important for teachers to understand that varied combinations of modes of communication are possible because students may find learning more meaningful when related to their own personal frames of reference. Without this knowledge, music learning and teaching practices may continue to privilege some modes over others.

scholarly journals Exploring the Use of Youtube by Symphonic Orchestras as An Educational Platform During the Pandemic of Covid-19

2020 ◽  
Vol 7 (3) ◽  
pp. 59
Author(s):  
Emine Serdaroglu
Keyword(s):  
Social Media ◽  
Music Education ◽  
Age Groups ◽  
Music Programs ◽  
Video Content ◽  
Digital Platforms ◽  
Wide Range ◽  
Online Music ◽  
Media Applications ◽  
Selection Of

The use of various digital platforms and social media applications has significantly been rising worldwide in the recent years. In 2020, during the covid-19 pandemic, many of these online platforms became important tools to support the distance learning especially for children, hence, underlying the need for authentic, safe, reliable, and easily accessible online resources of information. Before the pandemic, most of the renown symphonic orchestras have been offering to their community a wide range of educational music programs designed for various age groups from toddlers to adult listeners. Most of these orchestras also support official YouTube channels to self-promote and connect with a wider audience. YouTube is a popular social media application offering a rich selection of uploaded music video content which may be utilized as an easily accessible tool for music education. The aim of this research is to explore whether the symphonic orchestras share their expertise and educational content on their official YouTube channels to create safe and trustworthy resources designed particularly for children, thus supporting the online music education during the time of the covid-19 pandemic.

Applications of Affinity Space Characteristics in Music Education

2020 ◽  
pp. 63-87
Author(s):  
Jared O’Leary
Keyword(s):  
Music Education ◽  
Communities Of Practice ◽  
Learning Spaces ◽  
Music Learning ◽  
Affinity Spaces ◽  
Music Making ◽  
Online Music ◽  
Potential Applications ◽  
Affinity Space

Affinity spaces are the physical, virtual, or combination of locations where people come together around a shared affinity (interest) (Duncan & Hayes, 2012). Online affinity spaces can act as a participatory hub for music making and learning through social networking and sharing. Although music affinity spaces exist in myriad informal spaces, little scholarship explores potential applications of affinity space characteristics within formalized learning spaces. This chapter introduces characteristics of an affinity space and questions the role of the framework in relation to another framework commonly used in online music learning communities: communities of practice. This chapter concludes with a discussion on practical and theoretical applications of affinity space characteristics within formalized educational contexts.

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