scholarly journals Evolving technologies require educational policy change: Music education for the 21st century

2013 ◽  
Vol 29 (5) ◽  
Author(s):  
Renee Crawford
Keyword(s):  
Young People ◽  
Music Education ◽  
21St Century ◽  
Rural Areas ◽  
Digital Learning ◽  
Learning And Teaching ◽  
Area Of Interest ◽  
Online Music ◽  
Rural And Remote Areas ◽  
And Performance

<p>There is growing discussion among education and government authorities on rethinking education in the 21st century. This increasing area of interest has come in response to the evolution of technology and its effect on the future needs and requirements of society. Online applications and social networking capabilities have accelerated in popularity, revealing their potential. The recognised benefits of technology for the use of music education have resulted in collaborative projects and learning and teaching that is not constricted by walls or location. Music education can be accessible to all young people through a combination of social media, blogging and interactive creative musical activities to engage students in all locations, including rural and remote areas. In this 21st century classroom, music education includes online resources, digital learning, in-school workshops, online master classes and live concert streaming where a range of musical styles are explored. This article explores the learning and teaching outcomes of <em>Project Music X</em>, an online music education project designed to fill an important gap in the provision of music education programs in regional and remote schools using a range of web 2.0 technologies. Technology in this context does not only align with the thinking of young people, but also provides a platform for students in remote and rural areas to engage with high quality music education and performance experiences that they would otherwise not have access to.</p>

The construction of national musical identities by Greek Cypriot primary school children – implications for the Cyprus music education system

2007 ◽  
Vol 24 (3) ◽  
pp. 251-266
Author(s):  
Avra Pieridou-Skoutella
Keyword(s):  
Music Education ◽  
School Children ◽  
Rural Areas ◽  
Primary School Children ◽  
Musical Identity ◽  
Greek Cypriot ◽  
The Republic ◽  
And Performance ◽  
Urban And Rural Areas ◽  
Republic Of Cyprus

Drawing on ethnographic fieldwork with Greek Cypriot elementary school children in urban and rural areas of the Republic of Cyprus, the author describes and analyses the ways in which national musical identity is constructed in and out of school in connection with Cypriot traditional music. Findings reveal the development of fluid and often insecure, ambiguous and contradictory national musical identities as a result of the ideological messages children receive from their musical enculturation contexts. In addition public music education not only fails to assist pupils to become familiar with the tradition's inherent meanings and processes of creation and performance, but enhances children's contradictory ideological understanding and construction of an ambiguous national musical identity.

scholarly journals From Digital Humanities to a Renewed Approach to Digital Learning and Teaching

2019 ◽  
pp. 1682-1693 ◽  
Author(s):  
Samuel Nowakowski ◽  
Guillaume Bernard
Keyword(s):  
Artificial Intelligence ◽  
Online Learning ◽  
21St Century ◽  
Digital Humanities ◽  
Full Measure ◽  
Digital Learning ◽  
Learning And Teaching ◽  
Learning Platform ◽  
The World ◽  
The Relationship

In a world in which digital interfaces, dematerialization, automation, so-called tools of artificial intelligence aim to drive away the human or eliminate the relationship with humans! The way other beings see us is important. What would happen if we took the full measure of this idea? How would this affect our understanding of society, culture, and the world we inhabit? How would this affect our understanding of the human, since in this world beyond the human, we sometimes find things that we prefer to attribute only to ourselves? What impacts on education, learning, teaching? After having explored the field opened by these questions, we will bring an answer with a reinvention of the learning platform named KOALA (KnOwledge Aware Learning Assistant). KOALA is a new online learning platform that comes back to internet sources. Symmetrical and acentric, KOALA combines analyzes from the digital humanities and answers to the challenges of education in the 21st century

scholarly journals Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown

2021 ◽  
Vol 12 ◽  
Author(s):  
Mǎdǎlina Dana Rucsanda ◽  
Alexandra Belibou ◽  
Ana-Maria Cazan
Keyword(s):  
Online Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Future Research ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Perceived Utility ◽  
Online Music ◽  
E Learning ◽  
Students Attitudes

