scholarly journals On the Reform Strategy of Music Education in Primary and Middle Schools under the Background of Quality Education

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Weidong Xie
Keyword(s):  
Middle Schools ◽  
Secondary Schools ◽  
Music Education ◽  
Education Reform ◽  
High Efficiency ◽  
Quality Education ◽  
Music Teaching ◽  
Teaching Activities ◽  
Reform Strategy

The continuous and in-depth implementation of the education reform system in primary and secondary schools has made teachers pay more attention to the importance of quality education. Therefore, how to ensure the effective advancement of education reform has become a key issue that needs to be resolved. From different perspectives, this article explores the main ways of reforming music education in primary and secondary schools, hoping to provide other teachers with more valuable reference while ensuring the high-efficiency of music teaching activities.

scholarly journals An Analysis of the Path of Music Education Reform in Colleges and Universities from the Perspective of National Cultural Heritage

2021 ◽  
Vol 3 (3) ◽  
pp. 44
Author(s):  
Li Li
Keyword(s):  
Music Education ◽  
Education Reform ◽  
National Culture ◽  
Colleges And Universities ◽  
Quality Education ◽  
Music Teacher ◽  
Music Teaching ◽  
New Era ◽  
Musical Literacy

Music education is one of the most important contents in the process of quality education in colleges and universities. With the deepening of the education system, how to make students have high musical literacy is particularly important. As a music teacher in colleges and universities in the new era, we should pay attention to the irreplaceable role of national culture in the reform of music teaching. From the perspective of national culture, this paper discusses the reform of music teaching, hoping to promote the development of music education in colleges and universities.

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.

Application Research of Information Technology in Music Education

2014 ◽  
Vol 1044-1045 ◽  
pp. 1577-1580
Author(s):  
Hai Yan Huang ◽  
Zhong Chen
Keyword(s):  
Information Technology ◽  
Music Education ◽  
Education Reform ◽  
Teaching Effectiveness ◽  
Computer Hardware ◽  
Music Teaching ◽  
Media Technology ◽  
Teaching Resources ◽  
Modern Music ◽  
Technology In Teaching

The continuous development of information technology has been widely used in modern education sector. Music is in change mode of education reform period, the use of media technology in teaching effectiveness, improving fit and modern music teaching information, teaching resources are fully utilized. Information technology can be applied to many music teaching resources, especially the Internet and multimedia technologies, to expand the field of music teaching resources provide great help, plus many support computer hardware and software, will be the main future of music education reform measures.

Research on the Sustainable Developing Construction Space Design of Primary and Secondary Schools

2011 ◽  
Vol 243-249 ◽  
pp. 6474-6478
Author(s):  
Shu Ting Li ◽  
Kun Zhou ◽  
Zhi Min Li
Keyword(s):  
Secondary Schools ◽  
Education Reform ◽  
21St Century ◽  
Teaching Method ◽  
Education Development ◽  
Construction Land ◽  
Teaching Activities ◽  
Main Street ◽  
Space Design ◽  
Functional Units

At present in China the majority of primary and secondary schools teaching space takes “the long corridor connecting fixed ordinary classroom” as a characteristic, it cannot meet the need of education reform for all -around development in the 21st century. This article firstly introduced overseas spatial constitution pattern with “main street series connecting functional units” in education development advanced area , then analyzed and elaborated that the spatial constitution pattern have certain superiority, either in saving the construction land, or in adaptation emerging teaching method and satisfying the needs of teaching activities. It is significant for primary and secondary schools construction in China to learn from this spatial constitution pattern.

Feminist Cyber-Artivism, Musicing, and Music Teaching and Learning

2020 ◽  
pp. 291-312
Author(s):  
Marissa Silverman
Keyword(s):  
Social Media ◽  
Music Education ◽  
Case Studies ◽  
Teaching And Learning ◽  
The Body ◽  
The Internet ◽  
Philosophical Investigation ◽  
Music Teaching ◽  
Music Making ◽  
The Voice

This chapter asks an important, yet seemingly illusive, question: In what ways does the internet provide (or not) activist—or, for present purposes “artivist”—opportunities and engagements for musicing, music sharing, and music teaching and learning? According to Asante (2008), an “artivist (artist + activist) uses her artistic talents to fight and struggle against injustice and oppression—by any medium necessary. The artivist merges commitment to freedom and justice with the pen, the lens, the brush, the voice, the body, and the imagination. The artivist knows that to make an observation is to have an obligation” (p. 6). Given this view, can (and should) social media be a means to achieve artivism through online musicing and music sharing, and, therefore, music teaching and learning? Taking a feminist perspective, this chapter interrogates the nature of cyber musical artivism as a potential means to a necessary end: positive transformation. In what ways can social media be a conduit (or hindrance) for cyber musical artivism? What might musicing and music sharing gain (or lose) from engaging with online artivist practices? In addition to a philosophical investigation, this chapter will examine select case studies of online artivist music making and music sharing communities with the above concerns in mind, specifically as they relate to music education.

Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

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.

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