scholarly journals Pedagogical Potential of Mental Practice in Teaching Brass Instruments at University

2021 ◽  
Author(s):  
Laura Muceniece ◽  
◽  
Dace Medne ◽  
Ērika Gintere ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Musical Instrument ◽  
Mental Practice ◽  
Musical Education ◽  
Brass Instruments ◽  
Second Stage ◽  
Teaching Music ◽  
Two Stages ◽  
Overall Effectiveness

At any level of musical education, it is very important to improve one’s musicianship skills, which can only be achieved through consistent training and playing their musical instrument. Physical training is a very important part of the learning process; however, its combination with mental practice has been proved to be much more effective. Although such an approach is important at all levels of musical education, the paper addresses it in the context of higher education. Thus, the aim of this study is to determine the pedagogical potential of mental practice in the process of teaching music in higher education. The research was implemented in two stages. First, a survey was conducted to gather information about the respondents’ habits when learning musical pieces. At this stage, the study involved 68 brass students from different universities around the world between the ages of 19 and 25. The second stage of the research comprised the development of the program of mental practice (PMP) with structured observation as a method and 7 participants from Latvian and Norwegian higher music education institutions. The obtained results allow to conclude that the inclusion of mental practice in the practicing routine significantly improves the overall level of concentration and stability both in the process of training and during performances. Mental practice also provides an opportunity to increase the duration of training as well as enhances the overall effectiveness of practicing and concentration during performances.

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.

Self-Determination Theory for Motivation in Distance Music Education

2021 ◽  
pp. 105708372110622
Author(s):  
Musbah Shaheen
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Self Determination ◽  
Practical Skills ◽  
Online Music ◽  
Teaching Music

Many researchers have discussed the feasibility of teaching and learning practical skills, such as playing a musical instrument, through distance education. One of the central issues considered in music education is that of motivation, leading educators to wonder how students might remain motivated when learning music at a distance. In this article, I use self-determination theory (SDT) as a lens for examining existing literature on distance music education to identify elements of learning environments that may contribute to, or detract from, the fulfillment of students’ psychological needs. I oriented my reading of the literature toward offering insights on the nature of motivation in online music education and providing educators with tools informed by SDT to maintain and nurture motivation when teaching music online.

scholarly journals Glazbeno obrazovanje studenata, budućih odgojitelja na Sveučilištu u Zadru

2013 ◽  
Vol 8 (1.) ◽  
Author(s):  
Magdalena Miočić
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Bologna Process ◽  
Musical Education ◽  
Domain Specific ◽  
Music Experience ◽  
European Standards ◽  
The University ◽  
The Bologna Process

The paper provides an overview of music education in the framework of the pre-school studies at the University of Zadar. Featured are music courses after a series of changes that the pre-school studies experienced. In particular, the change is visible to by introducing of the Bologna process (2005) which has engulfed the entire higher education in Croatia, and was also reflected in the musical education at pre-school studies. The work illuminates the musical competencies by European standards grouped into broad categories: domain-specific (academic) and generic (general) based on Tuning competences project. The aim of this paper is to highlight the need for competent educators, capable of playing music. Such trainer will give children a quality music experience which achieves the goal of music education, and encourage the children to develop a love of music.

Historical Overview of the Teaching of Music Theory Subjects as Part of the School Curriculum in Hungary

2020 ◽  
Author(s):  
Márta S.Szabó
Keyword(s):  
Music Education ◽  
20Th Century ◽  
Music Theory ◽  
Musical Training ◽  
Age Groups ◽  
Secondary Level ◽  
Historical Overview ◽  
Music Schools ◽  
Musical Education ◽  
Teaching Music

The primary sources for a historical overview of secondary-level musical education in Hungary are publications on school histories, yearbooks, and the work of outstanding teachers. An overview of theoretical subjects is made far more difficult, however, by the fact that both the name and content of these subjects have undergone considerable change over time. It was only in the mid-20th century when secondary-level musical education became independent from an earlier institutional form, the music school (Zenede in Hungarian), which taught a far wider range of age groups, lasted for 10-11 years, and characterised earlier music education for decades. Music schools, which offered, among others, secondary-level musical training, had existed since the second half of the 19th century. This paper is part of a more comprehensive methodological work designed to bring to light the historical teaching of music theory in Hungarian musical training with regard to its roots, curricula, handbooks, and teaching practices up to the mid-20th century, when the system of secondary schools specialising in music education was established. Keywords: history of music teaching, professional musical training, teaching music theory

