The characteristics of applying computer technologies in the process of musical education

2016 ◽  
Vol 5 (2) ◽  
pp. 95
Author(s):  
Jolanta Abramauskienė
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
New Approach ◽  
Trainee Teachers ◽  
Musical Education ◽  
Internet Resources ◽  
Computer Technologies ◽  
New Information ◽  
Teachers Attitudes ◽  
Education Process

<p>On the basis of research material analysis the paper aims to determine the changes happening in music education, which were brought about by the application of computer technologies. The possible trends of applying computer technologies in musical education are analyzed. The changes in the society and the development of computer technologies promote a new approach to the process of musical education. The use of computer technologies in the process of musical education presents new opportunities: music can be recorded, created, it is possible to ply different instruments, learn the theory of music, develop one‘s hearing, search for new information by means of the internet resources. Computer technologies is significant for the professional competences of the trainee teachers of music and can complement tne training of teachers of music. The article presents the analysis of the future teachers’ attitudes to the application of computer technologies in musical education and highlights the characteristics of computer technologies use. The results of the survey demonstrate that there appear aspects of using computer technologies in the education process that need to be improved. Hence, it is important to look for ways to convey the knowledge of music and skills more efficiently.</p><p> </p><p> Keywords: computer technologies, musical education, preparation of music teachers.</p>

scholarly journals Personality traits of a music teacher

2006 ◽  
Vol 38 (1) ◽  
pp. 247-263 ◽  
Author(s):  
Blanka Bogunovic
Keyword(s):  
Music Education ◽  
Personality Traits ◽  
Music Teachers ◽  
Practical Implication ◽  
Personal Characteristics ◽  
Musical Instrument ◽  
Music Teacher ◽  
Public Performance ◽  
Music Schools ◽  
Musical Education

In the context of individual musical instrument teaching, pedagogical abilities of a music teacher and the atmosphere he creates, result from his personality traits and can be of crucial importance for the initial and further progress of his students. The paper seeks to: describe the personality of a music instrument teacher, determine the differences in comparison to a group of non-musicians, and determine the position of personal characteristics in the structure of general and professional teacher profile. The sample comprised 60 individuals, teaching various musical instruments in five primary music schools. The research method is explorative and based on the use of the five-factor personality model (NEO PI-R was administered). The findings show that music teachers display a higher level of: openness, agreeableness and conscientiousness. The degree of congruence with the findings of other research is discussed and certain similarities were found, as well as differences stemming from professional and cultural specificities. Differences are proved to exist in relation to gender, musical instrument, working experience, degree of musical education and active public performance. Compared to non-musical population, it is confirmed that teachers of instrument in musical education represent a distinctive group. There are also differences between teachers who are oriented to pedagogic work only and those who, in addition, actively perform in public. Selection of teachers, according to characteristics which may be connected to students? accomplishment, is a practical implication relevant for the music education.

COVID-19 and Digital Literacy: Assessing Pre-service Music Teachers’ Views on Piano Lessons Provided in Emergency Remote Teaching

2021 ◽  
Vol 9 (3) ◽  
pp. 117
Author(s):  
Ozlem Omur ◽  
Omer Bilgehan Sonsel
Keyword(s):  
Music Education ◽  
Digital Literacy ◽  
Quantitative Research ◽  
Music Teachers ◽  
Feedback Form ◽  
Quantitative Research Methods ◽  
Face To Face ◽  
Piano Lessons ◽  
Service Music ◽  
Education Process

This research aims to examine pre-service music teachers’ views on piano lessons provided in the emergency remote education process during Covid-19 lockdown. The population of the research comprises 82 students studying at the Departments of Music Education at Kastamonu University and Gazi University. The survey model, which is one of the quantitative research methods, was used in the research. Research data were collected through a “pre-service teacher feedback form” comprising 19 questions prepared by the researchers and finalized through expert opinions; the data obtained are compiled under relevant tables. The results of the research indicate that majority of the pre-service teachers follow piano courses through their computers, that more than half of the students have the opportunity to play the piano and/or keyboard at home, that they have problems with sound and image synchronization, and that they evaluate the infrastructure of the courses as inadequate. The opinions of the pre-service candidates expressing that they want to pursue their piano education face-to-face after the pandemic ends and that the instrument education they received during emergency remote teaching is not acceptable, which also due to the insufficient level of digital literacy, are also among the results of the research. Pre-service music teachers suggested that piano courses should be held one-on-one and face-to-face, the synchronization problem should be resolved, and the hours for piano courses should be increased. The results of the research presented suggestions regarding the instrument education process and future studies to be conducted on this subject.

scholarly journals Musical Informatics Course for Musicians with using Music Computer Technologies

2020 ◽  
Vol 8 (6) ◽  
pp. 3040-3045
Keyword(s):  
New Media ◽  
Music Education ◽  
New Music ◽  
Sound Recording ◽  
Subject Knowledge ◽  
Musical Education ◽  
Professional Activities ◽  
Computer Technologies ◽  
The Subject ◽  
And Training

