scholarly journals Glasbena ustvarjalnost v osnovnošolskih učnih načrtih za glasbeno vzgojo v Črni gori in Sloveniji / Musical Creativity in Primary School Programmes for Music Education in Montenegro and Slovenia

2021 ◽  
Vol 16 (33) ◽  
pp. 43-57
Author(s):  
Jelena Martinović Bogojević
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Educational Systems ◽  
Music Teaching ◽  
Music Culture ◽  
Education Systems ◽  
Musical Creativity ◽  
Definition Of

Encouraging musical creativity in primary schools in Montenegro and Slovenia is determined by the course programs for music education, according to which music teaching in two countries is realised through three musical activities: performing, listening and creating. The similarities between the two primary education systems are characterised by the nine-year duration of primary school, which is divided into three threeyear cycles. Programme for the course Music Culture in Montenegro, dating from 2003, has been developed in collaboration with Slovenian experts. Thus, creation, as an activity, was clearly defined and has been represented in all the revised and new programs that followed. The aim of this paper was to analyse the representation of creation as an activity through which some of the important goals and learning outcomes are achieved in both general primary education systems. The obtained results show that this activity is more concretely represented in the Slovenian programme, and that a higher level of systematicity in its definition has been achieved. Comparative analysis can also serve as a guideline for future improving the programmes and a clearer definition of what is meant by musical creativity in the teaching of music in primary schools of two educational systems.

LEGACY OF XIAO YOUMEI: PATHS TO EUROPEAN MUSIC

2020 ◽  
Vol 1 (2) ◽  
pp. 124-132
Author(s):  
Zhang Kewu ◽  
Keyword(s):  
Music Education ◽  
Educational Institutions ◽  
Asian Countries ◽  
Music Culture ◽  
Xxth Century ◽  
Cross Cultural Communication ◽  
Chinese Music ◽  
History Of ◽  
Definition Of ◽  
Scientific Platform

The relevance of this topic is linked to the need to understand the way in which Asian countries develop theoretical musicology in active cross-cultural communication. This work examines Xiao Youmei (1884–1940), one of the most outstanding representatives of Chinese music culture in the first half of the XXth century. His contribution to Chinese music education and science include the organization of the Shanghai Conservatory of Music (1927), the upgrading of national musicology and the development of the first textbooks on music theory and history for training specialists. Of particular importance is Xiao Youmei's educational activities, related to the study of European music and the definition of the main directions in its research. The article mainly discusses the methods used by the Chinese musicologist in introducing European music to the students of the first music educational institutions in China. Theoretical and historical problems of European music are taught in Xiao Youmei’s textbooks: "Essays on the History of Western Music" (1920–1923), "General Musicology" (1928), "Harmony" (1932). They were distinguished by the following features: an overview principle of the presentation of the material, an expansion of the range of languages used by the term authors, several musical examples and a lack of scientific resources, which is explained by the stage of origin of the music educational system and scientific platform in China in the first decades of the XXth century. One of the main features of the content expressed in Xiao Youmei's textbooks is the correlation between various parameters of Chinese and European music. The paper provides examples illustrating the method of using the notions of one thinking system to explain the other (in the field of harmony, instrumental science). It is explained by the transitional stage in the formation of Chinese musicology — from the old system of notation to the new one.

Percursos Históricos da Escola Primária em Mato Grosso

2018 ◽  
Vol 19 (4) ◽  
pp. 422
Author(s):  
Laura Isabel Marques Vasconcelos De Almeida ◽  
Neuza Bertoni Pinto
Keyword(s):  
School Culture ◽  
Primary School ◽  
Cultural History ◽  
Primary Education ◽  
Primary Schools ◽  
Educational Process ◽  
Mato Grosso ◽  
Documentary Sources ◽  
The Government ◽  
Cultura Escolar

Este artigo tem como objetivo destacar os elementos da cultura escolar predominantes na Escola Primária mato-grossense, inventariados a partir da legislação e normas no período de expansão escolar em Mato Grosso. O estudo desenvolvido pelo viés histórico se ancora na abordagem da história-cultural e tem como fontes documentais, a legislação e o regulamento que definiram as diretrizes educacionais para a organização do Ensino Primário, levando em consideração os aspectos históricos, políticos e pedagógicos da época. O estudo aponta que apesar dos esforços, as Diretrizes Educacionais do Estado de Mato Grosso (1965) evidenciam a preocupação do Governo e a necessidade de melhoria no processo educativo das Escolas Primárias de Mato Grosso. No entanto, esta melhoria dependeria não apenas de boa vontade política, mas de uma proposta político-pedagógica direcionada ao Ensino Primário e a melhoria das condições de trabalho do professor na educação mato-grossense. Palavras-chave: Escola Primária. Cultura Escolar. Diretrizes Educacionais. AbstractThis article aims to highlight the elements of school culture prevalent in the primary school of Mato Grosso, inventoried from the legislation and norms during the school expansion period in Mato Grosso. The study developed by the historical bias is anchored in the approach of cultural history and has as documentary sources, legislation and regulation that defined the educational guidelines for the organization of primary education, taking into account the historical, political and pedagogical aspects of the time. The study points out that despite the efforts, the Educational Guidelines of the State of Mato Grosso (1965) show the government concern and the need for improvement in the educational process of primary schools in Mato Grosso. However, this improvement would depend not only on political goodwill but on a political-pedagogical proposal aimed at primary education and at improving the teachers’ working conditions in Mato Grosso State's education. Keywords: Primary School. School Culture. Educational Guidelines. 

