scholarly journals Methodical Approach to Research of Musical Pedagogy History

2021 ◽  
Vol 20 (2) ◽  
pp. 113-120
Author(s):  
Marina G. Kruglova ◽  
Keyword(s):  
Music Education ◽  
21St Century ◽  
Education System ◽  
Scientific Research ◽  
General Music ◽  
Music Pedagogy ◽  
Russian Science ◽  
Methodical Approach ◽  
Complex Phenomena ◽  
Art Pedagogy

The arsenal of methodology of history and theory of musical pedagogy in Russian science of the beginning of the 21st century is actively expanding due to concepts and approaches from the field of philosophy, aesthetics, cultural studies, psychology, sociology and art science in general. Music pedagogy today is studied on the basis of sociocultural, axiological, semiotic, civilizational, paradigmic, intonational, hermeneutic and dialogical methods considered in the article. The fundamental principles of these methods are determined, due not only to the connection between musical art and pedagogy, but also to their capabilities, allowing the researcher to penetrate into the depths of complex phenomena and processes of the music education system. Modern realities of art pedagogy make scientists prefer a paradigm approach, in which symbolic, psychoanalytic and structural paradigms stand out as the basis for scientific research on musical pedagogy of the beginning of the 21st century.

Attention To Music In The Years Of Independence: A New Approach To Scientific Research

2020 ◽  
Vol 2 (09) ◽  
pp. 395-398
Author(s):  
Sultanov A. ◽  
Tajiboev E.
Keyword(s):  
Music Education ◽  
Education System ◽  
Scientific Research ◽  
Educational Technologies ◽  
New Approach ◽  
Modern Methods

This article reveals the attention paid to music education in Uzbekistan, the new approach implemented in the education system, the development of pedagogical educational technologies and modern methods based on long-term independence.

Developing 21st-Century Musicianship: Tablet-based Music Production in the General Music Classroom

2021 ◽  
pp. 104837132110344
Author(s):  
Jason Fick ◽  
Chris Bulgren
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
21St Century ◽  
Contemporary Music ◽  
Music Instruction ◽  
Technology Skills ◽  
General Music ◽  
Music Classroom ◽  
Music Production ◽  
Essential Skills

Increased availability of tablets at home and in classrooms provides educators access to a powerful tool for music instruction. Music production lessons on tablets offer alternate approaches to developing music literacies while teaching valuable technology skills. These activities are ideal for general music education because they align with contemporary music practices and are adaptable to a variety of learning environments (in person, remote, and hybrid). This article will present a model for tablet-based music production instruction in the general music classroom that aligns with the National Core Arts Standards and accompanying process components grounded in five essential skills: sequencing, recording, editing, effects processing, and mixing.

The Role of Orff Approach to Music Education

2020 ◽  
Author(s):  
Tamás Szalai
Keyword(s):  
Music Education ◽  
Education System ◽  
Music Pedagogy ◽  
Music Educator ◽  
Orff Schulwerk ◽  
Alternative Music ◽  
Concise Review ◽  
Carl Orff ◽  
Methodological Aspects

The German-born music educator and composer, Carl Orff began to develop his own music education system in the 1920s and 1930s. This paper gives a concise review of the Orff concept from historical, educational theoretical, and methodological aspects based on available literature. Topics include the Orff instrumentation as the defining methodological element of the Orff concept, the internationalization of the Orff concept in America, as well as the training of current Orff educators. Keywords: Orff Schulwerk, music education, alternative music pedagogy

Demystifying World Music Education: From Guiding Principles to Meaningful Practice

2018 ◽  
Vol 32 (2) ◽  
pp. 18-23
Author(s):  
Jennifer M. Mellizo
Keyword(s):  
Music Education ◽  
Music Educators ◽  
World Music ◽  
Theory And Practice ◽  
General Music ◽  
Music Pedagogy ◽  
Music Curriculum ◽  
Music Learning ◽  
Music Educator ◽  
World Music Pedagogy

Over the past several decades, music education scholars have put forth a variety of convincing rationales for world music education. Yet the gap between theory and practice in this area persists. In theoretical ways, practicing music educators acknowledge the value of world music learning experiences, but many remain reluctant to fully embrace and embody this approach in practice. Through this article, one practicing general music educator shares her personal experience of writing, implementing, and subsequently observing another music educator use a new world music curriculum resource, inspired by the music traditions of the Fon people in southern Benin. As our understanding of world music pedagogy continues to evolve, more practicing music educators should share their unique perspectives and experiences. These “snapshots” from the field can help other (perhaps more hesitant) music educators envision what this pedagogical approach might look like in their own classrooms.

scholarly journals Meeting music pedagogy and music psychology: Contribution to the study of contemporary professional music education

Artefact ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 33-48
Author(s):  
Danijela Zdravić-Mihailović
Keyword(s):  
Music Education ◽  
Scientific Discipline ◽  
General Music ◽  
Music Pedagogy ◽  
Music Psychology ◽  
Starting Point ◽  
Special Scientific ◽  
Definition Of ◽  
The Relationship

This paper discusses the research of psychologists and pedagogues which are committed to issues of professional music education. The statement of Ksenija Radoš (2010) that the psychologist-researchers and music pedagogues pass each other on the same way, and that they go on parallel paths toward the same goals, encountering the same obstacles, and yet never really meet, is the starting point for the review of the relationship between these disciplines. as the first step of our research, the definition of a 'common way' is imposed, and then testing the connection of current issues of music education and music psychology. according to our understanding, there are several important reasons for the mentioned situation in music education: focusing music pedagogy on general music education and 'late' awakening of pedagogy of professional music education as a special scientific discipline; obsolescence of the curriculum of professional music education and insufficient cooperation between music pedagogues and psychologists-researchers. Interplay of these disciplines, implemented through the planned conducted research that focuses on the problems of professional music education, could be an important support for the development and improvement of specific areas of music pedagogy.

NEW MODEL OF MUSEUM EDUCATION ACTIVITIES IN THE 21ST CENTURY

2020 ◽  
Vol 86 (1) ◽  
pp. 64-72
Author(s):  
D.A Bakieva ◽  
Keyword(s):  
21St Century ◽  
Education System ◽  
Museum Education ◽  
New Model ◽  
Methodological Basis ◽  
Sociocultural Approach ◽  
System Changes ◽  
New Form

The article outlines the need to create a new didactic model of museum education activities, which will form the basis for its interaction with school. This need arises from visitors’ personality alternations, which cause education system changes as well as changes in the principal functions of the museum. The new model of school-museum interaction is based on a sociocultural approach, which is considered to be a methodological basis for education activities. . The new form of interaction involves the introduction of new didactic tools into museum education activities.

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.

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