scholarly journals Evaluation of an E-Learning Tool for Augmented Acoustics in Music Education

2021 ◽  
Vol 4 ◽  
pp. 205920432110375
Author(s):  
Neva Klanjscek ◽  
Lisa David ◽  
Matthias Frank
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Group Discussion ◽  
Music Students ◽  
Learning Tool ◽  
Teachers And Students ◽  
E Learning ◽  
Technical Issues ◽  
Continuous Feedback ◽  
The Impact

Augmented Practice Room is an e-learning tool, developed by the project team, that allows music students to practice in different acoustical environments while remaining physically in their classroom or at home. Music teachers and students from violin, ‘cello, piano, clarinet, guitar, and pop-singing classes have collaborated in testing it for a semester and giving the authors continuous feedback. In this exploratory phase, we used methods such as group discussion and semi-structured diary, with the purpose to gather as many different perspectives and reactions from participants as possible. The analysis of the collected data showed that the tool was in general positively perceived and considered useful. In particular, results merged into a four-dimensional model that describes the impact of the tool on practice: musical expressiveness, level of attention or arousal, instrument-specific technical issues, and emotional state.

Teaching Music to Support Students: How Autonomy-Supportive Music Teachers Increase Students’ Well-Being

2020 ◽  
Vol 68 (1) ◽  
pp. 97-119 ◽  
Author(s):  
Arielle Bonneville-Roussy ◽  
Emese Hruska ◽  
Hayley Trower
Keyword(s):  
Music Education ◽  
Autonomy Support ◽  
Music Teachers ◽  
Music Performance ◽  
Well Being ◽  
Music Students ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Performance Teachers

According to self-determination theory (SDT), the learning experiences of music students can be explained partly by the autonomy-supportive style adopted by their music teachers. To provide the first in-depth understanding of how music performance teachers support the autonomy of their students and how this support is related to students’ well-being, we adopted SDT and the PERMA model of well-being. We provide answers to three fundamental questions about teacher-student relationships in music: (1) Do music performance teachers support the autonomy of their students in higher music education? (2) How do students perceive this support? and (3) How does autonomy support affect music students’ well-being? Music performance teachers ( n = 35) and students ( n = 190) were recruited from higher music education institutions in the United Kingdom. Analyses included mean comparisons of teachers’ and students’ answers to survey questions, correlational analyses of teacher-student dyads’ responses on measures, and qualitative analyses of open-ended questions. Results showed that teachers and students mostly agreed that teachers provide autonomy support to their students. Teachers’ transmission of passion for music and autonomy-supportive behaviors were related to students’ well-being, whereas controlling behaviors hindered well-being. Qualitative results showed that although students put well-being at the core of their concerns, music teachers seemed unaware or ill-prepared to face those concerns.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

Creating Virtual Ensembles: Common Approaches from Research and Practice

2021 ◽  
Vol 107 (3) ◽  
pp. 38-46
Author(s):  
Christopher Cayari
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Educators ◽  
The Internet ◽  
Research And Practice ◽  
Music Production ◽  
Music Making ◽  
Teachers And Students ◽  
Online Music ◽  
Education Courses

A virtual ensemble is a digital musical product that uses multiple recordings edited together to form a musical ensemble. Creating virtual ensembles can be a way for music educators to engage students through online music-making. This article presents eight steps for creating virtual ensembles in music education courses and classrooms. The steps are (1) identifying objectives and desired outcomes, (2) selecting repertoire, (3) developing learning resources, (4) creating an anchor for synchronizing, (5) choosing a recording method, (6) setting up a collection platform, (7) editing in postproduction, and (8) distributing the product. As online music production becomes more prevalent, projects like virtual ensembles can provide creative and exciting experiences for music teachers and students, whether produced in the classroom or through remote means on the Internet.

scholarly journals E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

2020 ◽  
pp. 207-224
Author(s):  
Daniel Chavarría-Bolaños ◽  
Adrián Gómez-Fernández ◽  
Carmen Dittel-Jiménez ◽  
Mauricio Montero-Aguilar
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Negative Consequences ◽  
Teachers And Students ◽  
Academic Courses ◽  
E Learning ◽  
The Times ◽  
Teaching Learning ◽  
Dental Schools ◽  
The Impact

