scholarly journals Connect Resound: Using online technology to deliver music education to remote communities

2019 ◽  
Vol 12 (2) ◽  
pp. 201-217 ◽  
Author(s):  
Andrew King ◽  
Helen Prior ◽  
Caroline Waddington-Jones
Keyword(s):  
United Kingdom ◽  
Music Education ◽  
Primary Schools ◽  
Time Lag ◽  
Business Case ◽  
Video Data ◽  
Action Research Project ◽  
Technical Problems ◽  
Geographical Regions ◽  
Roll Out

This article describes an action research project that aimed to widen participation for music education in schools in England (United Kingdom). The Connect Resound project involved a pilot stage in North Yorkshire (England, United Kingdom) followed by a roll-out to four further geographical regions of England: Cumbria; Durham/Darlington; East Riding of Yorkshire; and Cornwall. The project involved testing a technological framework created to bring music education to schools with little or no music instrumental lessons within primary schools at key stage 2 (pupils aged 7–11 years). The pilot and roll-out phases refined the approach and established a business case for a grant to roll out the project nationally in 2017. The approach used in the study provided not only the instrumental lessons but also continuing professional development for teachers, on-demand technical support, and access to music performances and masterclasses. The research team designed and tested several scenarios for using technology in this environment some of which were using single cameras and others that used a multi-camera set-up. One of the approaches used technology to allow the teachers and pupils access to different camera angles and high-quality audio to deliver the lessons which proved beneficial. The project team captured both video data as well as interviews and questionnaires with participants in order to better understand and refine the approach developed. This article reports upon the challenges and opportunities provided by the project in terms of the technology and environment, an evaluation using a case study approach of how the teachers used the technology, and feedback in the form of questionnaires from pupils and parents/carers concerning the lessons. Issues around the technology concerned time lag, initial technical problems, and background noise in the teaching environment amplified by the technology. The different camera angles adopted in the project proved valuable for teachers, potential issues with assembling and tuning instruments were considered, and beginner technique could be demonstrated using this approach.

scholarly journals Interdisciplinary Interaction between Music Education and History: Shaping the Musical Preferences in Classical Music of the 20th Century

2021 ◽  
Author(s):  
Jerneja Žnidaršič
Keyword(s):  
Music Education ◽  
20Th Century ◽  
Primary Schools ◽  
Classical Music ◽  
Control Group ◽  
History Teachers ◽  
Contemporary Classical Music ◽  
Interdisciplinary Interaction ◽  
Western Classical Music ◽  
Experimental Group

The purpose of the current study was to investigate whether an experimental programme, based on interdisciplinary interactions between music education and history and the implementation of arts and cultural education objectives, could influence pupils’ interest in Western classical music of the 20th century. The programme was designed on the basis of collaborating with music education and history teachers at two Slovenian primary schools and a Slovenian composer. Classes of pupils, aged fourteen and fifteen, were divided into an experimental and a control group. According to the outcome, the pupils in the experimental group showed a higher level of interest in contemporary classical music after the experiment than their peers in the control group. Furthermore, the pupils in the experimental group reported having listened on their initiative, to more classical compositions after the experiment than the pupils in the control group had.

scholarly journals Musical Education in Urban Primary Schools of Russia in the Second Half of the 19th – Early 20th Centuries

2019 ◽  
Vol 7 (3) ◽  
pp. 151-162
Author(s):  
Nina P. Rikhter
Keyword(s):  
Music Education ◽  
Urban Schools ◽  
Primary Schools ◽  
Folk Songs ◽  
Musical Instruments ◽  
Modern Music ◽  
Musical Education ◽  
Teaching Aids ◽  
The Status ◽  
Compulsory Subject

In this article, in order to find ways to develop modern music education, the experience of musical education of pupils in primary schools in the second half of the 19th – early 20th centuries, in particular, in urban primary schools under the “Regulation of 1872”, is examined. Despite the fact that singing and playing musical instruments were not included in the curriculum of urban schools and were taught outside the classroom time, various examples of teaching singing and playing musical instruments to pupils of urban schools in different regions of Russia are given in the work. The work shows that in a number of schools, for example, in Moscow urban schools, serious attention was paid to music education, singing was a compulsory subject. In some schools, for those who wish, in addition to basic subjects and more often for a small fee, training in playing musical instruments was organized. The article addresses the purpose, content, methods, forms of teaching singing, teaching aids, the use of musical instruments in the lessons, the educational level of teachers, analyzes the change in the status of the subject of singing in the process of reforming the primary education system and transforming urban schools into higher primary schools. The study shows, for example, that one of the main goals of the training was to develop and strengthen the morals of pupils. The content of the training was composed of church chants, prayers, hymns, secular patriotic songs, folk songs, and musical deed. This article may be may be interesting to music education historians, scientists and teachers, university students.

scholarly journals A cross-cultural comparison of music education experiences and ambitions in two Spanish and English primary schools

2016 ◽  
Vol 35 (3) ◽  
pp. 381-390 ◽  
Author(s):  
Elinor Hardcastle ◽  
Stephanie Pitts ◽  
José Luis Aróstegui
Keyword(s):  
Music Education ◽  
Comparative Study ◽  
Thematic Analysis ◽  
Primary Schools ◽  
Classroom Practices ◽  
Cross Cultural ◽  
Small Scale ◽  
Cultural Comparison ◽  
Music Curriculum ◽  
Cross Cultural Comparison

A small-scale comparative study of music education provision in two Spanish and English primary schools was carried out in 2013–14, using questionnaires, interviews and observations. The study investigated the musical experiences of the children in the two schools, their ambitions for their musical futures, and the classroom practices and policy contexts that shaped these encounters with musical learning. Through thematic analysis and comparison of the data from the two schools, we examine music in children’s lives, music in the classroom, and musical ambitions and values, and consider how well the music curriculum serves the children in each setting.

