scholarly journals Music therapy or music philetics in school?

2020 ◽  
Vol 8 ◽  
pp. 162-173
Author(s):  
Helena Orieščiková ◽  
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Educational Process ◽  
Close Relationship ◽  
School Music

The paper is focused on explaining the concepts of music therapy and music philetics at school. Music philetics is defined as an artistic - pedagogical discipline with a very close relationship with music therapy. It tries to create his own, new ways, procedures with the basis in music therapy, but require a different procedure and approach within the implementation. Music philetics is a newly emerging discipline standing on the border of music education and music therapy. It is beneficial in schools where teachers use different working methods with music, rhythm, and voice. The text deals with comparing concepts and explanations of the primary missions of both music therapy and music philetics in the educational process.

Trends of Manifestation of the Inclusive School Culture in the Context of Music Education

2020 ◽  
Vol 65 (2) ◽  
pp. 51-61
Author(s):  
Aušra Kardašienė ◽  
Diana Strakšienė
Keyword(s):  
School Culture ◽  
Music Education ◽  
Inclusive Education ◽  
Best Practice ◽  
Educational Process ◽  
Common Goal ◽  
Scientific Assessment ◽  
Educational Processes ◽  
Inclusive School ◽  
School Music

"The article presents the analysis and scientific assessment of trends of the inclusive school culture, manifesting themselves in the context of music education. It is maintained that school culture grounded on the philosophy of inclusive education and enriched with advanced educational processes, in this case, with artistic/musical activities, not only marks the school’s uniqueness but also highlights the importance of the educational process, unites and empowers its participants to work together naturally to achieve a common goal. Building the inclusive school culture, music education correlates with all of its main features manifesting themselves in reality: the collaboration of participants of the educational process, dissemination of best practice, favourable microclimate ensuring the manifestation of a successful situation not only in the educational process but also in concert activities, and the like. Music activity grounded on the philosophy of inclusive education becomes an aspiration building the inclusive school culture, which undoubtedly helps to create the society grounded on tolerance of differences, which seeks to envisage every learner’s needs and possibilities. Keywords: school culture, inclusive school, music education."

scholarly journals Pedagogical potential of art-therapeutic influence of musical art

2019 ◽  
Vol 66 (3) ◽  
pp. 139-143
Author(s):  
Erika Kutsyn
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Educational Environment ◽  
Educational Process ◽  
Creative Expression ◽  
Social Adaptation ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Innovative Technologies ◽  
The Individual

The article considers the problem of the introduction into the educational process of art-therapeutic technologies as a means of psychological and pedagogical adaptation of the individual in the conditions of society globalization. The role of musical art in influencing the emotional and sensual sphere of revealing and development of natural abilities, creative expression of personality is revealed, the expediency of using varieties of music therapy in music-creative activity of younger students is clarified. Music education, vocal therapy, receptive perception of music, rhythm therapy, which contribute to overcoming psychological discomfort in students' educational activities, encourage the creative expression of personality, the child's knowledge of the art world.The education system in Ukraine requires updating and enriching the content of the pedagogical process on the basis of humanization, which will contribute to the full development of the individual, the formation of vital competences for the maximum disclosure of his or her natural inclinations and creative potential. It is in the primary school that the foundations for the formation of the experience of educators (younger students), their needs, which motivate learning, knowledge and skills, which are formed in different educational environment, different social situations and condition the formation of attitude to them, are laid. The state normative document (The Law of Ukraine "On Education") emphasizes the need for students to acquire key competences that enable the development of successful learning, self-expression, self-knowledge, social adaptation and preservation of their physical and mental state. Such development of education in Ukraine makes it necessary to actively introduce into the educational process the innovative technologies and modern pedagogical approaches, among which artpedagogy is a new trend that integrates theoretical knowledge and methodological developments in psychology, art and pedagogy. With the help of music, drawing, fairy tales, theatre teachers can unite the class, identify problems of the child in time, form their life values, motivate them to study. The professional activity of a music art teacher in the context of educational reform and the introduction of inclusive education as a form of providing equal access to quality education for children with special educational needs, presupposes the need to master innovative technologies for the use of musical art as a method of comprehensive and multidimensional stimulation of personality development, child's condition, behavioural abnormalities, and also as a form of art treatment. One of the effective ways of solving the set tasks before the educational industry is the introduction of innovative, art-therapeutic – humanistic-oriented technology in the educational process, which involves the creation of a psychologically-comfortable educational environment by updating the pedagogical potential by means of art education (vocal therapy, art therapy, music therapy, (etc.)

scholarly journals EDUCATIONAL AND THEMATIC REVIEW OF FOLKLOR IN MUSIC TRAINING IN KINDERGARDEN

2019 ◽  
Vol 30 (2) ◽  
pp. 459-464
Author(s):  
Tsvetanka Kostadinova Kolovska
Keyword(s):  
Music Education ◽  
Education System ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Interactive Methods ◽  
Modern Music ◽  
Personal Attitude ◽  
School Music ◽  
The Individual

