scholarly journals TEACHER'S MUSIC ACTIVITIES IN THE CLASSROOM AS A PREREQUISITE FOR IMPROVEMENT OF MUSIC EDUCATION

2018 ◽  
Vol 2 ◽  
pp. 395
Author(s):  
Asta Rauduvaite ◽  
Yanran Li
Keyword(s):  
Music Education ◽  
General Education ◽  
Positive Emotions ◽  
Structured Interviews ◽  
Transferable Skills ◽  
Personal Involvement ◽  
Musical Activity ◽  
Meaningful Relationship ◽  
Teaching Music ◽  
Musical Activities

The relevance of the research is realized through the search for the music teacher’s activities that help to improve the process of music education while fostering the learner’s aesthetic and meaningful relationship to music. The object of the research is a music teacher’s activity of teaching music in general education school. The aim of the research is to analyse the improvement opportunities of a music teacher’s activity during music lessons in seventh-eighth grades in general education schools. The methods of the research include the analysis of scientific literature and documents of education; semi-structured interviews with music teachers; a written survey; quantitative and qualitative data analysis. According to the collected data, a variety of musical activities helps to develop learners’ inborn musical abilities, provide a favourable learning environment with an opportunity to develop the learners’ musicianship and presuppose their transferable skills. In this context, teachers’ active and creative musical involvement helps the learner to experience more positive emotions. Such a personal involvement and cooperation serve as a major condition for the improvement of the teachers’ musical activity. An inappropriate choice of the activities can lead to dissatisfaction and be the main reason for failure. The teachers’ participation in musical activities could encompass a number of music modes, which could create a more attractive and productive activity in the lesson:  a teacher – a performer – a listener – a facilitator – a leader.

Developing Musical Creativity Through Activity Theory in an Online Learning Environment

2018 ◽  
Vol 8 (2) ◽  
pp. 57-74 ◽  
Author(s):  
Chih-Feng Chien ◽  
Brent G. Walters ◽  
Ching-Yieh Lee ◽  
Ching-Jung Liao
Keyword(s):  
Music Education ◽  
General Education ◽  
Activity Theory ◽  
Structural Equation ◽  
Sem Analysis ◽  
Equation Modeling ◽  
Digital Learning ◽  
Online Activity ◽  
Musical Creativity ◽  
Musical Activities

An online general education platform, e-Holistic (e-HO), was developed to support digital learning. Following Burnard's (2007) adoption of Activity Theory (AT) in designing music education to galvanize learners' creativity, the authors' study extended her theoretical framework through a hypothetical model they designed. From AT, this article investigates a number of elements—musical activities (tools), e-HO (community), emotional arousal (object), and musical creativity (outcome). Through the operation of the AT system, 733 students immersed in musical activities in e-HO were able to compose music even without any musical background. The purpose of this article is to report how an e-HO online activity helps arouse students' emotions and inspire their musical creativity. The structural equation modeling (SEM) analysis indicates that all research hypotheses were supported, and the musical activities on e-HO predicted 71.6% of students' self-assessed musical creativity. Finally, the implications of the authors' findings are reported for the future development of online musical education.

Administrators' Ratings of Competencies for an Undergraduate Music Education Curriculum

1978 ◽  
Vol 26 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Joel R. Stegall ◽  
Jack E. Blackburn ◽  
Richard H. Coop
Keyword(s):  
Music Education ◽  
General Education ◽  
Student Teaching ◽  
Professional Education ◽  
Undergraduate Curriculum ◽  
Education Curriculum ◽  
Applied Music ◽  
Education Professional ◽  
Music Ensembles ◽  
Teaching Music

The purpose of this study was to develop ratings by National Association of Schools of Music member institutions of competencies for an undergraduate curriculum in music education. Competencies were limited to the cognitive aspects of basic musicianship, applied music, and music education methods. Competencies in general education, professional education (including student teaching), music ensembles, and competencies in the affective and psychomotor domains were excluded. Testing conditions and criteria also were excluded. A questionnaire composed of 99 competencies was mailed to each of the NASM schools believed to offer undergraduate degrees in music education. The respondents were asked to indicate their opinion of the value of each competency by rating it on a scale from one (low) to five (high). The result of the study is a list of 84 competencies with a mean rating of 3.5 or higher.

scholarly journals Dziecięcy świat dźwięków — edukacja muzyczna dziecka w wieku przedszkolnym

2021 ◽  
pp. 51-59
Author(s):  
Monika Semik ◽  
Małgorzata Tęczyńska-Kęska
Keyword(s):  
Music Education ◽  
Preschool Child ◽  
Psychomotor Performance ◽  
The Body ◽  
Children's Music ◽  
Directed Movement ◽  
Auditory Analyzer ◽  
Musical Education ◽  
Musical Activity ◽  
Musical Activities

