scholarly journals ANALYSES AND VALUE-MEANING INTERPRETATION OF A MUSICAL WORK AS PEDAGOGICAL PROBLEM

2021 ◽  
pp. 38-44
Author(s):  
Нина Петровна Шишлянникова
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Point Of View ◽  
Pedagogical Practice ◽  
Musical Work ◽  
School Students ◽  
Pedagogical Analysis ◽  
Instrumental Works ◽  
Meaning Interpretation ◽  
Emotional Value

Рассмотрена проблема анализа и интерпретации музыкального произведения с точки зрения теоретиков музыки и педагогов-музыкантов. Обоснована вариативность подходов к анализу, обусловленная категорией слушателей музыки, жанром произведения, неповторимостью, уровнем сложности и продолжительностью звучания, уникальностью мировоззрения композитора. Охарактеризованы отдельные виды анализа в зависимости от целевой направленности, указаны трудности и пути их преодоления. Анализ инструментальных произведений с позиций интонационной теории (интонационно-образный анализ) – своего рода социальное, историческое, художественное исследование, при котором необходима организация общения детей с автором и исполнителями сочинения в форме живого диалога, направленного на погружение в художественно-образный мир произведения, выявление смысла и эмоционально-ценностных отношений, воплощенных в образах-интонациях, формирование к нему собственного отношения (В. В. Медушевский). Представленные виды музыковедческого анализа применяются в практике музыкального образования школьников в зависимости от особенностей произведения и предпочтений педагога. Показан пример музыкально-педагогического анализа инструментальной пьесы студентами как один из возможных вариантов для использования в педагогической практике с учащимися общеобразовательной школы. The article observes the problem of analyses and interpretation of a piece of music from the point of view of music theorists and music teachers. The variability of approaches to the analysis is substantiated due to the category of the listeners, the genre of a piece of music, the uniqueness, the level of complexity and duration of the sound, the uniqueness of the composer’s worldview. Certain types of analysis, depending on the target orientation, are characterized, difficulties and ways of overcoming them are indicated. Analysis of an instrumental works from the point of view of intonation theory (intonation-figurative analysis) is a kind of social, historical, artistic research, in which it is necessary to organize communication between children and the author and performers of the composition in the form of a live dialogue aimed at immersion in the artistic-figurative world of the work, identifying meaning and emotional-value relations, embodied in images-intonations, the formation of one’s own attitude towards him (V. V. Medushevsky). The presented types of music studying analyses are used in the practice of music education of schoolchildren, depending on the characteristics of the work and the preferences of the teacher. An example of musical and pedagogical analysis of an instrumental piece by students is shown as one of the possible options for using in pedagogical practice with secondary school students.

scholarly journals VALUES CREATED BY MUSIC EDUCATION IN GENERAL COMPREHENSIVE SCHOOLS

2021 ◽  
Vol 2 ◽  
pp. 318-329
Author(s):  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel ◽  
Kristi Kiilu ◽  
Kadi Kaja ◽  
Anu Sepp
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
School Students ◽  
Creative People ◽  
Content Integration ◽  
Service Music ◽  
Further Development

This is the final part of research started in 2014 when development of the new National Curricula (NC) was initiated. The role of music education had to be mapped to prove its meaning as a traditional mandatory subject in the NC. According to the research program, different aspects, related to music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc.), were analysed. The research of 2020 is summarising the values music education can provide for development of educated, responsible, ethical and creative people. The data collected from essays of school students and (future and in-service) music teachers (n=166), were analysed by qualitative methods. The values were classified by the following categories: social, cultural, cognitive, moral, aesthetic, personal. The research results can be used as arguments for developing music education syllabi in the NCs from kindergartens to gymnasia. The whole program of research is already being used for further development of music teacher education.  

Composing with mobile technology: High school students and GarageBand for iPad1

2020 ◽  
Vol 4 (3) ◽  
pp. 349-369 ◽  
Author(s):  
Steven Sabet
Keyword(s):  
High School ◽  
High School Students ◽  
Music Education ◽  
Music Teachers ◽  
Music Technology ◽  
First Century ◽  
Future Research ◽  
School Students ◽  
Technology In The Classroom ◽  
New Era

Given that a new era of music education technology has emerged in the twenty-first century and that technology presents increased opportunities for creativity, I investigated one application of integrating technology in the classroom using GarageBand for iPad. The purpose of this case study was to examine the experiences of high school students using GarageBand for iPad in a music technology class to compose original music. Students then shared and presented their works in class during peer-review critique sessions for growth and reflection. This study was carried out in my own classroom, and I served as both teacher and researcher. Three themes emerged from my research: music and production features, thinking creatively and instructional roadblocks. Recommendations for music teachers and for future research using music technology are also included.

