VISUALIZATION AND VERBALIZATION IN THE USE OF SPECIAL MUSIC EDUCATION

2018 ◽  
pp. 63
Author(s):  
Ioannis Makris
Keyword(s):  
Music Education ◽  
Teaching Method ◽  
Good Reason ◽  
Musical Instrument ◽  
Music Teaching ◽  
Musical Work ◽  
Sheet Music ◽  
European Program ◽  
Multiple Meanings ◽  
Teaching Music

The goal of the present proposal is to present a series of techniques for teaching Music. Those techniques emerged during our music teaching sessions with mentally challenged individuals when it became imperative that we set the limitations to and framework of our teaching efforts. Lest we forget, when dealing with the framework described above, “music” becomes a term with multiple meanings for good reason: whether the teaching of music refers to the instruction process itself; or whether it touches on developing through music a series of skills such as memory, perception, and more, mentally challenged persons who have been taught music may be empowered to express themselves through some musical instrument and, by extension, participate in a musical ensemble and read sheet music with a view to reproducing a musical work or, ultimately, do both. The teaching method adopted was founded on the systematic clinical application of two (2) techniques: visualization and verbalization (e.g., of tempo and musical notes). Those two techniques had already been used within the framework of two Erasmus +KA2 European programs and were: (a) T.E.L.L. Through Music (Leader: Lithuania); and (b) M.E.L.O.S. (Leader: Greece). Additionally, they had been employed within the framework of the “Makris Method” on which the ME.L.O.S. Program was based presented at Rēzekne, Latvia (Makris, 2005). Results were highly encouraging and implemented during the course of the Erasmus + KA2 CAP European program “Cap sur l'école inclusive en Europe” (Leader: APJH – France). 

The method of emotional education in music teaching

2021 ◽  
pp. 002072092098355
Author(s):  
Hui Hong ◽  
Weisheng Luo
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Aesthetic Education ◽  
Music Teaching ◽  
True Meaning ◽  
School Music ◽  
Teaching Music ◽  
Emotional Education

Wang Guowei, a famous scholar and thinker in our country, thinks that “aesthetic education harmonizes people's feelings in the process of emotional music education, so as to achieve the perfect domain”, “aesthetic education is also emotional education”. Therefore, in the process of music education, emotional education plays an important role in middle school music teaching, and it is also the highest and most beautiful realm in the process of music education in music teaching. Music teachers should be good at using appropriate teaching methods and means. In the process of music education, they should lead students into the emotional world, knock on their hearts with the beauty of music, and touch their heartstrings. Only when students' hearts are close to music in the process of music education, can they truly experience the charm of music and realize the true meaning of music in the process of music education. Only in this way can music classes be effectively implemented The purpose of classroom emotion teaching.

scholarly journals Pedagogical Potential of Mental Practice in Teaching Brass Instruments at University

2021 ◽  
Author(s):  
Laura Muceniece ◽  
◽  
Dace Medne ◽  
Ērika Gintere ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Musical Instrument ◽  
Mental Practice ◽  
Musical Education ◽  
Brass Instruments ◽  
Second Stage ◽  
Teaching Music ◽  
Two Stages ◽  
Overall Effectiveness

At any level of musical education, it is very important to improve one’s musicianship skills, which can only be achieved through consistent training and playing their musical instrument. Physical training is a very important part of the learning process; however, its combination with mental practice has been proved to be much more effective. Although such an approach is important at all levels of musical education, the paper addresses it in the context of higher education. Thus, the aim of this study is to determine the pedagogical potential of mental practice in the process of teaching music in higher education. The research was implemented in two stages. First, a survey was conducted to gather information about the respondents’ habits when learning musical pieces. At this stage, the study involved 68 brass students from different universities around the world between the ages of 19 and 25. The second stage of the research comprised the development of the program of mental practice (PMP) with structured observation as a method and 7 participants from Latvian and Norwegian higher music education institutions. The obtained results allow to conclude that the inclusion of mental practice in the practicing routine significantly improves the overall level of concentration and stability both in the process of training and during performances. Mental practice also provides an opportunity to increase the duration of training as well as enhances the overall effectiveness of practicing and concentration during performances.