Ranking the Determinants for International Education Destination Decision of Indian Students: Application of Fuzzy Analytical Hierarchical Process

2021 ◽  
pp. 097226292199194
Author(s):  
Sunita Guru ◽  
Nityesh Bhatt ◽  
Nishant Agrawal
Keyword(s):  
Higher Education ◽  
International Education ◽  
Host Countries ◽  
Analytical Hierarchical Process ◽  
Indian States ◽  
Human Interface ◽  
Second Stage ◽  
Two Stages ◽  
Indian Students

Purpose: One of the emerging educational trends is an increase in global mobility of students to pursue higher education. This article attempts at ranking the determinants shaping the Indian students’ decisions in selecting an appropriate global destination. Method: The study was conducted in two stages. In the first stage, researchers conducted exploratory factor analysis (EFA) to find the factors shaping Indian students’ decision-making process. During the second stage, fuzzy analytical hierarchical process (FAHP) method based on triangular fuzzy numbers was applied to rank the above factors. Findings: The findings reveal four primary factors, which have been ranked in the following order—quality of education, overall cost, environment and human interface and influencers’ role. Limitations: Most of the sample respondents were from the management discipline, drawn from six Indian states. Implications: The findings will be beneficial for both academic institutions and policymakers of host countries in shaping appropriate marketing mix including branding strategies for developing countries like India. Indian policymakers can use it for further augmenting the ecosystem for higher education. Originality: Globally, several researchers have identified the factors that influence the decisions of students in pursuing international education. However, the novelty of this research is that it is a first attempt in investigating and ranking of these factors using FAHP approach, especially in an Indian context.

Music education in Russia: from 20th century to the present day

2020 ◽  
Vol XI (4(33)) ◽  
Author(s):  
Anna Worożko
Keyword(s):  
Soviet Union ◽  
Music Education ◽  
20Th Century ◽  
Russian Federation ◽  
Contemporary Music ◽  
Musical Culture ◽  
Musical Education ◽  
Professional Educators ◽  
Second Stage ◽  
The Soviet Union

In the article on music education in RussiaIn, the main stages of the development of the Russian native musical culture after the 1917 revolution, during the Soviet Union (1924-1990) to modernity were explained and described. Stage I – Music education from 1918 to 1941 The second stage of music education – the period from the second half of the 20th century until the collapse of the Soviet Union in 1991. Stage III of music education in Russia – from the end of the XX century to the first years of XXI century, contemporary music education. The music education system in the USSR developed in two directions. The first direction – preparation of professional educators, contractors and theoreticians. The second direction consisted in the formation and development of musical creativity during the course of study according to programs of general musical education in secondary schools. This system of music education has not lost its relevance today in the modern Russian Federation.

Teaching Music in Higher Education

2020 ◽  
Author(s):  
Colleen M. Conway
Keyword(s):  
Higher Education ◽  
Music Education ◽  
General Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
The United States ◽  
Effective Teacher ◽  
Developmental Needs ◽  
Teaching Music ◽  
Music Education Majors

This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on learner-centered pedagogy or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of teaching as transmission is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, the book relies on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching.

scholarly journals Educação Musical e Autorregulação da Aprendizagem no Ensino Básico e Superior / Music Education and Self-Regulation of Learning in Basic and Higher Education

2021 ◽  
Vol 15 (58) ◽  
pp. 190-205
Author(s):  
Iuri Ozires Sobreira de Oliveira ◽  
João Carlos Sedraz Silva ◽  
Gibran Medeiros Chaves de Vasconcelos
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Self Management ◽  
Music Students ◽  
Music Teaching ◽  
Musical Education ◽  
Teaching Learning

