scholarly journals Tapaustutkimus seitsemäsluokkalaisten musiikin oppitunneilla tekemien lyhytelokuvien audiovisuaalisista kerronnan keinoista monilukutaidon näkökulmasta

2021 ◽  
Vol 34 (4) ◽  
pp. 24-39
Author(s):  
Mirja Karjalainen-Väkevä ◽  
Sara Sintonen
Keyword(s):  
Social Media ◽  
Secondary School ◽  
Music Education ◽  
Core Curriculum ◽  
Comprehensive School ◽  
Media Education ◽  
Film Education ◽  
Short Films ◽  
School Music

Nuorten elämään liittyy vahvasti audiovisuaalinen media eri muodoissa. Omien teosten tekeminen ja niiden jakaminen ovat helpottuneet digitalisaation ja sosiaalisen median myötä, mutta millaisia audiovisuaalisen kerronnan keinoja nykypäivän yläkoululaisilla on käytössään? Perusopetuksen opetussuunnitelman perusteissa monilukutaito määritellään eri muodoissa olevien viestien tuottamisen, tulkitsemisen ja kriittisen arvioinnin taidoksi.Tässä artikkelissa tarkastelemme, millaisia audiovisuaalisia kerronnan keinoja seitsemäsluokkalaiset käyttävät koulun musiikin tunneilla tehdyissä lyhytelokuvissa, ja pohdimme, miten lyhytelokuvien tekeminen voidaan nähdä osana monilukutaidon tukemista. Yleisesti ottaen oppilailla on kykyjä käyttää erilaisia kerronnan keinoja, joskin oppilaiden itse tekemistä lyhytelokuvista osa sisältää paljon erilaisia audiovisuaalisen kerronnan keinoja, kun taas osassa keinovalikoima on suppea kaikilla kerronnan osa-alueilla.Monilukutaidon pedagogiikan mukaan monilukutaidon prosessissa edetään omien kokemusten jakamisen, teoretisoinnin ja ohjauksen kautta kohti uusintavaa käytäntöä. Omien kokemusten ja merkitysten jakaminen yhteisöllisesti ja toisaalta niiden asettaminen laajempaan viitekehykseen mahdollistavat sen, että oppilaat voivat kukin kehittyä omista lähtökohdistaan. Lyhytelokuvien tekemisen ja audiovisuaalisten kerronnan keinojen erittelemisen kautta voidaan tarjota oppilaille tilaisuus kehittyä audiovisuaalisen kerronnan keinojen käyttämisessä, ymmärtämisessä ja niiden kriittisessä arvioinnissa.Avainsanat: monilukutaito, audiovisuaalinen viestintä, peruskoulu, musiikkikasvatus, mediakasvatus, elokuvakasvatusCase study on audiovisual storytelling of 7th grade students’ short films made during music lessonsDigitalization and social media have increased and made it easier to make and share one’s own audiovisual products, but what exactly do we know about young people’s audiovisual storytelling? In the Finnish National Core Curriculum, multiliteracy is defined as an ability to produce, interpret, and critically evaluate texts in various forms.The purpose of this article is to explore what modes and forms of audiovisual storytelling the 7th graders use in their self-made digital short films and how the making of short movies can be seen as a way of promoting students’ multiliteracies. The students have the capacity for audiovisual storytelling although storytelling varies a lot between self-made short films. Some of them include various forms of storytelling while the storytelling is limited in others.According to the pedagogy of multiliteracies, learning is a process in which learners proceed from experience to conceptualization, analysis, and to finally applying new practices. Students proceed from their own standpoints while they share their own experiences in collaborative making processes and learn to analyze and conceptualize their works. By making short films and conceptualizing audiovisual storytelling students can be promoted in multiliteracies.Keywords: multiliteracies, audiovisual storytelling, comprehensive school, secondary school, music education, media education, film education

