“The beat will make you be courage”: The role of a secondary school music program in supporting young refugees and newly arrived immigrants in Australia

This article is a revised version of a talk given by the author before an international symposium on music education in Hortos, Greece, in 1985. It considers the current state of modern music, suggesting that there have been some important changes in direction since the avant-garde styles of the 1950s and 1960s; and it reflects on some of the implications of these changes for secondary-school music teaching.Some proposals are made for factors likely to facilitate the success of contemporary music which children hear or perform. In the original talk these points were illustrated with recorded examples, indicated here by numbers in the text. The role of children as contemporary composers themselves is also discussed in terms of the method and motivation by which creative work may be encouraged.The educational writers on whom the author bases much of his argument are clearly acknowledged throughout the text. Otherwise, opinions derive from experience of teaching and writing music for children in England and in France.

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The Traffic Circle

10.1093/oso/9780190882082.003.0003 ◽

2018 ◽

Author(s):

Mark Slobin

Keyword(s):

Music Education ◽

Career Paths ◽

Classical Music ◽

Music History ◽

Magnet School ◽

Music Program ◽

School Music ◽

National Trends ◽

School Training

This chapter examines the formative role of public school music in shaping the lives and careers of Detroit’s stellar cast of kids who became major jazz artists and eminent classical music figures. A discussion of national trends in music education shifts to Detroit’s school music history. There follows a detailed account of music in a junior high and a comparison and contrast of two remarkable high schools: the all-black Miller High and the nationally renowned music program of the magnet school Cass Tech, exploring figures such as Yusuf Lateef and Ron Carter and looking at the career paths that followed high school training.

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Exploring the Role of Creativity in the Secondary School Music Classroom: Awareness, Insights, and Perceptions of In-service Teachers

The International Journal of Arts Education ◽

10.18848/2326-9944/cgp/v12i04/39-54 ◽

2017 ◽

Vol 12 (4) ◽

pp. 39-54

Author(s):

John L. Vitale

Keyword(s):

Secondary School ◽

Music Classroom ◽

School Music

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Talking about composing in secondary school music lessons

British Journal of Music Education ◽

10.1017/s0265051707007437 ◽

2007 ◽

Vol 24 (2) ◽

pp. 165-178 ◽

Cited By ~ 11

Author(s):

Angela E. Major

Keyword(s):

Problem Solving ◽

Secondary School ◽

Research Study ◽

Affective Response ◽

Response Evaluation ◽

Audio Recordings ◽

School Music ◽

Role Of Teachers ◽

Video And Audio

This paper reports an action research study of teacher and pupil talk about composing. Data were collected through video and audio recordings of composition lessons in a secondary school. Qualitative analysis of the data led to the development of a ‘typology of pupil talk about composing’ which distinguishes between six main types: exploration, description, opinion, affective response, evaluation and problem solving. The results of the study suggest that as children engage and empathise affectively and acquire ownership of their work, they appear to be able to talk more confidently about it. As children make sense of their work, they may well be able to understand more than their talk reveals. The role of teachers in nurturing talk about composing work in the classroom is considered in relation to the findings. By designing appropriate composing tasks, they may be able to promote the development of more mature forms of evaluative talk in younger children, and of their critical listening and appraising skills. The development of more mature, ‘higher’ forms of evaluative talk in younger children might be promoted by teachers in designing composing tasks.

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Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

Pakistan Journal of Psychological Research ◽

10.33824/pjpr.2019.34.1.2 ◽

2019 ◽

Vol 34 (Spring 2019) ◽

pp. 25-41

Author(s):

Sidra Iqbal ◽

Mah Nazir Riaz

Keyword(s):

Academic Achievement ◽

Secondary School ◽

School System ◽

Cognitive Abilities ◽

Secondary School Student ◽

School Systems ◽

Raven's Standard Progressive Matrices ◽

Post Hoc ◽

Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

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