Given the current pandemic context generated by COVID 19, important changes in the way specific subjects to music education are taught emerged, affecting not only the particularities of learning and teaching in individual courses, but also the other courses regarding group learning or theoretical subjects. In this time, emergency remote teaching and learning requires cross-collaboration between instructional, content, and technological teams. Our research examines the students' attitudes toward online education, also presenting proposals for optimization and efficiency. The research was undertaken after an experience of a University semester in a lockdown context, and it aimed at undergraduate and master's degree students from music faculties in Romania. An important result was the mediating role of perceived utility of e-learning methods, perceived utility mediated the associations between compatibility of online methods and satisfaction toward the use of e-learning methods. The perceived compatibility of e-Learning methods with online music education led to a higher perceived utility which, in turn, predicted a higher satisfaction toward e-Learning Although this period accentuated the fear of interaction with others, the anxiety related to the unknown, the intolerance of uncertainty did not predict the satisfaction toward the use of e-learning platforms. In conclusion, more educational initiatives are needed to promote remote teaching methods in music education. In the absence of similar research in our country, we considered that future research on this topic is needed.

YouTube, fanvids, forums, vlogs and blogs: Informal music learning in a convergent on- and offline music community

2012 ◽  
Vol 31 (1) ◽  
pp. 91-105 ◽  
Author(s):  
Janice Waldron
Keyword(s):  
Music Education ◽  
Online Community ◽  
Participant Observation ◽  
Computer Mediated Communication ◽  
Music Learning ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Informal Music Learning ◽  
Music Community ◽  
Online Music

In this paper I examine the music learning and teaching in the Banjo Hangout online music community ( www.banjohangout.org/ ) using cyber ethnographic methods of interview and participant observation conducted entirely through computer-mediated communication, which includes Skype and written narrative texts – forum posts, email, chat room conversations – along with hyperlinks to YouTube and other Internet music-learning resources. The Hangout is an example of an online community based on the pre-existing offline interests of its founding members and it is thus connected to and overlaps with the offline Old Time and Bluegrass music banjo communities. Although I focus on the Banjo Hangout online community, this study also provides peripheral glimpses – embedded in the participants’ narratives – into the offline Old Time and Bluegrass banjo communities of practice. As a cyber ethnographic field study, this research also highlights the epistemological differences between on- and offline community as reflected in music education online narrative qualitative research and research practice.

scholarly journals Culturally responsive and meaningful music education: Multimodality, meaning-making, and communication in diverse learning contexts

2021 ◽  
pp. 1321103X2110093
Author(s):  
Georgina Barton ◽  
Stewart Riddle
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Meaning Making ◽  
Music Learning ◽  
Cultural Contexts ◽  
Learning And Teaching ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Musical Modes ◽  
Online Music

Music is learned and taught in multiple ways dependent on the socio-cultural contexts in which learning occurs. The processes employed by music teachers have been extensively explored by music educators and ethnomusicologists in a range of contexts, although there has been limited research into which modes are most predominantly used in different socio-cultural contexts. Further, it is unknown how students make meaning in these different contexts. This article presents three distinct music learning and teaching contexts—Carnatic music, instrumental music in Australian schools, and online music learning. Using a socio-cultural semiotic tool to identify musical modes, this article examines the ensembles of modes used during music learning events and considers how this knowledge may improve the learning and teaching of music for all students, particularly those whose culture and language differs from the majority of the population. It aims to identify how students make meaning in learning contexts through distinct modes of communication. Findings demonstrated that different “ensembles of modes” were used in diverse learning contexts and that these approaches were influenced by socio-cultural contexts. It is important for teachers to understand that varied combinations of modes of communication are possible because students may find learning more meaningful when related to their own personal frames of reference. Without this knowledge, music learning and teaching practices may continue to privilege some modes over others.

