scholarly journals SPECIFICITIES OF STIMULATING MUSICAL TALENT WITHIN FORMAL MUSICAL EDUCATION

2021 ◽  
pp. 065
Author(s):  
Igor Nikolić
Keyword(s):  
Music Education ◽  
Gifted And Talented ◽  
Professional Musicians ◽  
Musical Education ◽  
High Level ◽  
Level Of Motivation ◽  
Musical Literacy ◽  
Musical Activities

The authors studying gifted and talented persons agree that adequate boosting of their development requires either specialized curricula or adaptation of the existing ones by acceleration and/or differentiation. The paper focuses on the specificities of boosting talent for music, taking into account the organized system of formal music education in Serbia. A special attention is paid to solfege teaching, as it constitutes the basis of musical literacy of future professional musicians. It is presumed that the implementation of the procedures highlighted in the paper, coupled with a special attention paid to the problems of organizing the work with talented pupils and students can lead to a degree of development enabling them to participate in various musical activities with a high level of motivation and no fear of lacking skills. The paper also points to the need to stimulate musical talent according to the pupils' and students' individual abilities, and in line with the specificities of the chosen field of specialization.

scholarly journals Modern methods of forming the motivational sphere of students in music classes

2020 ◽  
Vol 210 ◽  
pp. 18125
Author(s):  
Irina Korsakova ◽  
Vitalij Belobragin ◽  
Ekaterina Putria ◽  
Nelli Islamova ◽  
Tatiana Mozdykova ◽  
...  
Keyword(s):  
Music Education ◽  
Individual Characteristics ◽  
Educational Activity ◽  
Factors Affecting ◽  
Self Development ◽  
Personal Approach ◽  
Psychological Knowledge ◽  
The Individual ◽  
High Level ◽  
Level Of Motivation

This paper discusses the concept of “motivation” in relation to the process of music education. The most effective ways of teaching are highlighted, which allow achieving a high level of motivation among students learning music, among which the method of active learning is recognized as the most effective for achieving this goal. The system of various motives that induce the student to educational activity is considered. Particular attention is paid to the process of formation and development of motives and needs; emphasis is placed on the importance of a personal approach to learning, taking into account the individual characteristics and abilities of each student. The personality of the teacher and the nature of his relationship with students are recognized as one of the fundamental factors affecting the success of training. The main pedagogical conditions that contribute to the increase of the motivational sphere of students are highlighted, such as: a personal approach, the creation of a special motivational atmosphere, the aspiration for the transition to self-education and self-development, the choice of the most effective forms of work. The conclusion is made about the necessary presence of internal motivation for the process of learning a subject (in this case, music) for productive educational activity. The problems in the field of music education are revealed, which consists in the lack of psychological knowledge among music teachers about the specifics of the formation of the motivational sphere of students.

Tuning in on motivation: Differences between non-musicians, amateurs, and professional musicians

2019 ◽  
Vol 47 (6) ◽  
pp. 864-873 ◽  
Author(s):  
Alva Appelgren ◽  
Walter Osika ◽  
Töres Theorell ◽  
Guy Madison ◽  
Eva Bojner Horwitz
Keyword(s):  
Music Education ◽  
Intrinsic Motivation ◽  
Financial Resources ◽  
Professional Musicians ◽  
Men And Women ◽  
Musical Engagement ◽  
Age And Sex ◽  
Musical Activities

The drive to learn and engage in music varies among individuals. Global motivation to do something can be intrinsic, for example, the joy and satisfaction in an activity. But motivation behind our action can also be extrinsic, such as the desire for fame, status or increased financial resources. The type of motivation probably influences to what degree individuals engage in musical activities. In this study, we examined the associations between the level of musical engagement and self-rated global motivation, factoring in age and sex, in a sample of 5,435 individuals. Musical engagement ranged from no music activity to amateurs and professional musicians. We found that intrinsic motivation increases with level of music activity and that motivation differs depending on sex, with females scoring higher on intrinsic motivation than males. Such differences may be considered in adjusting the forms of support offered to young musicians in music education. The phenomenon of motivation is complex, and we have highlighted areas that require further investigation, but this study has elucidated some differences in motivation types found in men and women, and between non-musicians, amateurs and professional musicians.

scholarly journals Dziecięcy świat dźwięków — edukacja muzyczna dziecka w wieku przedszkolnym

2021 ◽  
pp. 51-59
Author(s):  
Monika Semik ◽  
Małgorzata Tęczyńska-Kęska
Keyword(s):  
Music Education ◽  
Preschool Child ◽  
Psychomotor Performance ◽  
The Body ◽  
Children's Music ◽  
Directed Movement ◽  
Auditory Analyzer ◽  
Musical Education ◽  
Musical Activity ◽  
Musical Activities

