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 Music preferences with regard to music education, informal influences and familiarity of music amongst young people in Croatia

2016 ◽  
Vol 34 (1) ◽  
pp. 41-55
Author(s):  
Snježana Dobrota ◽  
Ina Reić Ercegovac
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Popular Music ◽  
Classical Music ◽  
Musical Theatre ◽  
World Music ◽  
Music Preferences ◽  
Music School ◽  
School Music ◽  
The Relationship

The aim of this research was to investigate the relationship between music preference and music education, informal influences (attending classical music concerts and musical theatre productions) and familiarity of music. The research included students of the Faculty of Humanities and Social Sciences, University of Split (N=341)1. The results showed that participants usually listen to popular music in their leisure time and that popular music is their most preferred music style. A positive relationship between familiarity and preferences was found but this effect was not unambiguous. A relationship between music preferences and secondary school music education was not found, but those participants who attended music school preferred some music styles more than did those participants who did not attend music school. There was a significant correlation found between the frequency of attending classical music concerts and preferences for classical music, jazz and world music. Finally, the results indicated that people who frequently attend musical theatre productions have significantly higher preferences for jazz and world music. The authors pointed to the problem of unattractiveness of music lessons in secondary schools and suggest possible solutions to the problem.

scholarly journals Integrating popular music and informal music learning practices: A multiple case study of secondary school music teachers enacting change in music education

2019 ◽  
Vol 37 (2) ◽  
pp. 298-310
Author(s):  
Martina Vasil
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Popular Music ◽  
Music Teachers ◽  
Music Learning ◽  
Informal Music Learning ◽  
Learning Practices ◽  
School Music ◽  
Multiple Case

The purpose of this multiple case study was to examine the practices and perspectives of four music teachers who integrated popular music and informal music learning practices into their secondary school music programs in the United States. A primary goal was to understand music teachers’ process of enacting change. Data included 16 semi-structured interviews, eight school site visits and observations, documents, and a researcher journal. Findings revealed that teachers enacted change within micro-contexts—their classrooms. Teachers had an internal locus for change; they developed rationales for change and initiated curricular changes in response to a lack of student engagement, which seemed to stem from students feeling insecure in their musical abilities and disconnected from the content and pedagogy used in music classes. For the teachers in this study, the solution was integrating popular music and informal music learning practices. Thematic analysis revealed eight characteristics of effective teacher-initiated change in secondary music education: (1) holistic and gradual change processes, (2) teacher reflection and inquiry, (3) teacher autonomy, (4) enabling institutional factors, (5) use of a variety of supportive networks, (6) student-centered pedagogy, (7) teacher-selected professional development, and (8) a balance of structure and chaos and formal and informal learning.

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.

“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.

scholarly journals Mobile composing: Professional practices and impact on students’ motivation in popular music

2019 ◽  
Vol 38 (1) ◽  
pp. 147-158
Author(s):  
Jason Chi Wai Chen
Keyword(s):  
Popular Music ◽  
Secondary Students ◽  
Intrinsic Value ◽  
Mobile Technologies ◽  
Professional Practices ◽  
Student Survey ◽  
School Students ◽  
The Mean ◽  
Activity Questionnaires ◽  
Mobile Tablets

This pilot study focuses on the use of mobile tablets to allow secondary students to compose in class with the application GarageBand. The empirical research has two aims: to demonstrate the possibility of using mobile tablets as a composing device, and to examine professional practices for using mobile technologies in music learning. A 12-week e-learning curriculum was specially designed for students to learn to use mobile tablets to compose popular music. A total of 159 secondary school students participated in the study and responded to a set of pre- and post-activity questionnaires, modelled on items developed for a motivational study by McPherson and O’Neill (2010). The paired sample t-test compared the mean score changes in the dimensions of intrinsic value, attainment value, utility value, perceived cost and expectancy in motivation. Furthermore, one-way analysis of variance compared the mean scores for scale questions on learning motivation between groups based on number of years spent learning to play an instrument as revealed by the student survey. The findings of SPSS analysis reveal that both non-instrument learners and instrument learners showed significant increases in motivation when using mobile tablets as an instrument to compose popular music in class. Different modes of learning, limitations and suggestions are also discussed in mobile composing.

