scholarly journals Analysis on the Development Path of Music Education in Rural Areas under the Influence of COVID-19 Outbreak

CONVERTER ◽  
2021 ◽  
pp. 169-175
Author(s):  
Taozi Guo
Keyword(s):  
Public Health ◽  
Mental Health ◽  
Rural Education ◽  
Online Learning ◽  
Music Education ◽  
Rural Schools ◽  
Music Teachers ◽  
Rural Students ◽  
Learning Needs ◽  
Rural Music

In 2020, the sudden COVID-19 outbreak brought huge economic and life losses to the whole world, affecting all walks of life in China, including the education industry which suffered from many problems, such as students' learning needs for medical health knowledge, publicity needs for public health safety, psychological and mental health protection needs, and online learning needs based on internet accelerated speed .In rural China, some rural students have physical and mental health problems due to the problems of rural population structure, infrastructure construction, talent mobility, etc. In this period, schools should pay more attention to the psychological counseling and education of rural students, on which music education has a positive impact. During the epidemic period, rural education construction around cultural revitalization was gradually implemented under the background of China's full implementation of rural revitalization strategy. In the construction of rural education, music education is an important cornerstone to promote the all-round development of students, build a rural cultural atmosphere and inherit the excellent national culture. With the change of social environment, the country music education welcomes new opportunities, but also faces some practical problems to be solved.First of all, the literature on the COVID-19 outbreak and rural music education is studied and analyzed through on-the-spot visits and investigation on the current situation of music education in rural schools. Then, interviews and records are made with rural music teachers and students. Next, discussions are made on the construction of rural music teachers, information technology of music education, cultural life of the rural masses and other aspects. Finally, relevant strategies for the development of rural music education are put forward.The COVID-19 outbreak has narrowed the channels for rural music teachers' professional promotion, and caused some problems in rural students' mental health. In addition, rural schools have some shortcomings in online learning and information education based on internet plus, and the number of rural cultural performances and activities has decreased.Education managers should take corresponding management measures to innovate the music education model with the aid of modern teaching technology. At the same time, rural schools need to maintain long-term cooperation with all sectors of society and cooperate in public health, medical resources, education resources, curriculum innovation, rural cultural activities and other aspects to ensure the real implementation, promotion and development of music education, aesthetic education and art education in the countryside during the COVID-19 epidemic.

Health and Wellness for In-Service and Future Music Teachers: Developing a Self-Care Plan

2019 ◽  
Vol 105 (4) ◽  
pp. 52-58
Author(s):  
Christa Kuebel
Keyword(s):  
Mental Health ◽  
Music Education ◽  
Stress Reduction ◽  
Music Teachers ◽  
Teacher Educator ◽  
Self Care ◽  
Music Educators ◽  
Care Plan ◽  
Health And Wellness ◽  
Teachers Experiences

Researchers have published an increasing number of reports about undergraduate music students suffering from depression, anxiety, and stress as well as of in-service teachers’ experiences with burnout. Whether an undergraduate music student, a teacher, or a teacher educator, those in our profession need to increase awareness of the prevalence of stress and mental health concerns in music education. Along with presenting information to increase mental health literacy, this article discusses the use of self-care as a form of stress reduction among current and future music educators.

Music teachers and their implementation of the new Music Curriculum Standards in China

2019 ◽  
Vol 37 (2) ◽  
pp. 178-197
Author(s):  
Zhuo Yu ◽  
Bo-Wah Leung
Keyword(s):  
Music Education ◽  
Rural Schools ◽  
Music Teachers ◽  
Current Knowledge ◽  
Curriculum Standards ◽  
Music Curriculum ◽  
Structured Interviews ◽  
Student Centered ◽  
Service Training ◽  
Trained Teachers

The Ministry of Education of China issued a new document of Music Curriculum Standards in 2011 substituting the old version of 2001. This study aims to investigate how music teachers in China implement and respond to the Curriculum Standards through a questionnaire survey and semi-structured interviews with voluntary teachers. A total of 2206 music teachers from 15 regions/provinces responded to the survey in 2015. Findings reveal that, after a few years of implementation, most teachers found different constraints in implementing the new curriculum. Trained teachers, younger teachers and experienced teachers are more receptive and capable in implementing the curriculum, while rural schools are still in a disadvantaged situation. Most teachers do not understand the concept of music education as aesthetic education. In-service training is found to be insufficient, especially in rural schools. In sum, the current ‘knowledge-centered curriculum’ might need to be redirected to the directions of society-centered and student-centered in order to make a balance.