scholarly journals AFETO NO TRABALHO DOCENTE COM ALUNOS SURDOS DE ENSINO MÉDIO

2019 ◽  
Vol 12 (4) ◽  
pp. 446
Author(s):  
Sandra de Fátima Faustino dos Santos Silva ◽  
Suzana Lopes Salgado Ribeiro ◽  
Ana Maria Gimenes Corrêa Calil
Keyword(s):  
High School ◽  
Qualitative Research ◽  
High School Students ◽  
Point Of View ◽  
Pedagogical Practice ◽  
School Students ◽  
Teachers Perceptions ◽  
Qualitative Research Methodology ◽  
Teachers And Students ◽  
Effective Relationships

This article aims to highlight the teachers' perceptions about the affection, relationships, and teaching of deaf high school students. The qualitative research methodology used 12 interviews with teachers who work directly with this target audience. We could see that the teachers had motivations and established effective relationships with their students and that this is seen as a way to bring teachers and students closer. The research did not blind to the contradictions present in the speeches but tried to understand the teachers within the complex reality of their doing. Seeking to reflect on the importance of affection for socialization relations and pedagogical practice, both from the point of view of new forms of closeness and empathy, as well as in the reproduction of fears and insecurities.

Communicative Strategies and Tactics of Debate as a Learning Tool

2020 ◽  
Vol 81 (2) ◽  
pp. 21-26
Author(s):  
Z. I. Kurtseva
Keyword(s):  
Questionnaire Survey ◽  
Sharp Decrease ◽  
Russian Language ◽  
Point Of View ◽  
Primary Data ◽  
Federal State ◽  
School Students ◽  
Communicative Strategies ◽  
Psychology Pedagogy ◽  
State Educational

This article discusses an urgent educational problem, i.e. a sharp decrease in the level of students’ spoken language and, in particular, the lack of willingness and ability among school students to engage in a constructive dialogue when participating in debates. It is no accident that modern federal state educational standards pay special attention to the formation of students’ communicative competence at all levels of education. The aim of this article was to investigate the current situation in the field in order to obtain primary data showing at which educational levels the techniques of debate and discussion are used; to analyse the verbal behaviour of participants implementing various communicative strategies and tactics during debates. The following research methods were used: an analysis of literature in the field of psychology, pedagogy, communication and methodology; a questionnaire survey and interviews; an analysis of the oral presentations of students; generalization of pedagogical experience. The results of the interviews and questionnaire survey conducted among first-year university show that about 60% of the respondents experience difficulties in constructing argumentative speech. Discussions in schools are held only in high school. Secondary school teachers lack the competencies of organizing and conducting debates in class. The development of communicative skills of defending one’s point of view and conducting informed debates using communicative tactics based on the principles of dialogue and politeness should be taught during teenage years. It is at this age that communicative competencies are most actively formed. Specific examples of including debates in the curriculum of the Russian language (5th grade) for developing primary discussion skills are presented.

Novos modelos de educação superior

2020 ◽  
Author(s):  
Manuel Tavares Gomes ◽  
Eduardo Santos ◽  
Sandra Gomes ◽  
Daniel Pansarelli ◽  
Donizete Mariano ◽  
...  
Keyword(s):  
Higher Education ◽  
Public School ◽  
Empirical Research ◽  
Graduate Program ◽  
Point Of View ◽  
School Students ◽  
Public School Students ◽  
New Models ◽  
Cognitive Justice ◽  
Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

LA ORIENTACIÓN FAMILIAR PARA LA PREVENCIÓN DEL CONSUMO DE DROGAS EN LOS ALUMNOS DEL TERCER AÑO DE BACHILLERATO

2018 ◽  
Vol 3 (5) ◽  
pp. 39
Author(s):  
Yéssica Elizabeth Barreto Macías ◽  
Colón Avellán Velásquez
Keyword(s):  
High School Students ◽  
Drug Use ◽  
Interpersonal Relationships ◽  
Negative Influence ◽  
Point Of View ◽  
Family Counseling ◽  
High Rate ◽  
School Students ◽  
Family Orientation ◽  
The Right