Philosophical and Theoretical Foundations

2013 ◽  
Author(s):  
Jay Dorfman
Keyword(s):  
Music Education ◽  
Critical Role ◽  
Music Teaching ◽  
Graduate Degree ◽  
Philosophy Of Music ◽  
Musical Skills ◽  
Art Form ◽  
School Music ◽  
Broad Subject ◽  
Teaching Music

Many authors have explored the ideas of philosophy and educational theory and how those ideas can serve as a foundation for teaching practices. Philosophy is a broad subject, and it is not the purpose of this book to create a new philosophy of music teaching and learning; however, we can beneficially draw on philosophical and theoretical works of others to form some foundations. By necessity, a theory of technology-based music instruction begins with a theory of music education. To deviate from this would be to neglect the important theoretical work that forms the guiding foundation of teaching in our chosen art form. The critical role of theory in this new method of teaching is to help technology-based music instructors develop dispositions that make this type of teaching less forced, more natural than it might otherwise be. The most successful technology-based music teachers are those who recognize the capacities of their students to engage with technology, to be creative, and who are willing to modify some beliefs—possibly long-held ones—to allow their students the freedom to explore and construct their musical skills and knowledge. These are difficult dispositions to develop. Understanding some important theoretical and philosophical work can help in treading that path by helping teachers acknowledge findings that have come before, and by letting us make critical decisions about the ways we teach and our students learn. The teacher in the following Profile of Practice has developed trust in his students and himself, assurance that he can promote students’ creativity, and confidence in his TBMI abilities. He knows that students come to his classes with unique worldviews, and with experiences, both musical and otherwise, accumulated over each of their lifetimes. While he does not place great emphasis on theoretical models of creativity or on articulating his own music teaching philosophy, his teaching reflects some of the most important philosophical dispositions found in effective TBMI teachers. Mr. E teaches middle school music in a relatively affluent suburb. He is fortunate to have experiences teaching music at many levels and has a wealth of formal training in music technology from both his undergraduate and graduate degree work.

scholarly journals Music Education and Folk Music

2020 ◽  
Vol 9 (1) ◽  
pp. 64
Author(s):  
Cristina Rolim Wolffenbüttel
Keyword(s):  
Music Education ◽  
Folk Music ◽  
Basic Education ◽  
Specific Work ◽  
Music Teaching ◽  
Musical Work ◽  
Music Genres ◽  
Musical Activities

This essay deals with aspects related to folk music and its insertion in music education, considering the possibilities that the pedagogical-musical work, in dialogue with the teaching of music can bring. It also presents some suggestions for activities, both in Basic Education and in a more specific work with music teaching, as in schools specialized in this teaching. Focusing on folklore and its importance in people's lives and teaching, the essay proposes the use of various folk music genres, weaving historical and musicological explanations, in order to support the planning of possible pedagogical-musical activities.

scholarly journals A Brief Analysis of Orff's Music Teaching Concept

2019 ◽  
Vol 2 (3) ◽  
pp. 21
Author(s):  
Chao Zhang
Keyword(s):  
Secondary Schools ◽  
Music Education ◽  
Folk Music ◽  
Teaching Method ◽  
Music Teaching ◽  
Profound Impact ◽  
Chinese Music ◽  
National Characteristics ◽  
Teaching Concept ◽  
The World

Orff music teaching method is one of the most famous and widely used music education systems in the world, named after Karl Orff, a famous German musician. It endows the music education with humanity and fraternity under the perspective of anthropology, which has a profound impact on music education in primary and secondary schools all over the world. During the process of Chinese folk music teaching in primary and secondary schools, we should draw on the advantages of Orff's music teaching philosophy and promote the national characteristics of Chinese music teaching.

Self-Determination Theory for Motivation in Distance Music Education

2021 ◽  
pp. 105708372110622
Author(s):  
Musbah Shaheen
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Self Determination ◽  
Practical Skills ◽  
Online Music ◽  
Teaching Music

Many researchers have discussed the feasibility of teaching and learning practical skills, such as playing a musical instrument, through distance education. One of the central issues considered in music education is that of motivation, leading educators to wonder how students might remain motivated when learning music at a distance. In this article, I use self-determination theory (SDT) as a lens for examining existing literature on distance music education to identify elements of learning environments that may contribute to, or detract from, the fulfillment of students’ psychological needs. I oriented my reading of the literature toward offering insights on the nature of motivation in online music education and providing educators with tools informed by SDT to maintain and nurture motivation when teaching music online.