The Contemporary Composer in the Classroom

1986 ◽  
Vol 3 (3) ◽  
pp. 341-352 ◽  
Author(s):  
Peter Owens
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Contemporary Music ◽  
Creative Work ◽  
Music Teaching ◽  
Modern Music ◽  
Avant Garde ◽  
Current State ◽  
School Music

This article is a revised version of a talk given by the author before an international symposium on music education in Hortos, Greece, in 1985. It considers the current state of modern music, suggesting that there have been some important changes in direction since the avant-garde styles of the 1950s and 1960s; and it reflects on some of the implications of these changes for secondary-school music teaching.Some proposals are made for factors likely to facilitate the success of contemporary music which children hear or perform. In the original talk these points were illustrated with recorded examples, indicated here by numbers in the text. The role of children as contemporary composers themselves is also discussed in terms of the method and motivation by which creative work may be encouraged.The educational writers on whom the author bases much of his argument are clearly acknowledged throughout the text. Otherwise, opinions derive from experience of teaching and writing music for children in England and in France.

scholarly journals Integration of informal music technologies in secondary school music lessons

2013 ◽  
Vol 31 (1) ◽  
pp. 19-39 ◽  
Author(s):  
Dan Stowell ◽  
Simon Dixon
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Mobile Phones ◽  
Ethnographic Study ◽  
Informal Music Learning ◽  
Use Of Technology ◽  
School Music ◽  
Mp3 Players ◽  
Class Context ◽  
The Uk

Technologies such as YouTube, mobile phones and MP3 players are increasingly integrated into secondary school music in the UK. At the same time, the gap between formal and informal music learning is being bridged by the incorporation of students’ preferred music into class activities. We conducted an ethnographic study in two secondary schools in London, investigating the roles of technology in the negotiation of musical concepts in music classes. From this, we report some observations on the relation between formal/informal and authorised/unauthorised activities in class, and some specific observations on the role of YouTube, mobile phones and MP3 players in the class context. In the lessons we observed, these technologies functioned as part of a richly multimodal ecosystem of technologies, combining aspects of formal and informal use. This carries implications for how we plan for the use of technology in the delivery of music education.

Adolescents' Expressed Meanings of Music in and out of School

2007 ◽  
Vol 55 (3) ◽  
pp. 220-236 ◽  
Author(s):  
Patricia Shehan Campbell ◽  
Claire Connell ◽  
Amy Beegle
Keyword(s):  
High School ◽  
Secondary School ◽  
Music Education ◽  
Identity Formation ◽  
Music Teachers ◽  
Music Programs ◽  
School Programs ◽  
School Music ◽  
Character Building ◽  
Out Of School

This study aimed to determine the significance of music and music education to middle and high school adolescents, including those enrolled and not enrolled in school music programs. Of particular interest were their expressed meanings of music both in and out of school, with attention to adolescent views on the role of music in identity formation, the musical and nonmusical benefits for adolescents of their engagement with music, the curricular content of secondary school music programs, and the qualities of music teachers in facilitating music-learning experiences in middle and high school classes. An examination of essays, statements, and reflections in response to a national essay content was undertaken using an inductive approach to analyze content through the triangulation of interpretations by the investigators. Five principal themes were identified within the expressed meanings of music by adolescents: (a) identity formation in and through music, (b) emotional benefits, (c) music's life benefits, including character-building and life skills, (d) social benefits, and (e) positive and negative impressions of school music programs and their teachers. Overwhelming support was expressed for music as a necessary component of adolescent life, with support for and comments to probe concerning the work of music educators in secondary school programs.

scholarly journals Assessment in the Secondary Music Classroom

2012 ◽  
pp. 475-494 ◽  
Author(s):  
Martin Fautley ◽  
Richard Colwell
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Student Assessment ◽  
Music Pedagogy ◽  
Music Classroom ◽  
Secondary Music ◽  
Accountability Policy ◽  
School Music ◽  
Teaching Learning

The issue of assessment in music education in the secondary school is one of concern in a range of contexts, including teaching, learning, accountability, policy, and politics. In order to investigate assessment in the secondary school, there is a need to understand what assessment is; what the terminologies involved mean; what the implications of assessment are for learners, teachers, program organizers, administrators, legislators, and other interested stakeholders; and what constitutes secondary school music. This article considers the following issues in student assessment: the context of assessment, the uses and purposes of assessment, legitimizing assessment, and assessment and music pedagogy.

