scholarly journals The Impact of Arts and Cultural Education on Pupils’ Opinions of Musical Culture – Interdisciplinary Project

2020 ◽  
Vol 22 ◽  
Author(s):  
Jerneja Žnidaršič
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Classical Music ◽  
Cultural Education ◽  
Musical Culture ◽  
History Teachers ◽  
Positive Effects ◽  
Interdisciplinary Project ◽  
The Arts ◽  
The Impact

In contemporary education, the arts and cultural education provide the possibilities for the development of pupils' creativity, critical thinking and critical attitude towards art and culture. In this respect, we present an interdisciplinary project, based on the implementation of arts and cultural education objectives in didactic units of music education and history, and cooperation between music and history teachers and the composer. The experimental programme was performed in four classes of two Slovenian primary schools. The results of the research confirmed positive effects of the implementation of arts and cultural education regarding the pupils' opinions of musical culture (classical music, musicians, consumerism, musical education and classical music of the 20th century) and the overall popularity of the subjects connected. The example of the designed interdisciplinary project can serve as the guideline for systematic implementation of the arts and culture education in the learning process as well as contribution to raising awareness about the importance of collaboration between schools and artists. Keywords: arts and cultural education; collaboration with the composer; history; interdisciplinarity; music education

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 SOUTH KOREAN TV SERIES IN THE SERVICE OF MUSIC EDUCATION

2020 ◽  
Vol 16 (3) ◽  
pp. 133-156
Author(s):  
SERGEI A. AIZENSHTADT ◽  
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Symphony Orchestra ◽  
Working Environment ◽  
The South ◽  
Musical Culture ◽  
Musical Life ◽  
Modern Culture ◽  
South Korean ◽  
Serial Films

In this article we study forms and methods used to popularize western classical music in a South Korean TV series. The main subject of analysis is the TV series Beethoven Virus (2008) devoted to a symphony orchestra in a fictional South Korean city. The main purpose of this TV series is the promotion of classical music, and the author of the article comes to the conclusion that its popularity among Korean audience is explained by its engaging, convincing artistic methods with respect to national cultural specificities, which were used to show the working environment of professional musicians. The series reveals real problems of modern Korean musical culture: “crisis of overproduction” of academic musicians; discrimination of graduates of South Korean musical educational institutions; prejudice that classical music is only for the rich. The author emphasizes that immersion into the atmosphere of professional musical life allows the viewers to apprehend the educational value of the TV series more clearly. Beethoven Virus demonstrates traditional Korean attitude towards European classical music determined by the Confucian roots; and at the same time, it depicts changes in the modern culture conditioned by gradual departure from traditional values. The two main characters — the young and the old conductors — symbolize the old and the new in the Korean musical culture. They interact in a traditional eastern way: the new spirit does not openly conflict with the established convention, but sprouts from it. The author suggests that the music is explained in the film through emotional associations which let the viewers fully perceive the musical idea. The author believes that this method, compared to other ways widespread in the West, corresponds to the nature of the specific sensation of European classical music associated with Confucian cultural roots. An opinion is expressed that methods of music education used in Beethoven Virus were chosen in accordance to the South Korean serial genre traditions: leitmotivs in the soundtrack and gesture clichés are of particular significance here. The author suggests that the South Korean experience of promoting musical classics by means of serial films can be used abroad — given that the differences in mentality and realities of musical life are taken into account.

scholarly journals Musical education in the primary schools of Hungary, Romania, Serbia and Slovakia

2018 ◽  
Vol 64 (2) ◽  
pp. 67-76
Author(s):  
Judit Váradi
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Formal Education ◽  
Classical Music ◽  
School Students ◽  
Educational Structure ◽  
Live Music ◽  
The Everyday ◽  
The Relationship

The study is a part of international research, the aim of which was to examine a less known aspect of music education in four Central European countries: Hungary, Romania, Serbia and Slovakia. The research focused on school students aged between 8 and 12, N=805. The study explored the educational structure and curricula of the participating countries. It also put the emphasis on the teaching methods for introducing music to student; furthermore, it examined the presentation of live music. In the course of our research we examined the role of social variants with regard to the cultural activities of the children. Moreover, we explored the correlation between parental cultural capital and children’s interest in classical music. Another important aspect of our study was the international comparison focusing on the differences and similarities in music education between various countries. The third issue examined in detail was the relationship between the formal and non-formal education, i.e. how the extra-curricular education (such as experience pedagogy and concert pedagogy) can become part of the everyday pedagogical work of the schools.

scholarly journals Evaluating the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music

2018 ◽  
Vol 48 (1) ◽  
pp. 120-136 ◽  
Author(s):  
Margaret S. Barrett ◽  
Katie Zhukov ◽  
Joanne E. Brown ◽  
Graham F. Welch
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Empirical Evidence ◽  
Primary Schools ◽  
Early Education ◽  
Classroom Teachers ◽  
Music Program ◽  
Music Specialists ◽  
The Impact ◽  
Music Activities