The course of the changes in the Bulgarian education system is a direct reflection of the changes in the different structures and institutions in recent years. Among the key areas of refor, the pre-school and school education system has undergone significant changes in structures, models and practices. The personal development process starts from childhood, with the upbringing in the kindergarten, where children get acquainted with the world and themselves. The musical upbringing has an important role for their socialization and formation of social and civic competences. In the pre-school music education curricula developed in accordance with the new SER for educational content and approved by the Ministry of Education and Science, Bulgarian musical folklore as a factor for children's musical, emotional, intellectual and physical development is educational and thematic. The positive aspects of communication between children from the earliest age with its models - the variety of songs and music for performance and perception, movements, folk dances and games - is the basis for the authors of all approved educational materials for the kindergarten in the educational field Music to include it. During the work with Bulgarian musical folklore in the contemporary educational process of music in the kindergarten the musical pedagogue skillfully combines traditional and interactive methods, integrates knowledge, experience and skills with the other educational directions. This greatly encourages unity to be enjoyable and beneficial. Children learn easily about music content in an interesting and entertaining way. Working with musical folklore provides incredible opportunities to develop the individual abilities and interests of each child, while building team skills. The specificity of musical-pedagogical work with folklore in the kindergarten reflects the personal and professional profile of the musical pedagogue, covers both the methods and approaches that the teacher uses in the music education, the acquired knowledge, skills and competences on a professional basis, as well as the personal attitude that the teacher uses to present the Bulgarian musical folklore as a national spiritual value. Building this value in children from pre-school is one of the most important. The professional training of the music pedagogues allows them to gain both knowladge and develop self-discipline. It models the conditions in which the child enriches his personality, forms any kind of culture - ethic, moral, musical, mathematical, ecological, health, physical. In this sense, the figure of the music pedagogue is also a factor and a condition in the process of building the child's personality, as well as the guardian of the national values. In the kindergarten the modern music teacher performs new tasks in the modern educational environment, adopts new criteria for structuring the pedagogical and educational process of music, preserving the individuality and stimulating the creativity of the children. The educational and thematic presence of Bulgarian musical folklore is the basis for understanding these ideas.

Alternative Assessment for Music Students with Significant Disabilities

2019 ◽  
pp. 224-241
Author(s):  
Donald DeVito ◽  
Megan M. Sheridan ◽  
Jian-Jun Chen-Edmund ◽  
David Edmund ◽  
Steven Bingham
Keyword(s):  
Public School ◽  
Music Education ◽  
Students With Disabilities ◽  
Student Performance ◽  
Alternative Assessment ◽  
Performance Outcomes ◽  
General Music ◽  
Significant Disabilities ◽  
School Music ◽  
K 12

How is it possible to move beyond assessment for the purposes of evaluating teacher proficiency and student performance outcomes and instead to consider assessment for understanding student musical experiences and preferences for the purpose of promoting lifelong musical engagement? This chapter includes and examines three distinct music education approaches that have been taken at the K–12 Sidney Lanier Center School for students with varying exceptionalities in Gainesville, Florida. Megan Sheridan illustrates inclusion and assessment using the Kodály approach. David Edmund and Jian-Jun Chen-Edmund examine creative lessons developed for exceptional learners in a general music setting. Steven Bingham and Donald DeVito illustrate adaptive jazz inclusion and performance for public school and university students with disabilities. This collaborative development in qualitative music assessment has taken place through (1) developing methods of communicating recognition of student engagement and affective responses during inclusive engagement in public school music education settings, specifically in Kodaly-based music instruction, K–12 general music classes, and secondary jazz ensembles; (2) using students’ interest and engagement as a means of curriculum development and assessment in inclusive public school music settings; and (3) building collaborative relationships with parents and the community for post-school lifelong music learning.

Habits of Mind as a Framework for Assessment in Music Education

2019 ◽  
pp. 201-224
Author(s):  
Jillian Hogan ◽  
Ellen Winner
Keyword(s):  
Music Education ◽  
Arts Education ◽  
Habits Of Mind ◽  
Public High School ◽  
Student Agency ◽  
Thinking Dispositions ◽  
Music Classroom ◽  
Music Ensembles ◽  
School Music ◽  
High School Music

Music making requires many kinds of habits of mind—broad thinking dispositions potentially useful outside of the music room. Teaching for habits of mind is prevalent in both general and other areas of arts education. This chapter reports a preliminary analysis of the habits of mind that were systematically observed and thematically coded in twenty-four rehearsals of six public high school music ensembles: band, choir, and orchestra. Preliminary results reveal evidence of eight habits of mind being taught: engage and persist, evaluate, express, imagine, listen, notice, participate in community, and set goals and be prepared. However, two habits of mind that the researchers expected to find taught were not observed: appreciate ambiguity and use creativity. These two nonobserved habits are ones that arts advocates and theorists assume are central to arts education. The chapter discusses how authentic assessment of habits of mind in the music classroom may require novel methods, including the development of classroom environments that foster additional levels of student agency.

scholarly journals Music education in China: In search of social harmony and Chinese nationalism

2011 ◽  
Vol 28 (3) ◽  
pp. 371-388 ◽  
Author(s):  
Wing-Wah Law ◽  
Wai-Chung Ho
Keyword(s):  
Music Education ◽  
Historical Memory ◽  
Historical Review ◽  
Chinese Government ◽  
Social Harmony ◽  
Politics Of Memory ◽  
Chinese Nationalism ◽  
Chinese Music ◽  
School Music ◽  
Education In China

This article critically examines how interactions between social changes, social harmony, and historical memory shape school music education in China. As a historical review and documentary analysis, it traces the historical development of music education and examines the Chinese government's role in such interactions over time. The article argues that the Chinese government uses music and music education as an influential nation-building system to enrich the politics of memory. In particular, it adapts the nation's past for political ends, and passes on state-prescribed values to its citizens with a view to legitimising its power. The dynamics and dilemmas that challenge school education result from two divergent aims: (1) to combine the functional education of Confucianism and nationalism so as to encourage social harmony and maintain national myths; and (2) to encourage popular and other world music with traditional Chinese music by using multicultural teaching strategies in music lessons. The question remains how to balance ideas of social harmony, musical cultures and nationalism in school music education in the contexts of current Chinese education policies, teacher education and the globally oriented economics of China today.

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