Children’s world of sounds — musical education of a preschool child Music is around us — every day music is the noise of trees, the rustle of leaves, the sound of a passing tram, the barking of a dog. We learn it while studying in kindergarten and school, but above all at home. This is where the child learns the first melodies. Initially, these are sounds from the immediate environment, starting with the mother’s heartbeat and the melody of her words. Then we expand our knowledge of sounds with children’s counting, acoustic experiments, short song chants, kindergarten songs and music accompanying the game. It’s all a child’s world of sounds, but what’s the key to that? The natural musical development of humans is observed between the ages of 1 and 13, and this is when the most important changes take place in the body, including the maturation of the auditory analyzer and psychomotor performance. Therefore, a variety of musical activities of parents, and then teachers, which are aimed at developing the child’s musical abilities, are very significant at this time. They can be realized by singing together, listening to music of different styles, creating ostinato on instruments and simple instrumentation. Free and directed movement as well as instrumental improvisation are also important. To understand music, you need to be extremely sensitive to its beauty. This is a trait that cannot be taught to children just like that, but it is possible to create any conditions for them to experience music emotionally. This main goal of children’s music education should be realized with the use of five forms of musical activity, which will be discussed in detail in this article.

On ‘Listening’ in Music Education Brian Loane

1984 ◽  
Vol 1 (1) ◽  
pp. 27-36 ◽  
Author(s):  
Brian Loane
Keyword(s):  
Music Education ◽  
The Other ◽  
Musical Experience ◽  
Crucial Difference ◽  
Musical Activity ◽  
Supportive Role ◽  
Explicit Analysis ◽  
And Performance ◽  
The One ◽  
Musical Activities

The article suggests that ‘Composing / Performing / Listening’ may be an inadequate way to categorise musical activities, particularly because any musical activity is a sort of listening. There is a discussion of the educationally crucial difference between ‘audience-listening’ on the one hand, and ‘composition-listening’ and ‘performance-listening’ on the other. It is suggested that musical experience is itself thinking embodied in sound, and that explicit ‘analysis-of-listening’ plays a supportive role.In this light, the article proposes an alternative way to categorise musical activities, and indicates some possible conclusions for the curriculum and for assessment.

scholarly journals Applicability of an applied music notation system: A case study of Figurenotes

2019 ◽  
Vol 37 (4) ◽  
pp. 654-666 ◽  
Author(s):  
Sanna Kivijärvi
Keyword(s):  
Music Education ◽  
General Education ◽  
Educational Practice ◽  
Music Notation ◽  
Structured Interviews ◽  
Voluntary Work ◽  
Applied Music ◽  
Educational Method ◽  
Notation System ◽  
Learning And Teaching

The purpose of this study is to examine the applicability of an applied music notation system, Figurenotes, by using the concept of educational method as theoretical lens. Figurenotes is examined through this lens at two levels: the micro level of music educational practice and the macro level of advancement of educational policies. The study is based on semi-structured interviews with experts in music education, special and general education, educational policy, music therapy, voluntary work, and music business as well as with students, clients, parents, and the developers of Figurenotes. The findings emphasise that the application of Figurenotes lowers the threshold for learning and teaching music, and is especially applicable in educational situations where the student’s cognitive load needs to be lessened. It is concluded that Figurenotes can be seen both as a pedagogical approach and as a method for advancing educational equity.

scholarly journals A study of the difficulties that preschool teachers’ experience in performance of musical activities in terms of various variables

2017 ◽  
Vol 14 (1) ◽  
pp. 441
Author(s):  
Ilgım Kılıç ◽  
Şefika İzgi Topalak ◽  
Tarkan Yazıcı
Keyword(s):  
Music Education ◽  
Basic Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Personal Characteristics ◽  
Preschool Period ◽  
Musical Activity ◽  
Education Needs ◽  
Musical Activities

Music education in preschool period is of capital importance to allow individual to use basic education and develop positive attitude to music. The reason is that preschool education provides rich-stimulant environments that are suitable for development level and personal characteristics of early-aged individuals, and helps them to develop themselves in mental, physical, emotional and social terms, and also braces them for primary education. For this reason, the quality of musical activities by preschool teachers and the difficulties become crucial. This study, as a qualitative research, has focused on 20 teachers, commissioned in official preschool institutions in Trabzon-City Centrum during 2013-2014 education period, and it's been determined that teachers experience the difficulties due to musical activity applications, characteristics of teachers and in-service education needs. 

scholarly journals Development of preschoolers’ musical abilities by means of the K. Orff's method: theoretical aspects