Children’s world of sounds — musical education of a preschool child Music is around us — every day music is the noise of trees, the rustle of leaves, the sound of a passing tram, the barking of a dog. We learn it while studying in kindergarten and school, but above all at home. This is where the child learns the first melodies. Initially, these are sounds from the immediate environment, starting with the mother’s heartbeat and the melody of her words. Then we expand our knowledge of sounds with children’s counting, acoustic experiments, short song chants, kindergarten songs and music accompanying the game. It’s all a child’s world of sounds, but what’s the key to that? The natural musical development of humans is observed between the ages of 1 and 13, and this is when the most important changes take place in the body, including the maturation of the auditory analyzer and psychomotor performance. Therefore, a variety of musical activities of parents, and then teachers, which are aimed at developing the child’s musical abilities, are very significant at this time. They can be realized by singing together, listening to music of different styles, creating ostinato on instruments and simple instrumentation. Free and directed movement as well as instrumental improvisation are also important. To understand music, you need to be extremely sensitive to its beauty. This is a trait that cannot be taught to children just like that, but it is possible to create any conditions for them to experience music emotionally. This main goal of children’s music education should be realized with the use of five forms of musical activity, which will be discussed in detail in this article.

scholarly journals The Relation of Musical Abilities to Positive Thinking: A Study on Female Students Participating in Musical Activities at Maysaloon Girls' Basic School

2021 ◽  
Vol 12 (22) ◽  
pp. 1-17
Author(s):  
وفاء إبراهيم عياش
Keyword(s):  
Public Schools ◽  
Music Education ◽  
Female Students ◽  
Positive Thinking ◽  
Musical Education ◽  
Study Results ◽  
Basic School ◽  
Students Attitudes ◽  
Descriptive Method ◽  
Musical Activities

This study aimed to identify the relation of musical abilities to positive thinking. The study adopted the analytical correlational descriptive method, and the study sample consisted of (65) female students participating in the musical activities at Maysaloon Girls' Basic School in Liwa'a Bani Obaid, Irbid Governorate. Seashore tests (the abridged version) of musical abilities were administered to the study sample; the tests were translated and adapted to Arabic by Sadiq (2001). However, the scale of positive thinking was prepared by the researcher. The study results indicated that students' level in musical abilities was high; their positive thinking level was also high; and there was a positive statistically significant relationship between the level of musical abilities and the positive thinking. The study recommended paying more attention to the musical education course in public schools; and developing music education materials according to students ’attitudes towards music education

scholarly journals THE USE OF TEACHING AIDS AND THEIR IMPORTANCE FOR STUDENTS’ MUSIC EDUCATION

2015 ◽  
Vol 3 (2) ◽  
pp. 33-40
Author(s):  
Miomira M. Đurđanović
Keyword(s):  
Music Education ◽  
Teaching Practice ◽  
Total Sample ◽  
School Class ◽  
Musical Education ◽  
Teaching Aids ◽  
Quality Of Teaching ◽  
High Level ◽  
Selection Of

In an effort to ensure a high level of implementation and increase the efficiency of the use of teaching aids in music education, a research was conducted in the academic 2014/2015 with an aim to test whether the educational level of teachers, the number of years of their experience at work, and the particular school in which the teachers are employed influence their selection of teaching aids used in the course in music education. The aim of the study was to determine whether the selection and use of teaching aids influences the quality of teaching the course in music education. The attitudes of participants were studied by means of a questionnaire specifically designed for the present research. The total sample comprised 113 primary school class teachers. The study so conducted has determined the current situation in the teaching practice, any significant differences emerging from the connection between the use of teaching aids in the course in music education and a number of general variables, including any prior elementary musical education of the teachers themselves. 

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.

Proposal of Activities to Unlock Creativity Using Reaper Software

2021 ◽  
Vol 66 (1) ◽  
pp. 55-62
Author(s):  
Alexandra Belibou
Keyword(s):  
Music Education ◽  
Educational Process ◽  
Technical Knowledge ◽  
Music Learning ◽  
Musical Education ◽  
Music Software ◽  
Starting Point ◽  
Teaching Learning ◽  
Good Environment ◽  
Musical Activities

"Using technology in a creative-based approach to music learning is beneficial when we refer to the development of creativity as the finality of artistic musical education. In its permanent movement, we notice that the educational process progressively removes everything that becomes dysfunctional outdated. Therefore, both through the act of teaching learning and through the act of evaluation, as the blockages of any nature that stand in the way of creativity are discovered, they can be diminished. This article proposes musical activities that use Reaper software, which provides a good environment for grooming students with aesthetic sensibilities that should always accompany technical knowledge. Moreover, this article serves as a starting point for teachers hoping to develop creativity through music software. Keywords: Reaper, software, creativity, music education. "

