Using Popular Music Pedagogies to Foster 21st-Century Skills and Knowledge

2020 ◽  
Vol 33 (3) ◽  
pp. 46-51
Author(s):  
Martina Vasil
Keyword(s):  
Popular Music ◽  
Instructional Practices ◽  
21St Century ◽  
21St Century Skills ◽  
Music Teachers ◽  
Approaches To Learning ◽  
Historical Significance ◽  
Art And Technology ◽  
Jazz Music ◽  
Arts Educators

Recent changes in educational policy have placed 21st-century skills at the forefront of arts education, presenting arts educators with an opportunity to reassess instructional practices. Popular music pedagogies are approaches to learning and practicing popular music that may be useful for addressing 21st-century skills and knowledge in arts classrooms. In this article, the author describes how art and music teachers infused music, art, and technology in two related arts projects for Grades 3 to 5 that explored the artwork of Jean-Michel Basquiat, jazz music, the work of DJ Kool Herc, and a deejay application on electronic tablets. Through the use of popular music pedagogies, teachers addressed many aspects of 21st-century skills and knowledge. Furthermore, the artwork of Jean-Michel Basquiat and the music of DJ Kool Herc resonated with students due to their historical significance and the everlasting artistic themes found within their work—individuality, innovation, communication, expression, and authenticity.

Popular Music Pedagogies: An Approach to Teaching 21st-Century Skills

2018 ◽  
Vol 28 (3) ◽  
pp. 85-95 ◽  
Author(s):  
Martina Vasil ◽  
Lindsay Weiss ◽  
Bryan Powell
Keyword(s):  
Popular Music ◽  
21St Century ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Skill Sets ◽  
Learning Framework ◽  
Problem Solve ◽  
Traditional Pedagogy

Changes in the world economy and U.S. educational policy present music educators with the challenge of reassessing traditional pedagogy to ensure they are instructing and assessing in ways that contribute to students’ development of 21st-century knowledge and skill sets. Educators are responding by incorporating pedagogical approaches that challenge students to think critically, problem solve collaboratively, and use technology and media efficiently. Popular Music Pedagogies (PMPs) invite students, music teachers, and music teacher educators to take risks, learn alongside one another, and address 21st-century knowledge and skills through engaging with the music that students choose and create. In this article, we define PMPs and discuss how music teacher educators can incorporate PMPs into music teacher education programs to better prepare preservice and inservice music teachers to function within a Partnership for 21st Century Learning framework.

Teaching as Improvising: Preservice Music Teacher Field Experience With 21st-Century Skills Activities

2021 ◽  
Vol 30 (3) ◽  
pp. 54-68
Author(s):  
Hyesoo Yoo ◽  
Sangmi Kang
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Music Teachers ◽  
Lesson Planning ◽  
Music Teacher ◽  
Elementary Music ◽  
Face To Face ◽  
Field Placements ◽  
Music Methods ◽  
Field Notes

The purpose of this study was to examine how preservice music teachers navigate 21st-century skills in their lesson planning and field experiences. Among the various skills, we focused on the Partnership for 21st Century learning and innovation skills. Over 8 weeks, 10 preservice music teachers designed lesson plans focused on creativity, critical thinking, communication, and collaboration, and peer taught their lessons in an elementary music methods class as well as in their field placements. Our data sources included participants’ post-field teaching self-evaluations and post-project reflective essays, as well as instructor and supervisor field notes and face-to-face participant interviews. Through the data analysis, we identified three central concepts: (a) Curriculum-as-lived: Teaching like improvising, (b) Balanced in-betweenness: Structure and freedom, and (c) Collective efforts: Stepping away from comfort zones.

Pengembangan E-modul Berbasis Smartphone Pada Materi Integral Tak Tentu Berorientasi Keterampilan Abad Ke-21

2020 ◽  
Vol 3 (2) ◽  
pp. 222-233
Author(s):  
Veronika Fany Monica Yuniarti ◽  
Nurul Anriani ◽  
Cecep Anwar H. F. Santosa
Keyword(s):  
Research And Development ◽  
21St Century ◽  
Mathematics Teacher ◽  
21St Century Skills ◽  
Research Method ◽  
Effective Medium ◽  
Developmental Research ◽  
High Category ◽  
Research Show

Abstrak: Penelitian ini bertujuan untuk menghasilkan aplikasi e-modul berbasis smartphone pada materi integral tak tentu berorientasi keterampilan abad ke-21 yang valid, praktis, dan efektif. Penelitian menggunakan metode Research and Development (R&D) dari Borg dan Gall yang dimodifikasi menjadi enam langkah. Hasil penelitian menyatakan bahwa hasil skor validasi ahli materi sebesar 4.2 termasuk kategori valid, ahli media diperoleh 3.8 termasuk kategori valid dan guru matematika diperoleh 3.7 termasuk kategori valid. Sedangkan hasil efektivitas diperoleh dari persentase ketuntasan 70% dengan kategori tinggi, dan n-gain sebesar 0,7682 termasuk kategori interpretasi tinggi. Lebih jauh, hasil praktis diperoleh 44.55 jumlah rata-rata skor pernyataan yang termasuk kategori sangat praktis dan 39.80 jumlah rata-rata skor pernyataan yang termasuk kategori praktis. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa pengembangan aplikasi e-modul berbasis smartphone merupakan media yang valid, praktis, dan efektif. Abstract: The research aims to produce a valid, practical, and effective smartphone-based e-module applications 21st-century skills-oriented integral material. The Research method was developmental research (R&D) according to Borg and Gall which was modified into six steps. The results of the research show that the validity of material experts score is 4.2 (valid category), media experts obtained is 3.8 (valid category) and the mathematics teacher score is 3.7 (valid category). While the effectiveness results obtained from the percentage of completeness of 70% with a high category and n-gain of 0.7682 including the high interpretation category. As well as the practical results obtained 44.55 the average number of statements in the very practical category and 39.80 the average number of statements in the practical category. Based on these results it can be concluded that the development of smartphone-based e-module applications is a valid, practical, and effective medium.

21st Century Skills of ICT Professionals

2020 ◽  
Author(s):  
Antonova Albena ◽  
Stefanova Eliza ◽  
Nikolova Nikolina ◽  
Mihnev Pencho ◽  
Bontchev Boyan
Keyword(s):  
21St Century ◽  
21St Century Skills

scholarly journals 4Cs Analysis of 21st Century Skills-Based School Areas

2021 ◽  
Vol 1764 (1) ◽  
pp. 012142
Author(s):  
Ahmad Khoiri ◽  
Evalina ◽  
Nur Komariah ◽  
Rahayu Tri Utami ◽  
Vip Paramarta ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills
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