While countries are facing different stages in their COVID-19 infection rates, worldwide there are millions of students affected by universities’ facilities closures due to the pandemic. Some institutions have enforced strategies to transfer some courses to a virtual modality, but many Dental Schools have been challenged to deal with a situation which requires emergency measures to continue the academic course in the middle of lock-downs and social distancing measures. Despite the fact that the number of online academic programs available, especially graduate programs, has increased in diverse modalities, this pandemic forced e-learning processes to develop abruptly. The likelihood of using e-learning strategies in dentistry was substantiated in the scientific literature and an overview of these opportunities is presented. Additionally, the experience of the University of Costa Rica Faculty of Dentistry is presented, as it was evident that some of the key elements in a e-learning environment needed a quick enhancement and initiation of some processes was required. First, it was necessary to categorize the academic courses depending on their virtualization's possibility (curricula analysis and classification), to better understand the extent of the impact and the work needed to contain, as far as the possibilities allowed, negative consequences on students learning process. Second, teachers needed further training in the application of virtual strategies which they hadn’t used before. do Third, an evaluation of the students’ conditions and needs was conducted in a form of a survey. Finally, teachers and students activated the available virtual platforms. For many Dental Schools, this virtualization process is an ongoing progress although it was abruptly imposed, but this moment indeed represents an enormous opportunity to move forward and get immerse in the virtualization environment as a teaching/learning experience.

Music and Social Justice

2021 ◽  
Author(s):  
Cathy Benedict
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Elementary Students ◽  
Music Teachers ◽  
Elementary Music ◽  
Elementary Student ◽  
Teachers And Students ◽  
The Voice ◽  
Elementary Music Education ◽  
The Way

This book challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas, and lesson plans geared toward elementary students (ages 6–14). Taken-for-granted subjects often considered sacrosanct or beyond the understanding of elementary students, such as friendship, racism, poverty, religion, and class, are addressed and interrogated in a way that honors the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect, and redirect dialogue with questions that uncover bias, misinformation, and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard, and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored, encouraging music teachers to embrace a path toward socially just engagements at the elementary level.

scholarly journals Music Teacher Dispositions: Self-Appraisals and Values of University Music Students

2018 ◽  
Vol 66 (1) ◽  
pp. 111-125 ◽  
Author(s):  
Robert H. Woody ◽  
Danni Gilbert ◽  
Lynda A. Laird
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Music Students ◽  
Music Majors ◽  
Education Majors ◽  
Music Teaching ◽  
Education Students ◽  
Music Education Majors

For music teachers to be most effective, they must possess the dispositions that best facilitate their students’ learning. In this article, we present and discuss the findings of a study in which we sought to explore music majors’ self-appraisals in and the extent to which they value the disposition areas of reflectivity, empathic caring, musical comprehensiveness, and musical learnability orientation. Evidence from a survey of 110 music majors suggested that music education students possess and value the dispositions of reflectivity, musical comprehensiveness, and musical learnability orientation more highly after they have matured through their college careers. Additionally, based on their responses to music teaching scenarios, it appears that senior music education majors possess greater empathic caring than do their freshman counterparts.

Mobile Learning in Music Education

2017 ◽  
pp. 162-170
Author(s):  
Jason Chen
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Mobile Learning ◽  
Music Teachers ◽  
Cultural Practices ◽  
Financial Burden ◽  
Self Directed Learning ◽  
Digital World ◽  
E Learning ◽  
Directed Learning

To follow up the trends from an Asian perspective in globalization and technology provided by the Core Perspective, this section further discusses the recent development of mobile learning in music education and ICT in music education in Hong Kong. A detailed study of 120 teachers, including 60 in-service and 60 preservice music teachers’ concerns and expectations regarding mobile learning in the music curriculum, was conducted in 2014 and 2015, respectively, in Hong Kong. The top three concerns among teachers were equipment setup, technical support, and financial burden. The top three expectations are e-learning resources, interactive functions, and self-directed learning. This chapter proposes an ecology of ICT in music education as an “outside in-inside out” relationship, where cultural practices involving mobile learning can be brought into the school, enhanced at school, and then fed back into the digital world at large.

