scholarly journals Analytical Study on the Development Situation of “Edutainment” in Primary School Music Education in Medium and Small-Sized Cities

2017 ◽  
Author(s):  
Xiao ZHANG
Keyword(s):  
Music Education ◽  
Primary School ◽  
Analytical Study ◽  
School Music

Students' experiences of collaborative creation through songcrafting in primary school: Supporting creative agency in ‘school music’ programmes

2016 ◽  
Vol 33 (3) ◽  
pp. 263-281 ◽  
Author(s):  
Sari Muhonen
Keyword(s):  
Music Education ◽  
Qualitative Methods ◽  
Primary School ◽  
Teaching Practices ◽  
Classroom Community ◽  
Individual Interviews ◽  
The Past ◽  
Creative Agency ◽  
School Music ◽  
Musical Activities

The study reported in this article investigates students’ experiences (n=41) of their primary school songcrafting, examining the potential to support creative agency within school music education programmes. Songcrafting refers to a collaborative composing practice in which everyone is considered to be a capable creator of melodies and lyrics, and where negotiation, collaboration, and openness to the situation are essential. Through semi-structured individual interviews with students who had experienced songcrafting in the past, analysed with qualitative methods, it was found that the students' narration of songcrafting included meanings related to general agency, creative agency, musical participation within the classroom community, and documented and shared collaborative musical products, or ‘oeuvres’.The results of this study illustrate the various often unforeseeable meanings produced through participation in collaborative musical activities. Furthermore, they highlight the potential to enrich meaningful teaching practices and pedagogy through the examination of students' experiences, and exploring the potentials in narrating one's musical stories. These findings suggest that music education practices could benefit from the inclusion of a broader range of opportunities for the students to create their own music, and the sensitive facilitation of collaborative music creation processes.

scholarly journals The Use Of Interactive Methods In Preparation For Primary School Music Culture Lessons

2020 ◽  
Vol 02 (12) ◽  
pp. 197-200
Author(s):  
Rakhimov Kodir ◽  
◽  
Usmonjanova Gulhayo ◽  
Keyword(s):  
Music Education ◽  
Primary School ◽  
Current Situation ◽  
Bachelor's Degree ◽  
Interactive Methods ◽  
Music Culture ◽  
School Music ◽  
The Subject

The pedagogical conditions of teaching in the development of specific processes of bachelor's degree in music education in modern pedagogical education, the current situation in practice are studied and the authors provide methodological recommendations to improve the effectiveness of teaching the subject.

scholarly journals Digital technologies in music education : The prospects of interactive course development in primary school music education

2021 ◽  
Vol 19 (1-2) ◽  
pp. 82-90
Author(s):  
Mónika Deákné Kecskés ◽  
Erzsébet Várszeginé Gáncs
Keyword(s):  
Music Education ◽  
Primary School ◽  
Teacher Candidates ◽  
Development Project ◽  
Material Development ◽  
School Music ◽  
Short Term Evaluation ◽  
Education Innovation ◽  
Course Material ◽  
Term Evaluation

Within the framework of the 'Education Innovation - Modernisation of the training structure, methods and content in higher education, enhancement of its labour market relevance', we conducted a course material development project for the length of two terms at the Institute of Education and Social Sciences, Apáczai Csere János Faculty of Humanities, Széchenyi István University. We devised course material to be applied in e-learning and in a place-based studying environment (VR course material). The aim of the project was to create support material that assists teacher candidates in processing and acquiring the material of primary school music education. Its necessity and timeliness are justified by the insufficient level of music skills of newly admitted teacher candidates. The present paper is intended to display a summary and short-term evaluation of the project.

An investigation of undergraduate music education curriculum content in primary teacher education programmes in Australia

1997 ◽  
Vol os-30 (1) ◽  
pp. 26-34 ◽  
Author(s):  
Nita Temmerman
Keyword(s):  
Music Education ◽  
Beginning Teachers ◽  
Primary School ◽  
Primary Schools ◽  
Teacher Educators ◽  
Primary Teacher ◽  
School Level ◽  
Curriculum Content ◽  
Policy And Practice ◽  
School Music

Primary school music experiences have been shown to impact not only on future adult attitudes to, but also interest and participation in music. Unfortunately, the current policy and practice of music in primary schools is still perceived to be unsatisfactory. According to teachers this can be attributed in the main to their undergraduate university training in music education. Music educators have a key role to play in breaking the apparent current cycle of unsatisfactory (or no) music practice at the primary school level. This paper investigates what curriculum content is currently included in compulsory undergraduate university music education programmes. It asks teacher educators, in light of recent research, to reflect critically on the adequacy of their current curriculum to prepare beginning teachers to teach primary school music.

Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference?

2016 ◽  
Vol 22 (2) ◽  
pp. 196-223 ◽  
Author(s):  
Alfredo Bautista ◽  
Guo-Zheng Toh ◽  
Joanne Wong
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Primary School ◽  
Music Teachers ◽  
Nationwide Survey ◽  
Music Teacher ◽  
Widespread Agreement ◽  
School Music ◽  
Teachers Professional Development ◽  
Music Education Majors

There is widespread agreement that one-size-fits-all professional development (PD) has limited potential to foster teacher learning and that PD should be ‘responsive’ to the demands of teachers with different profiles. The purpose of this exploratory study was to analyze the PD motivations, needs, and preferences of Singapore primary school music teachers according to their level of specialization in music education. This variable has been relatively unexplored within the field of music-teacher PD. A nationwide survey was run to collect the data. Participants were 286 primary music teachers (about 40% of the entire population), who were split into three groups based on their music education background (Major = 113, Minor = 64, Generalist = 109). Findings indicated that the three groups of teachers had different motivation levels to participate in music-specific PD (e.g., generalists being the least motivated), various needs for further training (e.g., music education majors being the most interested in improving their music content knowledge), and different preferences regarding PD providers and learning formats (e.g., generalists preferring to learn from other fellow colleagues within informal settings). We concluded that the level of specialization in music education plays a major role in determining teachers’ PD motivations, needs, and preferences. This study has the potential to inform the design of more responsive PD initiatives.

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