From ‘Posh Pen and Pad’ to Participatory Pedagogies

2012 ◽  
Vol 4 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Karl Royle ◽  
Mark Hadfield
Keyword(s):  
Action Research ◽  
Primary Schools ◽  
Learning Experience ◽  
Educational Status ◽  
Role Identity ◽  
Action Research Project ◽  
New Model ◽  
Technological Intervention ◽  
The Uk ◽  
Pedagogical Approaches

This paper looks at the implementation of wireless netbooks within two primary schools in the UK for all children at key stages 4 and 5. It looks at current concepts of ematurity and technological implementation and offers a new model based on three interlocking factors, the educational status of the technology, the capacity for innovation of the organisation, groups and individuals and how far the technology can be aligned with the needs and concerns of individuals and teams and their prevailing pedagogical approaches. This model is examined in the light of an action research project and illustrates how pedagogical reframing is important in any technological intervention. It also examines role, identity and practice changes required by both learners and teachers in order to improve the learning experience within a school.

Mind the gaps: Universal Credit and self-employment in the United Kingdom

2019 ◽  
Vol 27 (2) ◽  
pp. 199-217
Author(s):  
Kevin Caraher ◽  
Enrico Reuter
Keyword(s):  
United Kingdom ◽  
Welfare Reform ◽  
Social Protection ◽  
The Self ◽  
Labour Markets ◽  
Self Employment ◽  
The United Kingdom ◽  
The Social ◽  
The Impact ◽  
Roll Out

Self-employment in the United Kingdom rose steadily until 2017, as part of wider changes in labour markets towards more flexible and potentially more vulnerable forms of employment. At the same time, welfare reform has continued under the current and previous governments, with a further expansion of conditionality with respect to benefit recipients. The incremental introduction of Universal Credit is likely to intensify the subjection of vulnerable categories of the self-employed to welfare conditionalities and to thus accentuate the ambivalent nature of self-employment. This article analyses the impact of Universal Credit on the self-employed by first discussing elements of precarity faced by the self-employed, and, second, by exploring the consequences of the roll-out of Universal Credit for those self-employed people who are reliant on the social protection system.

Health Education Literacy and Accessibility for Musicians: A Global Approach. Report from the Worldwide Universities Network Project

2019 ◽  
Vol 34 (2) ◽  
pp. 105-107 ◽  
Author(s):  
Vera A Baadjou ◽  
Suzanne I Wijsman ◽  
Jane Ginsborg ◽  
Christine Guptill ◽  
Rae de Lisle ◽  
...  
Keyword(s):  
Health Literacy ◽  
Health Education ◽  
Music Education ◽  
Cultural Change ◽  
Large Scale ◽  
Music Schools ◽  
Team Meetings ◽  
Funding Sources ◽  
Geographical Regions ◽  
Network Project

OBJECTIVE: To address the need for accessible health education and improved health literacy for musicians throughout their lifespan. METHODS: Formation of a multicultural, international, and interdisciplinary collaborative research team, funded by the Worldwide Universities Network. The goal is to design a multi-strand research program to develop flexible and accessible approaches to health education for musicians, thus improving their health literacy. RESULTS: Two team meetings took place in 2018. The first was held 11 to 15 April 2018 in Perth, Australia, and involved a review of existing literature and interventions on health education in music schools, intensive development of research topics, aims, and methodologies, and identification of potential funding sources to support future large-scale research programs. This resulted in the draft design of three research projects, finalized during a second meeting in Maastricht, the Netherlands, 27 to 31 August 2018. DISCUSSION: These intensive meetings identified the need for both cultural change in music education settings as well as improved health literacy in musicians across global geographical regions. A global project to address health literacy and health education accessibility for musicians has commenced.

Music Education in European Music Year – and Beyond

1985 ◽  
Vol 2 (3) ◽  
pp. 279-284
Author(s):  
I. P. Salisbury
Keyword(s):  
United Kingdom ◽  
Music Education ◽  
Advisory Committee ◽  
Present Condition ◽  
Future Prospects ◽  
The United Kingdom ◽  
Educational Initiatives ◽  
The Future

From the viewpoint of European Music Year (EMY) the author, currently HM Staff Inspector for Music and Chairman of the EMY Advisory Committee for Education, makes some general observations about the present condition of and future prospects for music education in the United Kingdom. Reviewing educational initiatives which have been taken during EMY, he relates these to the wider issues which inevitably preoccupy many of us at the present time. Despite the gloomy prognostications being made by some concerning the future of music education, he prefers at this stage to point to positive achievements and to suggest possible lines of development for the future.

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