Learning Computer Science over the Web

2007 ◽  
pp. 176-188 ◽  
Author(s):  
Jarkko Suhonen ◽  
Erkki Sutinen
Keyword(s):  
High School Students ◽  
Computer Science ◽  
Rural Areas ◽  
Digital Learning ◽  
Learning Program ◽  
School Students ◽  
Learning And Teaching ◽  
Computer Science Courses ◽  
Gradual Development ◽  
The Web

Most of Finland’s landmass consists of vast, sparsely populated rural areas. Even though there are high school students in these areas who are interested in Computer Science (CS), and especially in programming, the educational institutions that they attend in these rural areas cannot offer them more advanced levels of CS studies. To meet this need, the Department of Computer Science of the University of Joensuu, Finland, has devised for such students an e-learning program called ViSCoS (Virtual Studies of Computer Science). This program enables ViSCoS students to study first-year university-level Computer Science courses through the medium of the Web. A total of 109 students completed the ViSCoS program between the years 2000-2005. The designers of the program concomitantly created a number of digital learning environments that supports ViSCoS learning and teaching activities. The FOrmative DEvelopment Method (FODEM), an action research-oriented design method used in the ViSCoS program, has enabled gradual development in the program.

PERCEPTIONS OF SOUTH AFRICAN YOUTH OF LEADERSHIP DEVELOPMENT PROGRAMMES: A CASE IN THE LEPELLE-NKUMPI MUNICIPAL AREA

2016 ◽  
Vol 12 (2) ◽  
pp. 77-89
Author(s):  
Matshidiso Kanjere
Keyword(s):  
Leadership Development ◽  
Young People ◽  
South African ◽  
Rural Areas ◽  
Research Approach ◽  
Practical Applications ◽  
South Africans ◽  
African Youth ◽  
Multiple Challenges ◽  
The Government

The South African youth faces multiple challenges that range from illiteracy, drug and alcohol abuse, crime and HIV/AIDS, to unemployment. These challenges and many other ills in society have led to interventions by government, and private and other civil societies. The government has established and initiated a number of programmes that aim at building capacity and helping the youth to cope with these multiple challenges. Some of the programmes are aimed at building leadership capacity among the impoverished youth in rural communities. A lot of money is being invested in these programmes, which are meant to develop young South Africans. However, there are some young people who do not participate in these programmes. They are also not in the formal education system, self-employed or employed elsewhere. And they are despondent. The government, private sector and non-governmental organisations are trying hard to bring these youths and others into the developmental arena, so that they can be active participants in the economy of the country in the near future. However, little research has been conducted to assess the broad impact of the various programmes in the country. The contribution that these programmes are making toward improving the livelihoods of young people has to be determined on a larger scale. Nevertheless, this article reports on an investigation that was conducted on a smaller scale, at the Lepelle-Nkumpi Local Municipality. The aim of the research was to explore the perceptions young South Africans have of the leadership development programmes that they have participated in. A mixed research approach was used to collect data and the key findings indicated that knowledge accumulated through participation in the programmes does not always translate into practical applications. However, the programmes were deemed to be valuable in instilling a positive life-view. The study recommends that support systems be established in the rural areas to assist young people with life challenges.

Developing 21st-Century Musicianship: Tablet-based Music Production in the General Music Classroom

2021 ◽  
pp. 104837132110344
Author(s):  
Jason Fick ◽  
Chris Bulgren
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
21St Century ◽  
Contemporary Music ◽  
Music Instruction ◽  
Technology Skills ◽  
General Music ◽  
Music Classroom ◽  
Music Production ◽  
Essential Skills

Increased availability of tablets at home and in classrooms provides educators access to a powerful tool for music instruction. Music production lessons on tablets offer alternate approaches to developing music literacies while teaching valuable technology skills. These activities are ideal for general music education because they align with contemporary music practices and are adaptable to a variety of learning environments (in person, remote, and hybrid). This article will present a model for tablet-based music production instruction in the general music classroom that aligns with the National Core Arts Standards and accompanying process components grounded in five essential skills: sequencing, recording, editing, effects processing, and mixing.

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