Resumo: A busca por formas de ensino aprendizagem em música, apontam a cada dia para modelos distantes do modelo conservatorial (PENNA; SOBREIRA,2020). Dentre as novas abordagens propostas, destaca-se o autogerenciamento cognitivo, atitude relacionadas a autorregulação da aprendizagem. Esta revisão de literatura, realizada no período de julho de 2018 a julho de 2019, teve como objetivo buscar na literatura disponível, pesquisas que identificam comportamentos de Autorregulação da Aprendizagem em alunos de música no Ensino Básico e Superior. Foram analisados trabalhos nos últimos 10 anos voltados para o ensino da música e estratégias de autorregulação da aprendizagem. Os resultados encontrados apontam os comportamentos autorregulados dos alunos e demonstram que aprendizes autorregulados tendem a desenvolver melhor suas atividades de aquisição do conhecimento e aqueles que não tem esse perfil, podem desenvolvê-lo a partir da adoção de práticas de ensino propostas pelo professor que estimulem atitudes e estratégias autorregulatórias.Palavras-chave: Autorregulação; ensino; aprendizagem; Educação musical.Abstract: The search for ways of teaching and learning in music point each day to models that are far from the conservative model (PENNA; SOBREIRA, 2020). Among the new approaches proposed, cognitive self-management stands out, an attitude related to self-regulation of learning. This literature review, carried out from July 2018 to July 2019, aimed to search the available literature for research that identify Self-Regulation Learning behaviors in music students in Basic and Higher Education. Works in the last 10 years focused on music teaching and self-regulation learning strategies were analyzed. The results found indicate the self-regulated behaviors of students and demonstrate that self-regulated learners tend to better develop their knowledge acquisition activities and those who do not have this profile can develop it based on the adoption of teaching practices proposed by the teacher that encourage attitudes and self-regulatory strategies.Keywords: Self-regulation; teaching; learning; musical education. 

scholarly journals INTERNATIONAL PERFORMANCE ASSESSMENT OF CRITICAL THINKING: FRAMEWORK FOR TRANSLATION AND ADAPTATION

2021 ◽  
pp. 62-87
Author(s):  
Natalia Ronderos ◽  
Richard J. Shavelson ◽  
Doreen Holtsch ◽  
Olga Zlatkin-Troitschanskaia ◽  
Guillermo Solano-Flores
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
College Education ◽  
Cultural Responsiveness ◽  
Performance Assessments ◽  
International Studies ◽  
Multiple Choice Questions ◽  
Second Stage ◽  
Design Alternatives ◽  
Two Stages

Higher education institutions worldwide claim they impact students’ learning outcomes within and across academic domains. Critical thinking (CT) is prominent among the intended outcomes (Braun et al., 2020). In this context, there is increasing interest in ecologically valid performance assessments (PAs) of CT that can be used internationally (Zlatkin-Troitschanskaia et al., 2018). While several studies have aimed to measure and compare CT skills across countries, this typically has been done using multiple-choice questions. Only a few studies involve adaptation of PAs. Their results point to the need for a more refined adaptation process (Braun et al., 2020), especially in terms of functionally equivalent adaptation and redesign. Based on a review of previous approaches related to test adaptation, with focus on the challenges of achieving cultural responsiveness, we propose a conceptual framework for adapting PAs of CT for international studies. The framework differentiates between two stages and three adaptation designs. The first stage involves a collaborative approach to the design of PAs of CT. The second stage offers three design alternatives which differ in their emphasis on linguistic considerations and cultural responsiveness. While this paper focuses on PAs of CT for higher education, it may be applicable to pre-college education.

VISUALIZATION AND VERBALIZATION IN THE USE OF SPECIAL MUSIC EDUCATION

2018 ◽  
pp. 63
Author(s):  
Ioannis Makris
Keyword(s):  
Music Education ◽  
Teaching Method ◽  
Good Reason ◽  
Musical Instrument ◽  
Music Teaching ◽  
Musical Work ◽  
Sheet Music ◽  
European Program ◽  
Multiple Meanings ◽  
Teaching Music

The goal of the present proposal is to present a series of techniques for teaching Music. Those techniques emerged during our music teaching sessions with mentally challenged individuals when it became imperative that we set the limitations to and framework of our teaching efforts. Lest we forget, when dealing with the framework described above, “music” becomes a term with multiple meanings for good reason: whether the teaching of music refers to the instruction process itself; or whether it touches on developing through music a series of skills such as memory, perception, and more, mentally challenged persons who have been taught music may be empowered to express themselves through some musical instrument and, by extension, participate in a musical ensemble and read sheet music with a view to reproducing a musical work or, ultimately, do both. The teaching method adopted was founded on the systematic clinical application of two (2) techniques: visualization and verbalization (e.g., of tempo and musical notes). Those two techniques had already been used within the framework of two Erasmus +KA2 European programs and were: (a) T.E.L.L. Through Music (Leader: Lithuania); and (b) M.E.L.O.S. (Leader: Greece). Additionally, they had been employed within the framework of the “Makris Method” on which the ME.L.O.S. Program was based presented at Rēzekne, Latvia (Makris, 2005). Results were highly encouraging and implemented during the course of the Erasmus + KA2 CAP European program “Cap sur l'école inclusive en Europe” (Leader: APJH – France). 

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