Songwriting with digital audio workstations in an online community

2020 ◽  
Vol 4 (2) ◽  
pp. 237-252 ◽  
Author(s):  
Matthew Clauhs
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Online Community ◽  
Music Teachers ◽  
File Sharing ◽  
Digital Audio ◽  
Google Docs ◽  
Music Production ◽  
School Music ◽  
High School Music

Digital audio workstations and online file-sharing technology may be combined to create opportunities for collaborations among many groups, including performing ensembles, music technology classes, professional songwriters and preservice music teachers. This article presents a model for a digitally mediated online collaboration that focuses on popular music songwriting activities in school and higher education settings. Using an example from a high school music production class that collaborated with an undergraduate music education course through Google Docs and a file-sharing platform, the author outlines steps towards facilitating partnerships that focus on creating music in an online community. Such collaborations may help remove barriers between our classrooms and our communities as music teachers leverage technology to develop relationships with creators and performers of popular music everywhere.

Equity and Access in Out-of-School Music Making

2017 ◽  
pp. 502-510
Author(s):  
Kylie Peppler
Keyword(s):  
Music Education ◽  
Informal Learning ◽  
Learning Spaces ◽  
Music Learning ◽  
Equity And Access ◽  
Music Making ◽  
School Music ◽  
Pathways Model ◽  
Recording Studios ◽  
Out Of School

This chapter focuses on the importance of community to both music education and the ways that youth shape their ideas, interests, and identities in music. Musical learning is rarely, if ever, about a learner operating a new musical technology-based tool in isolation. Music is inherently social, and these influences have a great impact upon the development of musical identities. This chapter explores the ways that out-of-school spaces like those in the Computer Clubhouse Network, YOUmedia, and Musical Futures support social music learning by providing private recording studios that allow youth to assume increasingly public roles as musicians, performers, and producers. The chapter also describes how mixing formal, nonformal, and informal learning spaces helps to develop a youth’s musical maturity through what is known as the “progression pathways model.”

scholarly journals Music education – a personal matter? Examining the current discourses of music education in Sweden

2010 ◽  
Vol 27 (1) ◽  
pp. 21-33 ◽  
Author(s):  
Eva Georgii-Hemming ◽  
Maria Westvall
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Personal Development ◽  
International Perspective ◽  
Music Pedagogy ◽  
Upper Secondary ◽  
School Music ◽  
Pedagogical Research ◽  
Musical Interests

The embedding of informal practices in music education in school relates to significant issues concerning students' engagement, participation, inclusion and the role of the teacher. This article addresses these issues by presenting and discussing current music education in compulsory comprehensive schooling in Sweden. It does so by drawing upon music pedagogical research, music education studies conducted during the last 10 years and national evaluations. Examples of practice from upper secondary schools are also used to clarify and illustrate the issues under consideration. It has been said that Swedish music education has gone from ‘School Music’ to ‘Music in School’. This development has been characterised by greater influence of students on curriculum content resulting in increased use of popular music, and, consequently, teaching strategies acquired from informal music playing contexts. The curriculum states that the core of the subject is practical music playing, through which personal development can occur – both musically and socially. Music education in several other countries is developing a more practical approach, and the role of popular music in schools, and what is sometimes called informal learning, is featured in international music pedagogy debates. This article considers the musical, pedagogical and democratic consequences of this pedagogy from a Swedish perspective. As a result of a sharp focus on personal social development and individual students' musical interests, music education in Sweden has become relatively limited in terms of repertoire, content and teaching methods. Recent evaluations and studies also demonstrate that music education lacks direction, and is short of creative engagement with music. The role of the teacher is unclear and sometimes lacks validity in a practical music education situation. Viewed from an international perspective, the kind of music education that has developed in Sweden is unique. Thus, when the possibilities and limitations of music education in Sweden are discussed, it has the potential to be of interest to international music education research.

scholarly journals Musical education in the primary schools of Hungary, Romania, Serbia and Slovakia

2018 ◽  
Vol 64 (2) ◽  
pp. 67-76
Author(s):  
Judit Váradi
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Formal Education ◽  
Classical Music ◽  
School Students ◽  
Educational Structure ◽  
Live Music ◽  
The Everyday ◽  
The Relationship

The study is a part of international research, the aim of which was to examine a less known aspect of music education in four Central European countries: Hungary, Romania, Serbia and Slovakia. The research focused on school students aged between 8 and 12, N=805. The study explored the educational structure and curricula of the participating countries. It also put the emphasis on the teaching methods for introducing music to student; furthermore, it examined the presentation of live music. In the course of our research we examined the role of social variants with regard to the cultural activities of the children. Moreover, we explored the correlation between parental cultural capital and children’s interest in classical music. Another important aspect of our study was the international comparison focusing on the differences and similarities in music education between various countries. The third issue examined in detail was the relationship between the formal and non-formal education, i.e. how the extra-curricular education (such as experience pedagogy and concert pedagogy) can become part of the everyday pedagogical work of the schools.

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