scholarly journals Can student interdependence be experienced negatively in collective music education programmes? A contextual approach

2017 ◽  
Author(s):  
Marc Sarazin
Keyword(s):  
Music Education ◽  
School Context ◽  
Education Programme ◽  
Disadvantaged Students ◽  
Positive Outcomes ◽  
Contextual Approach ◽  
Mixed Methods Case Study ◽  
Music Making ◽  
And Training

Many studies and accounts argue that collective music-making can contribute to building social cohesion and training social skills, and particularly that student interdependence in collective music education programmes can foster this. I argue that this implies two assumptions: first, that students mostly experience interdependence in music programmes positively, and second that their experiences of interdependence are not significantly affected by their experiences in other settings. To address these assumptions, this paper reports on findings from a mixed-methods case study of a French in-school collective music education programme targeting disadvantaged students. The findings suggest that students could experience interdependence negatively in the music programme, and that this was informed by the tendency for interdependence to be framed negatively in the school context. Further, the study suggests that the school's pedagogical notion of the cadre led students to frame negative interdependence not as an encouragement to act cohesively, but rather as an adult imposition. The paper ends by discussing the implications of these findings and arguing for further studies investigating the mechanisms that link different collective music-making and educational settings with positive outcomes.

scholarly journals Making music, making language

2020 ◽  
Vol 1 (1) ◽  
pp. 44-65
Author(s):  
Ofelia Garcia ◽  
Angélica Ortega
Keyword(s):  
Social Change ◽  
Music Education ◽  
Meaning Making ◽  
Education Programme ◽  
Crack Open ◽  
Music Making ◽  
El Sistema

This article reframes how the making of music by minoritized bilingual Latinxchildren is interrelated to their languaging and their literacies’ performances.Taking a translanguaging approach, musicking/languaging/performing literacies are described here as holistic critical meaning-making processes. Focusing on the process by which students make meaning of texts, and not simply on the output or product of such meaning-making, this article shows how a music education programme based on El Sistema and designed for social change transforms minoritized children’s critical sense of their positions and subjectivities as producers of language and literacies. Through music education, long considered only an enrichment activity from which language minoritized students are often excluded, bilingual Latinx children are able to crack open a vision for themselves and others as competent, dignified, and valid meaning-makers—as performers of complex acts of language and literacies.

Bubble Tea pop: Christine makes Mandopop

2019 ◽  
Vol 3 (1) ◽  
pp. 29-50 ◽  
Author(s):  
Adam Patrick Bell ◽  
Christine Chen
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Qualitative Method ◽  
Music Making ◽  
Musical Background ◽  
Learning Journey

The purpose of this case study was to examine Christine’s learning journey and music-making processes of songwriting in the Mandopop style over the course of a series of lessons. We begin this article by outlining our purpose and qualitative method, followed by a primer on Chinese popular music (C-pop). Next, we present a portrait of Christine to provide some context of her musical background, how she became interested in C-pop, and how she became interested in songwriting. We then proceed to describe Christine’s four-month songwriting journey with Adam as her instructor, and conclude by considering the implications of this case study for making Mandopop in music education.

scholarly journals ENHANCING ENTREPRENEURSHIP IN LEARNERS – AN IMPLEMENTATION AND EVALUATION OF ENTREPRENEURSHIP EDUCATION THROUGH MUSIC EDUCATION

2014 ◽  
Vol 59 (1) ◽  
pp. 34-48
Author(s):  
Lenita Hietanen ◽  
Satu Uusiautti ◽  
Kaarina Määttä
Keyword(s):  
Learning Environment ◽  
Music Education ◽  
Key Words ◽  
Business School ◽  
Basic Education ◽  
School Context ◽  
Entrepreneurship Education ◽  
Seventh Grade ◽  
Entrepreneurial Education

Entrepreneurship education is recommended to be a part of education already from the beginning of children’s school paths. Often, entrepreneurship education has been defined in a political level and through economic ideologies. However, one of the goals of entrepreneurship education is to achieve entrepreneurial ways of acting regardless of the context or community. This study is a case study of the implementation of entrepreneurship education in music education in basic education. The findings introduce and evaluate the pedagogical solutions in the music education of one Finnish seventh grade. The pupils were given opportunities to set their own goals, experiment multiple options, make decisions and reflect on their actions. They were encouraged and guided to become aware of their entrepreneurial features, skills, and ways of acting. The most important result was that entrepreneurial education can be included in basic education. Suggestions for teachers are given based on the findings. Key words: basic education, entrepreneurial way of acting, entrepreneurship education, learning environment, music education, non-business school context.

scholarly journals Musical free play: A case for invented musical notation in a Hong Kong kindergarten

2010 ◽  
Vol 27 (2) ◽  
pp. 127-140 ◽  
Author(s):  
Wing Chi Margaret Lau ◽  
Susan Grieshaber
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Education Programme ◽  
Free Play ◽  
Mixed Methods Study ◽  
Musical Education ◽  
Musical Notation ◽  
Musical Creativity ◽  
Kindergarten Class

Drawn from a larger mixed methods study, this case study provides an account of aspects of the music education programme that occurred with one teacher and a kindergarten class of children aged three and four years. Contrary to transmission approaches that are often used in Hong Kong, the case depicts how musical creativity was encouraged by the teacher in response to children's participation during the time for musical free play. It shows how the teacher scaffolded the attempts of George, a child aged 3 years and 6 months, to use musical notation. The findings are instructive for kindergarten teachers in Hong Kong and suggest ways in which teachers might begin to incorporate more creative approaches to musical education. They are also applicable to other kindergarten settings where transmission approaches tend to dominate and teachers want to encourage children's musical creativity.

Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion

2020 ◽  
Vol 38 (4) ◽  
pp. 537-562
Author(s):  
Renée Crawford
Keyword(s):  
Music Education ◽  
Intercultural Competence ◽  
Social Inclusion ◽  
Belief Systems ◽  
Education Programme ◽  
Learning Activities ◽  
Music Learning ◽  
The Social ◽  
Multiple Case

Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic.

The Use of Neuroplastic Principles Affects the Swallow Motor Plan of a Patient in Severe Cognitive Decline: A Case Study

2016 ◽  
Vol 1 (15) ◽  
pp. 79-83
Author(s):  
Ed Bice ◽  
Kristine E. Galek
Keyword(s):  
Central Nervous System ◽  
Cognitive Decline ◽  
Full Range ◽  
Movement Speed ◽  
Positive Outcomes ◽  
Verbal Cues ◽  
Motor Plan ◽  
Bolus Size ◽  
The Central Nervous System

Dysphagia is common in patients with dementia. Dysphagia occurs as a result of changes in the sensory and motor function of the swallow (Easterling, 2007). It is known that the central nervous system can undergo experience-dependent plasticity, even in those individuals with dementia (Park & Bischof, 2013). The purpose of this study was to explore whether or not the use of neuroplastic principles would improve the swallow motor plan and produce positive outcomes of a patient in severe cognitive decline. The disordered swallow motor plan was manipulated by focusing on a neuroplastic principles of frequency (repetition), velocity of movement (speed of presentation), reversibility (Use it or Lose it), specificity and adaptation, intensity (bolus size), and salience (Crary & Carnaby-Mann, 2008). After five therapeutic sessions, the patient progressed from holding solids in her mouth with decreased swallow initiation to independently consuming a regular diet with full range of liquids with no oral retention and no verbal cues.

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