A Report of the Third International Seminar on Research in Music Education

1973 ◽  
Vol 21 (2) ◽  
pp. 99-105
Author(s):  
Robert G. Petzold
Keyword(s):  
Music Education ◽  
International Seminar ◽  
The Third

scholarly journals Introduction: The Politics of Diversity in Music Education

2021 ◽  
pp. 1-11
Author(s):  
Alexis Anja Kallio ◽  
Kathryn Marsh ◽  
Heidi Westerlund ◽  
Sidsel Karlsen ◽  
Eva Sæther
Keyword(s):  
Education Research ◽  
Cultural Identity ◽  
Music Education ◽  
Final Section ◽  
Music Teachers ◽  
The Political ◽  
Nation State ◽  
The Third ◽  
Nuanced Understanding ◽  
Policy Agendas

AbstractThe Politics of Diversity in Music Educationattends to the political structures and processes that frame and produce understandings of diversity in and through music education. Recent surges in nationalist, fundamentalist, protectionist, and separatist tendencies highlight the imperative for music education to extend beyond nominal policy agendas to critically consider the ways in which understandings about society are upheld or unsettled and the ways in which knowledge about diversity is produced. This chapter provides an overview of the scholarly foundations that this book builds upon before introducing the four sections of the book and contributing chapters. The first section of the book focuses on the politics of inquiry in music education research. The second section attends to the paradoxes and challenges that arise as music teachers negotiate cultural identity and tradition within the political frames and ideals of the nation state. The third section considers diversities that are often overlooked or silenced, and the final section turns to matters of leadership in higher music education as an inherently political and ethical undertaking. Together, chapters work towards a more critical, complex, and nuanced understanding of the ways in which the politics of diversity shape our ideals of what music education is, and what it is for.

Historical background to establishment of the national instrumental guitar education in the context of music education development

2017 ◽  
pp. 86-91
Author(s):  
A. S. Kovalenko
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Historical Background ◽  
Professional Musicians ◽  
Education Development ◽  
The Third ◽  
National Performance ◽  
Performance Abilities ◽  
Guitar Class ◽  
Second Period

The article highlights the historical background to establishment of national instrumental guitar education in the context of music education development. We consider historical events that have influenced the dynamics of the formation of competencies of guitar education in Ukraine. Based on the analysis of the scientific literature the author shows that guitar education in Ukraine is a relatively new phenomenon. It is examined historical preconditions of the development of national guitar education in the context of three periods of development of music education. During the first period, guitar education is not systemic. Guitar playing is popular among Lviv seminarians and as home performance. The second period is characterized by the fact that guitar art emerges from the global crisis, which has been reflected in national performance and pedagogy. Playing the guitar attracts the attention of professional musicians; it is examined performance abilities of the instrument, its structure and repertoire. During this period, guitar education acquires systemic features. The performance of the guitar players improves significantly, and the repertoire is replenished with the best examples of world classical music. The third period is characterized by intensification of competitive activity in the field of guitar performance. A guitar class appears in the Kyiv Conservatory. In postwar times, the development of guitar performances is influenced by the political situation and sensorship. Besides, the third period is characterized by the flowering of national performers’ schools, the intensification of international relations with foreign guitar performers and educators, which is the basis for the establishment and development of national instrumental guitar education.

III International seminar “Mire vegetation: modern problems of classification, mapping, use and protection” (Minsk – Grodno, Belarus, September, 26–28, 2018)

2018 ◽  
pp. 142-145
Author(s):  
O. V. Galanina
Keyword(s):  
Field Trips ◽  
International Seminar ◽  
Ecological Education ◽  
State University ◽  
National Academy Of Sciences ◽  
Tourist Attractions ◽  
The Third ◽  
Mire Vegetation ◽  
Experimental Botany ◽  
Academy Of Sciences

The third international seminar “Mire vegetation: modern problems of classification, mapping, use and protection” took place in September 26–28, 2018 in Belarus, Grodno Region. It was organized by B. F. Kuprevich Institute of Experimental Botany National Academy of Sciences of Belarus and Yanka Kupala State University of Grodno. Apart from two days of scientific sessions the participants went for half-day field trips visiting the landscape reserve “Ozery”. Two beautiful autumn mires: lake-side pine bog and river valley fen were appreciated by mire specialists from Lithuania, Russia and Belarus. The visit-center of the reserve offered the short lectures on nature, tourist attractions and prospective activities. On September 29 everyone was invited to joint an additional field trip and seminar held in Novy Dvor (Svisloch district) to support a preservation of Belovezhskaya Pushcha in Belarus. Local teachers and experts together with international mire researchers went to the Dikoe mire, the Ramsar site, were they had a training course in the field. All participants of the event were happy to be together, share the experiences and contribute to ecological education.

Team teaching in the conservatoire: The views of music performance staff and students

2011 ◽  
Vol 28 (3) ◽  
pp. 301-323 ◽  
Author(s):  
Clemens Wöllner ◽  
Jane Ginsborg
Keyword(s):  
Music Education ◽  
Team Teaching ◽  
Teaching And Learning ◽  
Music Performance ◽  
Music Students ◽  
Limited Time ◽  
The Third ◽  
New Ideas ◽  
One Year ◽  
Additional Feedback

Team teaching – two or more teachers sharing the training of a group of students – has only recently been implemented in the curricula of many higher music education institutions. This article reports on a survey of 142 music students and their tutors from three departments (the Schools of Strings, Vocal and Opera Studies, and Wind, Brass and Percussion) in a major British conservatoire. Team teaching had been in use for one year in the first department, five years in the second and 30 years in the third. The extent to which respondents valued team teaching was not, however, related to the length of time it had been in use. Key benefits of team teaching were seen as exposure to new ideas and additional feedback. Respondents suggested a variety of improvements to mitigate drawbacks such as perceived differences between tutors' approaches and limited time for individual tuition. Provided tutors and students communicate effectively with each other and negotiate where necessary, this method of teaching and learning is likely to be beneficial for all.

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