Enhanced Learning for Young Music Students

2016 ◽  
Vol 103 (2) ◽  
pp. 41-46 ◽  
Author(s):  
Diane Briscoe
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Musical Instrument ◽  
Music Students ◽  
Home Practice ◽  
Music Lessons ◽  
Enhanced Learning

Factors that determine the rate of a child’s progress on a musical instrument include the quality, quantity, and regularity of home practice. Because a young pupil sometimes lacks the skills necessary to practice independently at times, music teachers could encourage and motivate parents/guardians to participate more fully in their child’s music education. Sandler and Hoover-Dempsey discovered a number of variables that seem to influence parents’ willingness to become more active in school-related activities. These findings provide music teachers with insights into how to motivate adults to become more involved in their child’s music lessons.

scholarly journals Investigating the Perception of Students Regarding M-Learning Concept in Egyptian Schools

2017 ◽  
Vol 11 (6) ◽  
pp. 112
Author(s):  
Reham Adel Ali ◽  
Muhammad Rafie Mohd Arshad
Keyword(s):  
Social Science ◽  
Positive Attitude ◽  
Intention To Use ◽  
Learning Tool ◽  
Preparatory School ◽  
New Learning ◽  
E Learning ◽  
Technical Issues ◽  
Learning Concept ◽  
Small Screen

The Egyptian school education systems is currently in a miserable state and facing some problems. To overcome the problems, there is a suggestion towards the development and implementation of mobile learning (m-Learning) as a new learning tool in the education system. The aim of this paper is to investigate  the Egyptian students’  perception towards m-learning as a new learning tool and its benefits through a survey of 120 students from a public preparatory school in Egypt. Data was gathered and analyzed using Statistical Package for Social Science (SPSS) Version 23. The results demonstrated a positive attitude from the participants towards the benefits of M-learning. The majority of students showed their concerns about technical issues of m-learning such as the small screen and limited storage. The results also revealed the positive attitude towards the value of M-learning, especially for those who use E-learning resources. A large proportion of participants use their devices for different activities such as messages, Internet browsing and games rather than learning. This has point the need for more investigation to determine the factors that may affect the students' intention to use their devices in learning.

scholarly journals Collective Music Making – Challenges and Perspectives

2017 ◽  
Vol 9 (1) ◽  
pp. 1-6
Author(s):  
Guntars Bernats ◽  
Irena Trubina
Keyword(s):  
Music Education ◽  
Theoretical Basis ◽  
Music Teachers ◽  
Listening Skills ◽  
Study Programs ◽  
Teachers And Students ◽  
Program Content ◽  
Survey Results ◽  
Cooperation Partners ◽  
Musical Process

Abstract Over the past decade professionally oriented music education in Latvia has undergone a series of reforms, which significantly affects the collective musical place and role. Aim of the present study: explore the theoretical basis and the further development of collective musical promotion. Materials and methods: The study was conducted in several stages. Originally analyzed scientific literature and training programs for Latvian cultural institutions to develop a theoretical basis 1 - 4th grade professional orientation of Instrument program content creation. Researched were study programs in Latvian universities, which acquired music pedagogy. The next stage of the research were interviewed employers, music teachers and students - future music teachers and, based on the survey results, the creation of new qualifications and new courses in a number of higher education programs. Conclusions: 1. Involving learners in the collective musical process, they are provided (ensured) the ability to comprehensively develop the musical, both in general and also the movement of psychophysiological abilities. 2. Collective musical process develops the essential skills such as socialization, cooperation partners and listening skills. 3. Learners are formed as a personality by acting in musical collective, they develop different skills. 4. Students learning motivation creation and promotion is very important. Musical collective process involved not only contributes to motivation, but creates opportunities for self-realization, without which one can not become filled and self-contained.

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