Music is music? Striking the balance in music education in Wales

2021 ◽  
Vol 5 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Paula Gardiner ◽  
Rachel Kilby
Keyword(s):  
Music Education ◽  
Digital Literacy ◽  
Current Practice ◽  
Higher Order ◽  
Significant Shift ◽  
Approach To Learning ◽  
Practice Survey ◽  
Learning And Teaching ◽  
Mainstream Education ◽  
Independent Review

Through the examination of past and current practice, survey and interview, this article discusses how music from the widest parameters may be included in mainstream education in Wales. In 2014, the Welsh Government commissioned Professor Graham Donaldson to review the curriculum and assessment arrangements in schools in Wales. The outcome, Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales (2015), was adopted by the Welsh Government for implementation by 2021. This new curriculum and its approach to learning and teaching offers the opportunity to re-examine the provision of music in schools, outlining a significant shift from ‘…“learning about” to “learning to” with a growing skills focus and an emphasis on application and development of higher-order skills, particularly creativity (entrepreneurship) and digital literacy’ (Donaldson 2015: 18). This vision requires exploration and engagement in a greater diversity of music.

(Re)organizing the music curriculum as multicultural music education

2021 ◽  
pp. 025576142098621
Author(s):  
Alethea Cassandra de Villiers
Keyword(s):  
Music Education ◽  
Multicultural Education ◽  
National Curriculum ◽  
Compulsory Education ◽  
Social Institutions ◽  
Cultural Hegemony ◽  
Multicultural Music Education ◽  
Learning And Teaching ◽  
Western Art ◽  
Policy Attitudes

Cultural hegemony permeates society and is spread through social institutions. These institutions socialize people into the norms, values and beliefs of the dominant social groups. Moreover, cultural hegemony is spread and perpetuated through education in the form of compulsory education, a national curriculum, national assessments, as well as the hidden curriculum. The cultural hegemony of Western Art Music is established as the standard of music making and is institutionalized in education systems, national curricula and national assessment practices because it is inherent in ideologies and decision making. To counter the dominant hegemony, multicultural education philosophies have been adopted in democracies. The purpose of multicultural education is to change the dominant hegemony and bring about transformation in policy, attitudes, curriculum, assessment, the language of instruction, and strategies for learning and teaching. In this article, I discuss and compare music curricula from South Africa and Australia to determine how multiculturalism is manifested in the curriculum content for music in schools. I also suggest possible frameworks for curriculum developers in democracies to consider, which would subvert the status quo and establish a counter-hegemony.

Teachers’ Perception on Flipped Classroom Model in Digital Literacy Era

ELT-Lectura ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 94-102
Author(s):  
Leni Irianti
Keyword(s):  
Professional Development ◽  
Digital Literacy ◽  
Flipped Classroom ◽  
School Teacher ◽  
New Technology ◽  
High School Teacher ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Internet Survey ◽  
Teaching Model

This paper is aimed at investigating the teachers’ perception on Flipped Classroom Model in digital era. In the 21st century era the teachers should help the students to develop their higher-order thinking and to improve their literacy. The rapid changes of technology involve knowledge and understanding. In education, the teachers require to master current issue and also new technology to improve their professional development. Thus, the teacher should engage with the new trends in order to improve their professional development. Thus, the teacher develops students’ higher-order thinking where the students are able to think critically, creatively and innovatively to prepare them to compete in the globalized world. Recently, there is a lot of teaching model for teacher deal with current issues and technologies. One of them is Flipped Classroom Model which is known as inverted class model. The teachers give more time for the students to learn outside the class and discuss more inside the class. The role of the teacher is as a facilitator to improve the education quality. This study is based on an internet survey. It was conducted by online google form. The subject of this study is the senior high school teacher in West Java. The result is showed that the teacher responses positively toward new teaching model.  

scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

scholarly journals EFEKTIVITAS PEMBELAJARAN BENTUK MOLEKUL DENGAN PEMODELAN REAL BERBASIS PENEMUAN TERBIMBING UNTUK MELATIHKAN KETERAMPILAN BERPIKIR TINGKAT TINGGI SISWA

2017 ◽  
Vol 3 (2) ◽  
pp. 332
Author(s):  
Sutrisno Sutrisno ◽  
Sri Poedjiastoeti ◽  
I Gusti Made Sanjaya
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Lesson Plans ◽  
Average Score ◽  
Learning Materials ◽  
Guided Discovery ◽  
Gain Score ◽  
The Real ◽  
Learning And Teaching

This study aimed to describe the effectiveness of learning materials on shape of the molecule with the real modeling supported by PhET media-based on guided discovery to facilitate the students’ high-order-thinking skills at odd semester XI class of SMAN 10. This research is developmental research using 4D models. Thetest of the learning materials use one group pretest-posttest design. The results of validity syllabus (3.87), lesson plans (3.71), students’ book (3.35), work sheet (3.63), and test of products (3.58) are categorized very good and reliability syllabus (99%), lesson plans (100%), students’ book (89%), work sheet (100%), and test of products (100%) are categorized reliable. The Achievement test of higher-order thinking skills showed that the individuals completeness an average score of 82.79, the average sensitivity of items was 0.74 and the average individual gain score of 0.82. Students' response to the learning and teaching activities in average were well-categorized. Based on the findings of the study, it can be concluded that the shape of molecule with the real modeling supported by PhET media based on guided discovery–was effective to train the students' higher-order thinking skills.Penelitian ini bertujuan untukmendeskripsikan efektivitas perangkat pembelajaran bentuk molekul dengan pemodelan real ditunjang media PhET berbasis penemuan terbimbinguntuk melatihkan keterampilan berpikir tingkat tinggi siswa kelas XI semester ganjil SMAN 10 Samarinda pada materi bentuk molekul.Perangkat pembelajaran yang digunakan dikembangkan dengan model 4D. Perangkatpembelajaran di uji cobakan menggunakan one group pretest-posttest design. Validitas Silabus (3,87), RPP (3,71), BAS (3,35), LKS (3,63), dan LP Produk (3,58) berkategori sangat baik dan reliabilitas Silabus (99%), RPP (100%), BAS (89), LKS (100%), LP Produk (100%) berkategori reliabel. Tes hasil belajar keterampilan berpikir tingkat tinggi menunjukkan ketuntasan individual rata-rata 82,79, sensitivitas butir soal rata-rata 0,74 dan gain score individual rata-rata 0,82. Respon siswa terhadap perangkat pembelajaran dan kegiatan pembelajaran rata-rata baik.Berdasarkan temuan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran bentuk molekul dengan pemodelan real ditunjang media PhET berbasis model penemuan terbimbingefektif untuk melatihkan keterampilan berpikir tingkat tinggi siswa.

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