Fantasies and Other Romanticized Concepts of Music Teaching: A Cross-Cultural Study of Chinese and North American Music Education Students’ Images of Music Teaching

2002 ◽  
Vol os-39 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Manny Brand ◽  
Lori Dolloff
Keyword(s):  
Music Education ◽  
North American ◽  
American Music ◽  
Education Majors ◽  
Music Teaching ◽  
Education Students ◽  
International Context ◽  
Cross Cultural Study ◽  
Teaching Music ◽  
Music Education Majors

Within an international context, this article reports on the use of drawings by Chinese and North American music education majors as a means of examining these students’ images, expectations, and emerging concepts of music teaching. By studying and discussing these drawings within the methods class, it is hoped that these music education majors could project their present orientation toward music teaching. Several common themes were seen in both the Chinese and North American drawings. Individual drawings are analyzed and included as evidence of archetypal images and signifiers. It is proposed that these students’ drawings might serve as a means of uncovering, analyzing, and challenging music education students as they begin the career-long task of reconciling romanticized notions with more realistic experiences in teaching music.

scholarly journals Explore the Importance of Strengthening Folk Music Theory Learning in Music Lessons in Hohhot

2019 ◽  
Vol 3 (2) ◽  
pp. 171
Author(s):  
Zhang He
Keyword(s):  
Music Education ◽  
Music Theory ◽  
Folk Music ◽  
Teaching Method ◽  
Music Teaching ◽  
Related Concept ◽  
Teaching Reform ◽  
School Music ◽  
Concept Art ◽  
New Education

<p>At present our country's arts school is pushing new education plan, this made the related concept art education as well as major changes have taken place in the education mode. Also let the school music education realize the meaning of folk music is important, in the process of teaching reform, the local folk music also showed a more important role. In this paper, through the study of the characteristics and connotation of the folk music, we will sort out how to strengthen the learning and promotion of the folk music theory in the school music education in Hohhot. Based on the combination of music education and folk music, a more practical and complete music teaching method and system is constructed.</p>

scholarly journals The State of the Art in Music Education Research in Brazil

2019 ◽  
Vol 8 (1) ◽  
pp. 18
Author(s):  
Cristina Rolim Wolffenbüttel ◽  
Romeu Riffatti ◽  
Guilherme Da Silva Ramos
Keyword(s):  
Music Education ◽  
Basic Education ◽  
State Of The Art ◽  
Strong Relationship ◽  
Scientific Production ◽  
The State ◽  
Music Teaching ◽  
Musical Work ◽  
The Impact ◽  
Education In Brazil

This article presents the results of research that aimed to map the scientific production in Music Education in the last twelve years. The reason for this dating lies on the fact that in 2006 a process was started for the insertion of music in schools, through Bill No. 330, culminating in Law No. 11.769/2008, which provides for the obligation of music teaching in basic education. Subsequently, Resolution No. 2 consolidated this obligation. From then on, there was an increase in scientific production in Music Education in Brazil. Thus, this research came from the questions: What subjects have been investigated in Music Education in Brazil in the last twelve years? What methodologies were used in these surveys? What are the theoretical references that underlie these investigations? What is the impact of these research studies on the Brazilian scientific scenario? Based on these questions, this research aimed to investigate the state of the art of musical education in Brazil in the last twelve years. The methodological design of the research was developed from data collection via the Internet, and data analysis was based on the use of content analysis. Among the results, it was observed that the themes of research in Music Education have been diversified, presenting a strong relationship with the political and educational issues involved and which underlie the pedagogical-musical work.

Assessment of Music Learning in the Italian Education System

2019 ◽  
pp. 251-272
Author(s):  
Dario DeCicco
Keyword(s):  
Music Education ◽  
School System ◽  
Musical Instrument ◽  
General Music ◽  
Music Teaching ◽  
Music Learning ◽  
Italian School ◽  
System P ◽  
Teaching Learning ◽  
Assessment Procedures

The topic of assessment in the Italian educational system has gained a more and more central role in the national scientific and institutional debate. The recent reforms of the Italian school system have focused on the integration of the assessment procedures within the European framework and the changes to the Italian school system. The chapter focus is on the analysis of the assessment of music learning in several kinds of schools with music teaching, both as general music education and as the training in the performance of a musical instrument. It will offer a comparison between the normative prescriptions and the evolution of the pedagogical, psychological, and didactical approaches in the different aspects of music teaching/learning. Attention is also given to assessment in high artistic and musical education (conservatories) and universities, where the need of a “professionalizing” curriculum perfectly combines with the principles of specialized teachings.

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