One direction: a future for secondary school music education?

2019 ◽  
Vol 21 (4) ◽  
pp. 359-370 ◽  
Author(s):  
Graham McPhail ◽  
Jeff McNeill
Keyword(s):  
Secondary School ◽  
Music Education ◽  
School Music

Factors that Affect Participation in Secondary School Music: Reducing Barriers and Increasing Access

2020 ◽  
Vol 106 (4) ◽  
pp. 43-49
Author(s):  
Mara E. Culp ◽  
Matthew Clauhs
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Music Education ◽  
Music Teachers ◽  
Music Educators ◽  
Graduation Requirements ◽  
Education For All ◽  
Course Selection ◽  
School Music

Students often enter secondary schools with increased autonomy over course selection and how they meet graduation requirements. Those who once participated in school music may discontinue music studies for a variety of reasons. Music teachers should be mindful of factors that may affect a student’s ability or desire to participate in school music. This article discusses these factors and suggests practices to increase access to music education for all students. By examining practices and considering ways they can be altered or expanded to provide more options and be more inclusive, music educators may be able to provide more opportunities for all students.

scholarly journals Music preferences with regard to music education, informal influences and familiarity of music amongst young people in Croatia

2016 ◽  
Vol 34 (1) ◽  
pp. 41-55
Author(s):  
Snježana Dobrota ◽  
Ina Reić Ercegovac
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Popular Music ◽  
Classical Music ◽  
Musical Theatre ◽  
World Music ◽  
Music Preferences ◽  
Music School ◽  
School Music ◽  
The Relationship

The aim of this research was to investigate the relationship between music preference and music education, informal influences (attending classical music concerts and musical theatre productions) and familiarity of music. The research included students of the Faculty of Humanities and Social Sciences, University of Split (N=341)1. The results showed that participants usually listen to popular music in their leisure time and that popular music is their most preferred music style. A positive relationship between familiarity and preferences was found but this effect was not unambiguous. A relationship between music preferences and secondary school music education was not found, but those participants who attended music school preferred some music styles more than did those participants who did not attend music school. There was a significant correlation found between the frequency of attending classical music concerts and preferences for classical music, jazz and world music. Finally, the results indicated that people who frequently attend musical theatre productions have significantly higher preferences for jazz and world music. The authors pointed to the problem of unattractiveness of music lessons in secondary schools and suggest possible solutions to the problem.

scholarly journals An Example of a Study with Instructed Music Listening Activities with Information and Concert Event Content

2021 ◽  
Vol 14 (8) ◽  
pp. 14
Author(s):  
Ajda Şenol Sakin ◽  
Gülnihal Gül
Keyword(s):  
Secondary School ◽  
Music Education ◽  
General Education ◽  
Music Listening ◽  
General Music ◽  
Music Culture ◽  
School Music ◽  
The Individual ◽  
Teaching Programs ◽  
Learning Area

It is thought that music education in general education, especially for individuals of all ages and levels, is important in the musical development of the individual. Besides, it is seen that the “listening-singing” learning area in general music education teaching programs has an important weight in the program. In this context, it is considered necessary that music listening activities carried out for this learning area should be among the main activities that support other musical activities in classroom music education, which form the basis for the students to benefit from music education. For this reason, it is thought that the active participation of the students in music listening activities will contribute to effective and efficient music education. With this study, it is aimed to determine the contribution of instructed music listening activities to music culture learning outcomes in secondary school music education. For this purpose, an instructed music listening activity was held for students in a secondary school. The effect of the activity performed on the level of success was measured with knowledge tests. According to the results it is found that most of the students achieved an above-moderate success from the recorder family knowledge test.

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