El actual trabajo afronta una de las problemáticas más apremiantes de los actuales momentos como es el alto índice de dispendio de drogas en las Instituciones Educativas, que afectan considerablemente a la sociedad ecuatoriana. Su objetivo es analizar los lineamientos que permitan mejorar la orientación familiar, y desarrollar relaciones interpersonales apropiadas que fomenten la unión familiar, practicar principios, fomentar valores morales, y que los jóvenes aprendan a decir “no” ante una eventual propuesta de consumir compuestos prohibidos, que lo único que se consigue es materializarse en un estado no idóneo ante la comunidad, considerar que las consecuencias para la salud son devastadoras, personas que a temprana edad padecen de enfermedades que en muchas ocasiones son gravísimas, causando malestar no solamente propio sino a la familia. Puedo mencionar como aporte de este artículo; y en base a resultados establecidos que resulta primordial e importante mantener la asistencia de un profesional especializado en psicología, diálogos científicos y motivadores, conjuntamente con atención médica provocarán en la persona afectada la erradicación del consumo de drogas. Constan muchos factores que causan gran influencia negativa en las familias, partiendo de que actualmente el mundo vive la tendencia del consumismo lo que influye en sobremanera que exista menos dialogo en el hogar, la aparición de la tecnología es otra de las situaciones adversas. Los profesionales encargados de brindar orientación familiar deben considerar siempre, que el comportamiento del ser humano debe ser comprendido desde el punto de vista de su forma de pensar, solo así se desarrollara una cultura que permita a las familias tomar las decisiones acertadas al momento de formar a sus hijos, lo que en un futuro se evidenciará como seres útiles a la sociedad. PALABRAS CLAVE: Consumo de drogas; orientación familiar; valores morales.  FAMILY COUNSELING, FOR THE PREVENTION OF DRUG USE IN THIRDYEAR HIGH SCHOOL STUDENTS  ABSTRACT  The current work addresses one of the most pressing issues of current times such as the high rate of drug use in educational institutions, which greatly affect Ecuadorian society. Its objective is to analyze the guidelines for improving family orientation, and develop appropriate interpersonal relationships that promote family unity, value the principles, and that young people learn to say "no" to a possible proposal to use prohibited drugs, that the only thing that is achieved is to materialize in an unsuitable state before the community, to consider that the consequences for health are devastating, people who at an early age suffer from diseases that in many occasions are very serious, causing discomfort not only their own but also the family. I can mention as contribution of this article; and based on established results that it is essential and important to maintain the assistance of a professional specialized in psychology, scientific and motivational dialogues, together with medical care, will cause the affected person to eradicate drug use. There are many factors that cause great negative influence on families, based on the fact that the world currently lives the trend of consumerism which greatly influences that there is less dialogue at home, the emergence of technology is another of the adverse situations. The professionals responsible for providing family counseling should always consider that the behavior of the human being should be understood from the point of view of their way of thinking, only in this way will a culture be developed that allows families to make the right decisions when forming to their children, which in the future will be evident as useful beings to society. KEYWORDS: drug use; family orientation; moral values.

Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

Zoltán Kodály gives a hand to secondary school students in recorder performance and attitudes toward music in Turkey

2021 ◽  
pp. 025576142110059
Author(s):  
Alican Gülle ◽  
Cenk Akay ◽  
Nezaket Bilge Uzun
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Service Training ◽  
Quasi Experimental ◽  
Attitudes Toward Music ◽  
Experimental Group

Kodály-inspired pedagogy enables students to participate effectively in a music course by engaging in active musical interactions with folk songs and melodies. The purpose of this study was to explore the effects of Kodály-inspired pedagogy on recorder performance and attitudes toward music of secondary school students. A quasi-experimental design was used in the study. The experimental group was taught using Kodály-inspired pedagogy and the control group using the general music teaching methods for 9 weeks. A two-way mixed-design analysis of variance (ANOVA) and content analysis were used to analyze the data. A Recorder Performance Grading Key, music course attitude scale, and open-ended questions were used to collect the data. Consequently, the findings indicated that Kodály-inspired pedagogy had a significant effect on the students’ recorder performance but the researchers could not find a significant effect on students’ attitudes toward the music course. Moreover, students in the experimental group reported improvement in their recorder performance and attitudes toward music education. The researchers recommended including information about the implementation of Kodály-inspired pedagogy in music teacher textbooks, providing in-service training for teachers to enable them to use Kodály-inspired pedagogy.

The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities

2021 ◽  
pp. 1321103X2097480
Author(s):  
Melissa Bremmer ◽  
Carolien Hermans ◽  
Vincent Lamers
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Teaching Practice ◽  
Meaning Making ◽  
Multiple Disabilities ◽  
Children's Music ◽  
Four Dimensions ◽  
Music Lessons ◽  
Multiple Case ◽  
Teaching Music

This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in this study. Individual and collective video reflections and microanalysis were applied to gather data about their multimodal teaching practice. The data were analyzed through Schmid’s framework (2015) of “multimodal dimensions of children’s music experiences,” developed for general music education. This framework consists of four dimensions: narrativity, sociality, materiality, and embodiment. Based on the findings, Schmid’s framework could be revised for special education, thus providing music teachers with a tool for designing multimodal music lessons for pupils with severe or multiple disabilities.

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