A Study on Music Education Institution and Music Education in Busan during the Liberation Period

2021 ◽  
Vol 97 ◽  
pp. 211-247
Author(s):  
Young-hee Nam ◽  
Soon-wook Lee
Keyword(s):  
Music Education ◽  
Education Institution

Collaboration for Music Teacher Education between Higher Education Institutions and K-12 Schools

1995 ◽  
Vol 43 (1) ◽  
pp. 47-59 ◽  
Author(s):  
M. Kent Gregory
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Music Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Music Faculty ◽  
K 12

This study's purpose was to investigate the extent and nature of collaboration for music teacher education between K—12 schools and higher education institutions across the United States. A survey was used to gather data from a stratified random sample (n = 204) of the 813 higher education institutions offering music education degrees. The findings indicated that 96.77% of colleges/universities collaborate with K—12 schools in some form, but the degree of collaboration varies widely. Higher education music faculty respondents reported a broad range of benefits to students, faculty, the higher education institution, and the K—12 schools. Communication, shared decision-making, funding sources, faculty rewards, trends, and reasons for collaboration were examined. An analysis of variance revealed significant relationships between the degree of collaboration and (a) the number of music education majors, (b) the institution's size, and (c) graduate study in music education.

Peculiarities of valuable competencies development of future teacher of musical art

2018 ◽  
pp. 25-31
Author(s):  
K. Kushnir
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Spiritual Development ◽  
Effective Means ◽  
Education Institution ◽  
Future Teacher ◽  
Modern School ◽  
Computer Technologies ◽  
The Future ◽  
Competencies Development

The article is devoted to the current problem of modern art, especially music education. It reveals peculiarities of valuable competencies development of future teacher of musical art in conductoing-choral training at a higher education institution. The society is interested in development a highly-qualified specialist, who has high level of valuable competencies development, who meets the demands to the teacher in modern school. It is emphasized that the future teacher of musical art should be mobile, use computer technologies, take an active part in a socio-cultural environment, all this will contribute to achieve high results in the level rising of the conception under analysis determined and grounded in the article. The theoretical and practical aspects of professional mobility as a complex integrative quality of the future specialists are examined. Modern computer technologies, combined with the latest educational technologies, become effective means in the development of professional thinking of the future teacher of musical art, which allows to supplement and change the nature of the teacher’s activity, which will contribute to the spiritual development of the individual as well as development of their valuable competencies. The essence of values competencies is revealed and provides a definition of the concept of «valued competencies of the future teacher of musical art, in the conductor-choir training». Specialists of higher education institutions can find the information contained in this article useful for improving the training of future teachers of musical art and use it in teaching disciplines of the conducting-choral cycle.

Amateur orchestras as a learning environment for music academy students

2020 ◽  
Vol 13 (1) ◽  
pp. 49-63
Author(s):  
Lia Lonnert
Keyword(s):  
Learning Environment ◽  
Music Education ◽  
Professional Identity ◽  
Formal Education ◽  
Education Institution ◽  
Social Contexts ◽  
Educational Institutions ◽  
The Creation ◽  
Developing Knowledge

Orchestral playing is a common form of ensemble playing within higher music education. However, students sometimes participate in amateur orchestras outside of their formal education. This study focuses on what students learned by participating and what the educational institutions gained. The study is a case study of a music education institution and four amateur orchestras and consisted of eight interviews with conductors and administrators. The study shows that learning in the amateur orchestra is similar to learning in formal education contexts, such as developing knowledge of repertoire, in which both institutions contribute to the student’s overall knowledge. Nevertheless, some aspects are better learnt outside of formal education such as educational roles, the creation of a professional identity as a musician and knowledge of different social contexts.

The Force Field Model applied to a Music Education teacher training framework in a South African context

2021 ◽  
pp. 1-15
Author(s):  
Ronel De Villiers
Keyword(s):  
Teacher Training ◽  
Music Education ◽  
Force Field ◽  
Student Teachers ◽  
South African ◽  
Field Model ◽  
National Curriculum ◽  
Education Institution ◽  
Cultural Backgrounds ◽  
Push And Pull

Abstract South African Higher Education Institution (HEI) Music Education (MusEd) lecturers’ perspectives regarding the contextual, institutional, biographical and programmatic forces that stem from the theoretical framework Samuel’s (2008) Force Field Model (FFM) were explored. The study was approached from an interpretivist paradigm and conceptually drew qualitative data generated from eight case studies to gain an in-depth understanding of the push and pull factors that influence professional practices. The major findings of the study indicated that lecturers should embrace transformation principles to decolonise the national curriculum. Biographic viewpoints have to be modified from a singular Western Classical viewpoint to integrate African Indigenous perspectives. To teach MusEd, elements and activities from diverse cultures as well as teach student teachers from diverse cultural backgrounds result in MusEd as a change agent to develop social cohesion between multicultural communities. Theoretical knowledge integrated with practical activities where the focus changes from achieving an individualistic perfect end product to the continuing process of ‘musicking’ together are proposed. The lecturers as facilitators, therefore, focus on a student-centred philosophy to guide student teachers’ development in MusEd. Insights gained from this study propose a future cosmopolitan teacher training framework.

scholarly journals Kultura predškolske ustanove u svjetlu glazbenih kompetencija odgojitelja

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Magdalena Miočić
Keyword(s):  
Cultural Identity ◽  
Music Education ◽  
Mutual Influence ◽  
Educational Institution ◽  
Preschool Education ◽  
Education Institution ◽  
Positive Influence ◽  
Music Teaching ◽  
Comprehensive Development ◽  
General Goals

In preschool education institutions, child, parents and teachers are a part of the society and culture, and have mutual influence on one another thus creating the culture of the educational institution. Music enriches and refines life in a preschool education institution, which is a part of its cultural identity. Music activities contribute to creating an invaluable environment in a kindergarten, and have positive influence on the development of a child. This paper provides evidence from practice, and it is focused on the segment of music education related to teachers' music teaching competences and to the way in which the teachers realize music education in order to raise the level of culture in the kindergarten. Analysis of teaching journals showed a lack of basic determinants in the curriculum for early childhood and preschool education. Accordingly, there is an important problem in understanding and interpreting the general goals and principles of artistic expression in education (including music education). By eliminating the shortcomings the teachers could improve their professional skills and competences for music teaching, raise the importance of music education for a comprehensive development of children, and ultimately contribute to better quality of the cultural identity of a preschool education institution.

scholarly journals Factors, obstacles, mechanism and development directions for the professional music education in Mongolia

2020 ◽  
pp. 225-238
Author(s):  
Tserenjigmed Sharavtseren
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Music Education ◽  
Management System ◽  
Music Teachers ◽  
Education Institution ◽  
Higher Education Institution ◽  
Professional Musicians ◽  
Social Partners ◽  
Training Professional

The article presents the results of the study of training music art professionals and music teachers in Mongolia. The comparative analysis of music education in Germany, Sweden, Israel, China, Japan and Russia is conducted. Prospective measures of development of professional music education in Mongolia are suggested. Factors, obstacles, mechanism and directions of development of the Mongolian State Conservatory – the first Mongolian academic higher education institution for training professional musicians – have been identified. The mechanism of the development of professional music education in Mongolia is the concept of the Mongolian State Conservatory. The concept includes goals, main and additional tasks, the scheme of interaction with the authorities and social partners, the model and scheme of education, the management system, financial basis and stages of organization of the conservatory.

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