scholarly journals A narrative of K-12 rural tenured music teachers : stories of those who stay the course

2020 ◽  
Author(s):  
◽  
Amy Haddock
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Future Research ◽  
Institutions Of Higher Education ◽  
Rapport Building ◽  
Field Notes ◽  
Emerging Themes ◽  
Rural Music ◽  
Service Music ◽  
K 12

This qualitative study examined the stories of tenured rural K-12 music teachers in northwest Missouri. The study sought to determine the reasons tenured teachers remain in rural public settings. Guided by the conceptual underpinnings of retention, rural education, and rural music education, the researcher conducted interviews with teachers and administrators, analyzed documents, and analyzed field notes collected from the six school district building sites employing the participants. Completed research helped to identify three emerging themes: (a) scheduling, (b) administration, and (c) culture. The six participating music teachers agreed the frustrations associated with scheduling could be overcome when transparent communication with administration was coupled with continual student rapport building over time. Recommendations for rural administrators, professors of pre-service music teachers at institutions of higher education, and implications for future research relevant in rural music education settings were included.

scholarly journals Readiness Levels of Music Teachers for Online Learning during the COVID 19 Pandemic

2021 ◽  
Vol 4 (3) ◽  
pp. 501-515
Author(s):  
Volkan Burak Kibici ◽  
Muhsin Sarıkaya
Keyword(s):  
Online Learning ◽  
Music Education ◽  
Music Teachers ◽  
Research Data ◽  
Educational Institutions ◽  
Data Collection Tool ◽  
Education Systems ◽  
Comparative Model ◽  
Type Of School

The COVID-19 pandemic has led to many fundamental changes in all education systems. Without adequate preparation and necessary infrastructure qualifications, many educational institutions started to implement online-based distance education systems. The benefits of online learning for music education depend on certain variables that affect the quality of online learning. One of these variables is readiness for online learning. In this context, on the basis of the causal-comparative model, the readiness of music teachers for online learning was examined by comparing them according to the variables of gender, professional seniority and type of school. The research was conducted on 203 teachers at secondary and high schools in Konya, Aksaray and Karaman using The “Readiness for Online Learning” Scale as a data collection tool. As a result of the analysis of the research data, significant differences were found in the levels of music teachers' readiness for online learning according to the variables of gender, professional seniority and the school they work at. According to participant opinions, the level of readiness for online learning of male music teachers, participants with low professional seniority and working in private schools was found to be significantly higher.

scholarly journals National Rural Education Association 106th Annual Conference and Research Symposium

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Heather E. Duncan
Keyword(s):  
Rural Education ◽  
Rural Schools ◽  
Rural School ◽  
Rural Students ◽  
Policy Implications ◽  
Annual Conference ◽  
School Partnerships ◽  
Conference Theme ◽  
Technology Applications ◽  
Education Association

The National Rural Education Association seeks presentation proposals from rural school teachers, administrators, researchers, and others interested in the future of rural education. This year’s conference theme is IMAGINE, and we are seeking presenters to share innovative practice or research related to the changing needs of rural students and the changing face of rural education.Areas of particular interest include: Rural School Innovations, Advancing Learning Through Technology, Rural School Reform, Meeting Common Core Standards, Technology Applications for School Leaders, Redesigning Learning for 21st Century Skills, Rural School Partnerships, Policy Implications for Rural Schools, and Evaluating Effects of Rural Schools.

scholarly journals Technology storylines: A narrative analysis of the rural education research

2021 ◽  
Vol 42 (2) ◽  
pp. 35-50
Author(s):  
Eizabeth S. Wargo ◽  
Jeff Simmons
Keyword(s):  
Rural Education ◽  
High School Students ◽  
Rural Schools ◽  
Narrative Analysis ◽  
Technology Use ◽  
Education Technology ◽  
Rural Students ◽  
Power Structures ◽  
School Students ◽  
Rhetorical Structures

This piece offers a systematic review of rural (P-12) education technology literature. Drawing upon a social change frame (Ogburn, 1922), current rural education technology research within the subfield is collected, examined, and synthesized. Findings explicate that methodological diversity is a strength; however, some populations (e.g., middle school teachers) have thicker coverage than others (e.g., high school students). Additionally, many studies lean on rhetorical structures about what could and should be happening in rural schools, rarely delving into the how’s and whys associated with actual technology use in rural contexts. The piece concludes with a call for scholarship which assists in shifting power structures to support rural schools in their efforts to work with technology for the betterment of rural students and communities in place.

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