This article reports on the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Singing tests and class surveys were administered to students in 11 Australian primary schools where music specialists mentored classroom teachers over the period of one to two school terms. The results show that implementing music activities in early education settings can positively impact young children’s singing skills and attitudes to music regardless of gender, ethnicity and socio-economic standing of the school. The study provides empirical evidence of the benefits accrued by children through access to music education.

scholarly journals Musical Legacies: The Contribution of the Music Association of Ireland to an Irish Musical Infrastructure

2015 ◽  
pp. 3-22
Author(s):  
Teresa O’Donnell
Keyword(s):  
Music Education ◽  
Coming Out ◽  
Classical Music ◽  
Pedagogical Practices ◽  
Voluntary Organization ◽  
Musical Life ◽  
The Arts ◽  
Twentieth Century Music ◽  
The Times ◽  
Youth Orchestra

Drawing on archives preserved in the National Library of Ireland, Dublin, this article examines the history and significance of the Music Association of Ireland (MAI). During its sixty-year lifespan, from 1948 to 2007, the association contributed considerably to the musical life of Ireland, particularly in its educational initiatives and its efforts to influence national music policy and create an infrastructure for composers. Its voluntary efforts, especially its initiatives such as the Composers’ Group, Country Tours, Coming Out recitals, the Schools’ Recitals Scheme, the Irish Youth Orchestra and the Dublin Twentieth-Century Music Festival, grew into or influenced many of the independent, professional organizations prominent in Irish musical infrastructure today. At a time when government funding of the arts was limited, the MAI filled an important niche and acted as a voice for classical music, particularly in Dublin. The association’s initiatives, particularly the Schools’ Recitals Scheme (1967) and the Irish Youth Orchestra (1970), thrived in a climate which experienced pioneering developments in the arts and increased educational opportunities and leisure time. The times were marked by remarkable transformations in cultural, social and pedagogical practices which resulted in the opening up of access to the arts from the 1970s. The MAI benefitted greatly from this surge in cultural activity and the association became the Arts Council’s model in its pursuit of professionalizing the arts in Ireland. However, the MAI was unable, or unwilling, to make the transition from a voluntary organization to a professional one, and gradually went into decline. The long-term nature of a number of its projects meant that the MAI’s six objectives could not be achieved by one voluntary organization. Some sixty years later, many of these objectives are only now being realized through professional, government-funded agencies. The evidence of the MAI archive shows that the association played a valuable role in developing music and music education in Ireland—a notable achievement that deserves to be remembered.

scholarly journals Opinions of pre-service classroom teachers among music educationSınıf öğretmeni adaylarının müzik eğitimine ilişkin görüşleri

2015 ◽  
Vol 12 (2) ◽  
pp. 654 ◽  
Author(s):  
Onur Topoğlu
Keyword(s):  
Music Education ◽  
Classroom Teacher ◽  
Structured Interview ◽  
Classroom Teachers ◽  
Education Department ◽  
Musical Culture ◽  
Positive Effects ◽  
Effects On Children ◽  
Faculty Of Education ◽  
Better Than

<p>The purpose of this study is to analyse the opinions of pre-service classroom teachers among music education. Qualitative method is used in the study and the study is a descriptive study. Study group is consisted of the 16 4<sup>th</sup> grade students who receive education in Adnan Menderes University Faculty of Education Department of Classroom Teaching. Criterion sampling is used from purposive sampling methods in the study.  To determine the opinions of pre-service classroom teachers among music education semi-structured interview technique was carried out. Results of the study indicated that pre-service classroom teachers think music has positive effects on children and various things can be thought with music. Four of the participants see themselves inadequate in giving music education while half of the participants see themselves efficient and other four of the participants claim they are better than most of the classroom teachers around. Results has also shown that pre-service classroom teachers think that a classroom teacher should play the recorder, sight-read and write down scores, should have the musical culture and instrument knowledge, should develop materials, play an instrument except recorder, have the knowledge of the repertoire, know teaching methods, conduct the national anthem, sing properly   and be creative.     </p><p> </p><p><strong>Özet</strong></p><p>Bu çalışmanın amacı, sınıf öğretmeni adaylarının müzik eğitimine ilişkin görüşlerini ortaya koymaktır. Araştırıma nitel araştırma türünde ve betimsel bir niteliktedir. Araştırmanın çalışma grubunu Adnan Menderes Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Anabilim Dalı 4. sınıfta öğrenim görmekte olan 16 sınıf öğretmeni oluşturmaktadır. Araştırmada amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Katılımcıların müzik eğitimine ilişkin görüşlerini belirlemek amacıyla öğrencilerle yarı yapılandırılmış görüşme yapılmıştır. Araştırmadan elde edilen sonuçlar doğrultusunda sınıf öğretmeni adaylarının, müziğin çocuk üzerinde olumlu etkileri olduğunu ve müzikle farklı şeylerin kavratılabileceğini düşündükleri ortaya konmuştur. Katılımcıların yarısı kendilerini müzik eğitimi verme konusunda yeterli görürken, dört katılımcı kendisini yetersiz görmekte, diğer dört katılımcı da durumlarının etraflarındaki sınıf öğretmenlerine göre iyi olduğunu ileri sürmektedirler. Ayrıca araştırmanın bulguları sınıf öğretmeni adaylarının bir sınıf öğretmeninin blokflüt çalabilmesi, nota okuyup yazabilmesi, müzik kültürüne ve çalgı bilgisine sahip olması, materyal geliştirebilmesi, blokflüt dışında bir çalgı çalabilmesi, dağarcık bilgisine sahip olması, öğretim yöntemi bilmesi, istiklal marşını yönetebilmesi, doğru şarkı söyleyebilmesi, yaratıcı olması gerektiğini düşündüklerini ortaya koymuştur.</p>

scholarly journals Creativity, autonomy and Dalcroze Eurhythmics: An arts practice exploration