2020 ◽  
pp. 128-144
Author(s):  
Oksana Mkrtichian
Keyword(s):  
Music Education ◽  
Positive Emotions ◽  
System Analysis ◽  
Preschool Education ◽  
Educational Process ◽  
Speech Communication ◽  
Pedagogical Approach ◽  
Motivation For Learning ◽  
Methods Of Synthesis ◽  
Teaching Music

The article reveals the problem of forming a comprehensively developed child’s personality by means of musical art. The development of the child, his or her formation as a person is a significant problem of preschool education. One of the ways to achieve this goal is to involve children in the process of music education, which has a great impact on child development. The purpose of the article is to reveal the influence of the Karl Orff’s concept of music education on the preschoolers’ musical abilities. Research methods at the scientific and theoretical level include: method of analysis – the analysis of scientific and methodological literature, methods of teaching music, methods of synthesis and generalization; system analysis – to display the basic components of the methodology. The results. On the basis of the conducted analysis, the principles of the pedagogical approach of Karl Orff and features of aesthetic education of children in the conditions of the given system were defined. Since preschool education requires new approaches in the context of the development of preschoolers by means of musical art, it is advisable to introduce the K. Orff’s method in the educational process of preschool institution. Moreover it is proved that the presence of music in the educational process opens opportunities for the harmonious development of preschool children. K. Orff’s musical and pedagogical approach is a concentrated carrier of the ideas of humanistic pedagogy, pedagogy of the freedom of creative personality. Conclusions. K. Orff’s method is spreading and influencing the music education of Ukraine, involving Ukrainian culture in the educational process, using folk and children’s songs, elementary music, which is an act of elementary self-expression, to which man is adapted by nature. Consequently, the K. Orff’s methods is universal, flexible and open, which allows us to combine its principles with various methods of music education, which is spread and successfully used in preschool institution; and the creation of special pedagogical conditions, the use of aesthetic techniques and musical means in the classroom with the active participation of children helps them to keep the dominance of positive emotions, significantly increases motivation for learning and music, has an effective impact on motor, speech, communication and psychological development.

Teaching Music in Higher Education

2020 ◽  
Author(s):  
Colleen M. Conway
Keyword(s):  
Higher Education ◽  
Music Education ◽  
General Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
The United States ◽  
Effective Teacher ◽  
Developmental Needs ◽  
Teaching Music ◽  
Music Education Majors

This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on learner-centered pedagogy or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of teaching as transmission is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, the book relies on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching.

Fray Pedro de Gante Pioneer American Music Educator

1979 ◽  
Vol 27 (1) ◽  
pp. 21-28
Author(s):  
George Heller
Keyword(s):  
United States ◽  
Music Education ◽  
Multicultural Education ◽  
General Education ◽  
Student Teaching ◽  
The United States ◽  
American Music ◽  
Western Hemisphere ◽  
European Standards ◽  
Teaching Music

Fray Pedro de Gante was an important figure in the history of American music education. His life and work in Mexico City predate similar activities in the United States by at least a century. He worked in a radically changing ethnic arld sociocultural environment and was a principal agent in the acculturation process. In teaching music he also became involved in the arts in general education, multicultural education, and student teaching. He was the first European to teach music in the Western hemisphere and taught thousands of students during his 45-year tenure. His school served as a model for later Franciscan schools in the southwestern United States. The documents show that he was not only successful by European standards, but that he was also highly respected and admired by the Indians he taught.

Design and Analysis for Quantitative Research in Music Education

2018 ◽  
Author(s):  
Peter Miksza ◽  
Kenneth Elpus
Keyword(s):  
Education Research ◽  
Data Analysis ◽  
Music Education ◽  
General Education ◽  
Research Design ◽  
Quantitative Research ◽  
Traditional Design ◽  
Design Type ◽  
To Come ◽  
Analytical Approaches

This book is an introduction to quantitative research design and data analysis presented in the context of music education scholarship. The book aims for readers to come away with a familiarity of prototypical research design possibilities as well as a fundamental understanding of data analysis techniques necessary for carrying out scientific inquiry. The book includes examples that demonstrate how the methodological and statistical concepts presented throughout can be applied to pertinent issues in music education. For the majority of Part I, the strategy is to present traditional design categories side by side with explanations of general analytical approaches for dealing with data yielded from each respective design type. Part II consists of chapters devoted to methodological and analytical approaches that have become common in related fields (e.g., psychology, sociology, general education research, educational policy) but are as yet not frequently exploited by music education researchers. Ultimately, this work is motivated by a desire to help scholars acquire the means to actualize their research curiosities and to contribute to the advancement of rigor in music education research throughout the profession at large.

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