All over the world, educational researchers are looking for new ways to optimize music education in accordance with the new capabilities of digital tools. World-wide changes are being implemented through transmitting and presenting the information. Digital technologies have permeated music and musical education. Advances in sound recording and music creation technology, combined with new media capabilities, have defined previously non-existent directions for the development and distribution of music and require knowledge that musicians who have received classical musical education do not possess. The subject of the article is the evolution of current theoretical and practical bases for improving the knowledge of musicians using music computer technologies. Learning to play electronic musical instruments is to be required by contemporary society in connection with the demands for a higher level of professional activities in the field of music, the need to conduct a high-quality teaching that includes computer technologies in the field of art as s particular of the Digital Age School. The discipline of Musical Informatics, which has been constantly developing since the mid-70s (IRCAM, France), can have a significant impact on the formation of subject knowledge of musicians associated with the development of new music computer technologies and their use in creativity and training.

scholarly journals Non-Formal Musical Education in the Context of Children’s Experiences: Involving or Limiting?

Pedagogika ◽  
2018 ◽  
Vol 129 (1) ◽  
pp. 126-141
Author(s):  
Asta Kriščiūnaitė ◽  
Diana Strakšienė ◽  
Remigijus Bubnys
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Research Data ◽  
School Students ◽  
Universal Education ◽  
Music School ◽  
Musical Education ◽  
School Identification ◽  
Education Design ◽  
Education Process

The article deals with analysis of experiences of music school students through focusing on the threat of involvement and discrimination (in the context of the problem of political and practical dualism) by employing the conception of universal education design. Analysis of the research data revealed students’ primary experiences in music school, identification of teacher’s behavior in the process of teaching and learning which significantly contributed to (non-)involvement and (non-)limitation of students as well as manifestation of formal assessment in the education process. Summing up, an assumption is drawn that non-formal music education of children is still incapable of full-fledged involvement of children and prevention from discrimination while meeting their individual needs; however, it aims at higher integration of children into the system, i.e. not to adjust the system to the learners but rather to adapt the learners to the system.

NEW EDUCATIONAL PARADIGMA AND STATE STANDARDS MUSIC EDUCATION IN ELEMENTARY SCHOOL

2018 ◽  
Vol 28 (3) ◽  
pp. 1043-1049
Author(s):  
Tsvetanka Popova ◽  
Nikolina Kroteva
Keyword(s):  
Music Education ◽  
Early Stage ◽  
First Grade ◽  
Individual Development ◽  
Educational Standards ◽  
Musical Expression ◽  
Musical Education ◽  
State Educational ◽  
Education Process ◽  
Musical Activities

The report examines the new state educational standards (DSS) as regards the content of music curricula that were imposed by the Pre-school and School Education Act approved by the Ministry of Education and Science which entered into force on 01.08.2016. One of the main reasons for the creation of this law was the need for an adequate and adequate educational environment in which to promote the individual development of each person using attractive forms of training. The adopted DSS provides for the acquisition of different general and specific competences that are expected as a result of the music education at each educational level. After the analysis of the content of the music curriculum at an early stage, it is possible to ascertain their suitability for the new positive ideas and trends in the musical education process. Musical activities that construct the unit of study are tailored to the pupils' age skills to perceive music and their accumulated listening experience. The pre-set variety of textbooks with different author teams required a more detailed review. The new methodology for the presentation of elements of musical expression is in line with state educational standards. Noting literacy and the absorption of elements of musical expression have been set too early in first grade textbooks, but it is most widely used in music education in the third grade. It highlights the great thematic wealth associated with putting the foundations in the literacy and musical script. The key points are the concepts: pen, note key, notes, tonal names, pauses, size, tact, stroke, and so on. The expected key learning outcomes of the pupils' preparation are key competencies. We are pleased to note that the information provided in the curriculum is presented in an attractive way. Various visual aids are available in various variants of music textbooks: interesting, entertaining and accessible to children. The musical education process is based on the conditions for a more effective development of musical abilities as an effective force for emotional communication with music and the realization of musical activities. In this process a special place is given to the role of the teacher, who will guide his students in the right direction and unobtrusively enable them to be the creators of modern times.