2021 ◽  
pp. 025576142110286
Author(s):  
Diane K Daly
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Improve Performance ◽  
Performance Quality ◽  
Professional Careers ◽  
Fostering Creativity ◽  
Performance Events ◽  
The Impact

This paper investigates the impact of Dalcroze Eurhythmics on fostering creativity and autonomy in classical instrumental pedagogy. The research took the form of an arts practice investigation which included devising, rehearsing, performing and documenting two performance events, drawing on Dalcroze Eurhythmics techniques rather than conventional classical music approaches. Autoethnography and other arts-based methods were utilised to develop and gather data. The paper presents an overview of Dalcroze Eurhythmics from the perspective of a performer, namely this researcher, and discusses how the method informed my arts practice investigation. It concludes with a discussion on key findings around creativity and autonomy, and the proposal that this approach has the potential to greatly enhance students experience of performance music education, as well as improve performance quality and satisfaction in their ensuing professional careers.

Music education promotes lifelong engagement with the arts

2017 ◽  
Vol 46 (2) ◽  
pp. 155-173 ◽  
Author(s):  
Kenneth Elpus
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Music Performance ◽  
Musical Instrument ◽  
The United States ◽  
Music Appreciation ◽  
National Endowment ◽  
School Based ◽  
The Arts ◽  
Education Participation

The purpose of this study was to understand the effects of school-based music education on later adult engagement with the arts using nationally representative data from the U.S. National Endowment for the Arts 2012 Survey of Public Participation in the Arts. The probability of adult arts engagement as performer/creator and patron/consumer was estimated as functions of prior school-based music and arts education participation with statistical covariate control applied for demographic variables known to vary with music education status. Results suggest that both music performance and music appreciation courses are strongly associated with later arts participation as patron/consumer and performer/creator, even after controlling for socioeconomic status, sex, and race/ethnicity. Former music appreciation students were 93% more likely to attend classical music or opera performances as adults and 255% more likely to play a musical instrument as adults than were non-participants. Former music performance students were 342% more likely to play a musical instrument, 258% more likely to sing, and 186% more likely to take photographs as an artistic endeavor than were non-participants. Results of this study suggest that lifelong engagement with music and the arts is one measurable outcome of school-based music education in the United States.

Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students

2016 ◽  
Vol 35 (3) ◽  
pp. 343-356 ◽  
Author(s):  
Renée Crawford
Keyword(s):  
Music Education ◽  
Social Inclusion ◽  
Best Practice ◽  
Positive Impact ◽  
Learning And Teaching ◽  
Practice Elements ◽  
The Arts ◽  
General Experience ◽  
The Impact

This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.

scholarly journals Effects of Metacognition on Performance in Mathematics and Language- Multiple Mediation of Hope and General Self-Efficacy

2019 ◽  
Vol 11 (4) ◽  
pp. 30
Author(s):  
Georgia Stephanou ◽  
Fotini Tsoni
Keyword(s):  
School Performance ◽  
Self Efficacy ◽  
Primary Schools ◽  
Metacognitive Knowledge ◽  
Future Research ◽  
Positive Effects ◽  
Metacognitive Regulation ◽  
The Impact ◽  
General Self Efficacy

This study examined (a) students&rsquo; reported use of metacognitive knowledge (declarative, procedural, conditional) and metacognitive regulation (planning, monitoring, information management, evaluation) when they are doing school work or homework, and the effect of metacognition on school performance in language and mathematics and (b) the role of hope (agency thinking, pathway thinking) in general self-efficacy, in the impact of general self-efficacy on metacognition, and in the effect of metacognition on school performance. One hundred and sixty-five 5th and 6th grade students (83 boys, 82 girls), randomly selected from 10 state primary schools of various regions of Greece, participated in the study. Data gathered at the second school term of the total three terms. The results revealed that: (a) the reported frequency of use of metacognitive knowledge (mainly, conditional) and metacognitive regulation (mainly, monitoring) was at a moderate extent, (b) hope (predominately, pathway thinking) was a positive formulator of general self-efficacy and of its impact on metacognition, but the influential role of the two constructs differed between and within the components of metacognition, (c) the three sets of predictors had complementary and positive effects on school performance but their relative power in influencing it varied between mathematics and language and within each school subject, with agency thinking being the most powerful predictor and (d) general self-efficacy mediated the impact of metacognition on school performance, while hope had direct impact on school performance beyond that of metacognition and general self-efficacy. The findings are discussed for their practical applications in education and future research.

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