Music Education in France in Primary Schools

1992 ◽  
Vol 9 (3) ◽  
pp. 233-237
Author(s):  
Gérard Authelain
Keyword(s):  
Elementary Schools ◽  
Music Education ◽  
Primary Schools ◽  
Substitute Teachers ◽  
School Teachers ◽  
High Quality ◽  
Philosophy Of Music ◽  
Musical Education ◽  
Musical Activities

‘Le musicien intervenant’ is a concept that has been developed in France especially to increase the scope of musical education, particularly in the elementary and pre-elementary schools. The ‘intervenants’ are not substitute teachers but are trained to work with school teachers as part of a team, offering children a high quality introduction to music. Intervenants also help to develop other musical activities in the localities where they work. Nine institutions throughout France (Centres de Formation de Musiciens Intervenant – CFMI) offer diploma courses. The author of this article is Director of the Centre at Lyon. He outlines his philosophy of music education, and describes some important aspects of his work – notably the commissioning of compositions that exploit contemporary musical ideas but are easily accessible for all children.

Influence of negative aff ectivity, social suppression and anxiety on motivation for health and a healthy lifestyle in coal industry workers

2020 ◽  
pp. 354-358
Author(s):  
I. P. Danilov ◽  
N. I. Vlakh ◽  
V. I. Gugushvili ◽  
N. Ya. Paneva ◽  
T. D. Logunova
Keyword(s):  
Working Conditions ◽  
Occupational Diseases ◽  
Healthy Lifestyle ◽  
Coal Industry ◽  
Type D ◽  
Situational Anxiety ◽  
Personal Anxiety ◽  
High Level ◽  
Level Of Motivation ◽  
Social Suppression

Introduction. A healthy lifestyle is one of the most eff ective methods of preserving health and preventing non-infectious diseases. The mechanisms and factors that infl uence the formation of motivation for health and a healthy lifestyle in employees engaged in harmful working conditions have not been suffi ciently studied. The study of these mechanisms will allow us to more eff ectively shape health-saving behavior.The aim of the study is to study negative aff ectivity, social suppression and anxiety in the formation of motivation to maintain health and a healthy lifestyle in coal industry workers.Materials and methods. A survey was conducted of 75 employees of mines and sections in the South of Kuzbass with an established diagnosis of occupational diseases, as well as 54 people who do not work in harmful working conditions (engineering and technical workers). Surveys were conducted using the method “Index of motivation to health and a healthy lifestyle”, the presence of personality type D was conducted using the DS14 questionnaire, the level of personal and situational anxiety was assessed using the Spielberger — Hanin questionnaire.Results. Th e level of motivation for health and a healthy lifestyle among patients with occupational diseases is signifi cantly lower than the level of motivation for the health of engineering and technical workers. Th e infl uence of negative reaction and social suppression on the level of motivation for health and a healthy lifestyle was not found. Th e level of situational anxiety also has no eff ect on health motivation. A higher level of personal anxiety among people with a high level of motivation for a healthy lifestyle was determined.Conclusions. Personal anxiety aff ects the level of motivation for health and a healthy lifestyle in people with occupational diseases. 

scholarly journals Perception and learning of relative pitch by musicians using the vibrotactile mode

2021 ◽  
pp. 102986492110152
Author(s):  
Carl Hopkins ◽  
Saúl Maté-Cid ◽  
Robert Fulford ◽  
Gary Seiffert ◽  
Jane Ginsborg
Keyword(s):  
Hearing Loss ◽  
Music Education ◽  
Success Rate ◽  
Normal Hearing ◽  
Pitch Discrimination ◽  
Professional Musicians ◽  
Profound Hearing Loss ◽  
Relative Pitch ◽  
Significant Difference ◽  
Schools For The Deaf

This study investigated the perception and learning of relative pitch using vibrotactile stimuli by musicians with and without a hearing impairment. Notes from C3 to B4 were presented to the fingertip and forefoot. Pre- and post-training tests in which 420 pairs of notes were presented randomly were carried out without any feedback to participants. After the pre-training test, 16 short training sessions were carried out over six weeks with 72 pairs of notes per session and participants told whether their answers were correct. For amateur and professional musicians with normal hearing and professional musicians with a severe or profound hearing loss, larger pitch intervals were easier to identify correctly than smaller intervals. Musicians with normal hearing had a high success rate for relative pitch discrimination as shown by pre- and post-training tests, and when using the fingertips, there was no significant difference between amateur and professional musicians. After training, median scores on the tests in which stimuli were presented to the fingertip and forefoot were >70% for intervals of 3–12 semitones. Training sessions reduced the variability in the responses of amateur and professional musicians with normal hearing and improved their overall ability. There was no significant difference between the relative pitch discrimination abilities between one and 11 semitones, as shown by the pre-training test, of professional musicians with and without a severe/profound hearing loss. These findings indicate that there is potential for vibration to be used to facilitate group musical performance and music education in schools for the deaf.

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