scholarly journals 12. The Methodology of Music Education Lesson Completeness by Means of the Vocal-Choral Singing Dominant Activity

2020 ◽  
Vol 19 (1) ◽  
pp. 93-99
Author(s):  
Marina Caliga
Keyword(s):  
Music Education ◽  
Choral Singing ◽  
Dominant Activity

AbstractChoral singing has always been an activity in which the participant, the choir singers sang together, achieved the same goals, lived and perceived music together. In the music education lesson, the choral-vocal singing is an activity with great teaching and educational possibilities. It is one of the most accessible ways of interpreting music in school. This article methodologically investigates the completeness of the music education lesson with the dominant activity of vocal-choral singing.

Behind Different Walls

2015 ◽  
pp. 553-566
Author(s):  
Mary L. Cohen ◽  
Stuart Paul Duncan
Keyword(s):  
Music Education ◽  
Learning Communities ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Public Awareness ◽  
Social Needs ◽  
Transformative Justice ◽  
Choral Singing ◽  
The Past ◽  
The Social

Over the past few years, restorative justice and transformative justice have taken on greater research importance in the scholarly community. These two forms of social justice offer ways of dealing with harms that result from conflict. The claim of this chapter is that these two types of justice can be used to structure and shape pedagogy in music education. Research suggests that choral singing within a prison context and the particular pedagogies employed therein can be shaped positively through restorative and transformative justice. Prison choir performances humanize prisoners and bring greater public awareness to their lives. If one accepts the premise that the use of restorative and transformative justice in musical teaching and learning enacts forms of healing, then their application has great potential to create encouraging learning environments and provide tools for music teachers to support the social needs of their learning communities.

“Let the Whole World Rejoice!” Choral Music Education

2017 ◽  
Author(s):  
László Norbert Nemes
Keyword(s):  
World War Ii ◽  
Music Education ◽  
Choral Music ◽  
New Music ◽  
Choral Music Education ◽  
World War ◽  
Zoltan Kodaly ◽  
Choral Singing ◽  
The Times ◽  
Musical Literacy

Zoltán Kodály (1882–1967), one of the foremost figures of Hungarian culture and choral music in the twentieth century, laid the foundations of a new music pedagogical approach during the times immediately preceding and following the years of World War II. His concept of music education can be summarized into two important goals: (1) to draw more people near to classical musical art while developing the necessary skills in them for its in-depth understanding and reception, (2) to create opportunities from these precious musical experiences for the shaping of personality and the creation of valuable community bonds. Kodály Zoltán’s art was centered around choral music; singing and choral singing are of paramount importance in his educational philosophy. According to him singing was the most important tool for the development of musical literacy. And choral singing was a gateway to life-long inspiration received from the performance of masterpieces.

scholarly journals Kodály Approach in the Crossroad of Education and Therapy

2015 ◽  
Vol 15 (2) ◽  
Author(s):  
Luca Tiszai
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Social Connectedness ◽  
Social Needs ◽  
Therapeutic Effects ◽  
Community Music ◽  
Choral Singing ◽  
The Common ◽  
Different Cultures ◽  
Shed Light

Kodály's concept about music education is worldwide adapted to different cultures. However, the significance of his theoretical framework is almost undiscovered by music therapy. The aim of the present paper is to shed light on the common elements of Commuity Music Therapy and the Kodály Approach by literature-based Research. Kodály was a pioneer establishing a multidisciplinary dialog between musicology, philosophy, sociology and education. The practice and theory he established was a powerful response to his time’s social needs and problems. As a musician an educator he devoted himself to the popularization community music, choral singing and thus building up a better society. As a researcher he studied the therapeutic effects of his method, especially transfer effect with intellectual and social skills. His overall goal to make music accessible to everyone highly resemble with Community Music Therapy. Many of his ideas such us choral singing for social connectedness or agency and empowerment through musical education are a part of the practice of Community Music Therapy. His concept is a fundamental part of music education but music therapy also could profit more from his ideas.

Features of Vocal-Choral Education of Younger Schoolchildren on the Basis ofIntegrated Approach

2017 ◽  
Vol 5 (4) ◽  
pp. 42-46
Author(s):  
Горбачева ◽  
N. Gorbacheva
Keyword(s):  
Music Education ◽  
Professional Education ◽  
Integrated Approach ◽  
New Approach ◽  
Choral Singing ◽  
Integrated Approaches

Integrated approaches in the pedagogy of general and pre-professional music education are quite in demand. Historically, an integrated approach is used throughout the educational fi eld of “art”. This article describes a new approach to the use of integration in choral classes in pre-professional education of children, which is the most eff ective and optimizing the process of vocal-choral learning. In the class on choral singing, integration is represented both by polygamousness and kinesthetics. Kinesthetic method of work in particular promotes a deeper understanding of the fundamental aspects and principles of choral singing in a children’s collective.

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