Exploring teachers’ approaches to popular music: Attitudes, learning practice, and issues in South Korea

2020 ◽  
Vol 38 (3) ◽  
pp. 456-469
Author(s):  
You Jin Kim ◽  
Moo Kyoung Song
Keyword(s):  
Music Education ◽  
South Korea ◽  
Popular Music ◽  
Online Survey ◽  
Music Teachers ◽  
Related Factors ◽  
Korean Music ◽  
Learning Practices ◽  
Starting Point ◽  
Teachers Attitudes

In recent years, a strong focus on popular music has increased in South Korean music education. Although this shift in the curricular content has led to studies on the formation of popular music repertories in the curriculum, few studies have attended to teachers’ attitudes and learning practices to popular music as related factors. To understand popular music education in South Korea, we investigated music teachers’ attitudes, learning practices, and critical issues that have arisen in their teaching. We conducted an online survey with secondary music teachers ( N = 138) followed by a focus group interview ( n = 6). The findings suggest that teachers’ attitudes toward popular music (positive, neutral, or negative) were associated with their learning practices, including the time they spent on popular music, their selections of popular music genres, and musical activities. This provides a starting point for further investigation of the teachers’ attitudes related to their learning practices in shaping popular music curriculum. Regardless of the teachers’ attitudes to popular music, they agreed popular music a good place to start for their students. In addition, they had similar or divergent perceptions and concerns of teaching popular music depending on their attitudes, as they have found their own individual ways of incorporating popular music.

scholarly journals The opinions of the preservice music teachers regarding the teaching of orchestra and chamber music courses during distance education process

2021 ◽  
Vol 16 (3) ◽  
pp. 1088-1096
Author(s):  
Gokhan Cagirgan
Keyword(s):  
Distance Education ◽  
Music Education ◽  
Chamber Music ◽  
Music Teachers ◽  
Fine Arts ◽  
Structured Interview ◽  
Study Data ◽  
Education Department ◽  
Technical Problems ◽  
Education Process

This study was carried out to determine the opinions of preservice music teachers on the processing and efficiency of Orchestra and Chamber Music courses which are based on collective playing and singing, among the online music teaching undergraduate courses conducted in the distance education process that started in Turkey in March 2020 due to the COVID-19 pandemic. The study group of the study consisted of 40 students studying at the 3rd and 4th grades in Mehmet Akif Ersoy University, Fine Arts Education Department, Music Education Department. In this study, the case study method which is one of the qualitative research methods, was used. The study data were collected online with a semi-structured interview form prepared by the researcher based on the literature and current researches, and were tabularized by evaluating with content analysis.  According to the results of the study, it was determined that the preservice music teachers thought that the Orchestra and Chamber Music courses were not suitable for distance education and were not taught efficiently, and partition playing and video merging techniques were used in their online courses. In addition, it was concluded that they thought that lesson teaching methods in distance education had no advantage and that the biggest disadvantage was the not being able to play music together. Preservice music teachers suggested that face-to-face education should be initiated in order to teach lessons more efficiently, or that courses should be taught by eliminating connection and technical problems on different online platforms that allow making music together.   Keywords: Distance Education, Music, Orchestra, Chamber Music

scholarly journals Music Teacher’s Competences in the 21st Century

Pedagogika ◽  
2019 ◽  
Vol 134 (2) ◽  
pp. 99-108
Author(s):  
Jelena Davidova
Keyword(s):  
Music Education ◽  
21St Century ◽  
Music Teachers ◽  
Relationship Building ◽  
Music Teacher ◽  
Personal Attitude ◽  
Basic Task ◽  
The Arts ◽  
Rethinking Education ◽  
Education Process

Rethinking education of music teachers for new learners’ generation is as crucial as identifying the new competencies that today’s music teachers need to develop. According to analyses of EU documents and scientists’ conceptions concerning music teacher’s competences, the author characterizes tendencies and priorities for improving music teachers’ competences in the 21st century. The basic task of music education is promoting the formation of learners’ personal attitude to the world, to self and others, to provide the opportunity for learners to learn music as a new form of communication. In this context music teacher has to demonstrate knowledge and understanding not only in music subject, but in a) communication and positive relationship-building; b) collaboration with parents, colleagues, musicians, composers and specialists in other spheres; c) development of creative and social skills of learners based on three pedagogical principles – personalization, participation and productivity, as well as through and in the arts/culture approaches in music education process.

Comparison of Attitudes of Teachers of Physical and Musical Education toward Inclusion of Children with Disabilities

1996 ◽  
Vol 78 (3) ◽  
pp. 768-770 ◽  
Author(s):  
Georgios D. Sideridis ◽  
Judy P. Chandler
Keyword(s):  
Physical Education ◽  
Elementary Teachers ◽  
Music Education ◽  
Regular Education ◽  
Children With Disabilities ◽  
Elementary Music ◽  
Musical Education ◽  
Severity Of Disability ◽  
Teachers Attitudes ◽  
Elementary Music Education

56 elementary teachers of physical education and 54 teachers of elementary music education responded to the Teacher Integration Attitudes Questionnaire which assesses teachers' attitudes regarding inclusion of children with disabilities into regular education settings. Analysis indicated that children with emotional and behavioral disorders were perceived less favorably by teachers of music education and children with orthopedic handicaps were perceived less favorably by teachers of physical education. The type and severity of disability appeared to influence teachers' attitudes towards including children with disabilities in regular education classrooms.

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