scholarly journals Attitudes of primary school teachers in Croatia toward Music as a school subject / Stališča osnovnošolskih učiteljev na Hrvaškem do glasbe kot šolskega predmeta

2021 ◽  
Vol 17 (34) ◽  
pp. 13-27
Author(s):  
Snježana Dobrota ◽  
Antonija Vrančić ◽  
Ivana Križanac
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Education ◽  
Work Experience ◽  
Leisure Time ◽  
Classical Music ◽  
School Teachers ◽  
School Subject ◽  
Primary School Teachers ◽  
Music Activities

The paper explores the influence of years of work experience, professional qualifications, additional music education, engaging in music activities in leisure time, and going to the theatre/classical music concerts on the attitudes of primary school teachers toward the school subject Music. The research was conducted on a sample of primary education teachers from all Croatian counties (N = 233), using a questionnaire composed of two parts: The General Data Questionnaire and Attitudes Toward Music as a School Subject. The results confirm that primary school teachers with fewer years of work experience have more positive attitudes toward the Curriculum of Music Education for Primary Schools and for Grammar Schools in the Republic of Croatia, while in other aspects of attitudes no difference was found. Furthermore, no differences were found in the attitudes of primary school teachers toward the subject Music with regard to their professional qualifications. Primary education teachers who have attended additional music classes, who engage in music activities in leisure time and who often attend theatre/classical music concerts, consider Music to be an important school subject that relaxes the students, and consider themselves more competent to teach music. The obtained results have significant implications in terms of music pedagogy, with regard to organizing the music education of preservice primary teachers and their lifelong learning.

scholarly journals Education for Sustainable Development (ESD) in China’s Local Primary Schools: A Pilot Study

2020 ◽  
Vol 9 (4) ◽  
pp. 118
Author(s):  
Ronghui (Kevin) Zhou
Keyword(s):  
Sustainable Development ◽  
Pilot Study ◽  
Primary Education ◽  
Primary Schools ◽  
Education For Sustainable Development ◽  
Urban China ◽  
Current Status ◽  
Structured Interviews ◽  
Definition Of ◽  
Education Support

This study discusses the current status of ESD implementation in three primary schools and examines factors that have impacted the implementation of ESD in a district of an urban Chinese cities. Semi-structured interviews were conducted with three primary school principals and three school teachers. Thematic analysis was used to analyze the data. Three themes emerged that have impacted ESD implementation in this pilot study are discussed: the definition of ESD, lack of local education support, and exam pressures. The results suggested that ESD is underdeveloped in the selected context of urban China. Further investigation is required to capture the whole scope of ESD implementations in China’s primary education.  Keywords: Education for Sustainable Development; Primary Education; Case Study; Teacher and Principal; China 

The music curriculum as ‘received’ by children: Evidence from Cyprus primary schools

2006 ◽  
Vol 23 (2) ◽  
pp. 187-204 ◽  
Author(s):  
Natassa Economidou Stavrou
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Curriculum Theory ◽  
Music Curriculum ◽  
School Subjects

This article reports on research investigating the ‘received’ music curriculum as experienced by children and how this corresponds with the expectations of the official music curriculum. The research was conducted in Cyprus and the sample consisted of 1196 children in their final year in primary school. Results verify a huge gap between curriculum theory and implementation, revealing that knowledge accumulated during the six years of primary education is far distant from the over-optimistic intentions of the official music curriculum. Additionally, music was found to be one of children's least favourite school subjects, suggesting the need for a more learner-centred and process-orientated music curriculum.

“Road to School: Primary School Participation in Korea, 1911–1960”

2017 ◽  
Vol 24 (2-3) ◽  
pp. 184-208
Author(s):  
Dae Hyung Woo ◽  
Howard Kahm
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Land Reform ◽  
Primary Schools ◽  
School Enrollment ◽  
Universal Primary Education ◽  
Colonial Era ◽  
Colonial Legacy ◽  
Japanese Colonial ◽  
The Republic

This article situates South Korea’s economic success in the latter part of the 20th Century within the framework of the emergence of universal primary education. In particular, it examines the history of primary school enrollment in Korea from the onset of Japanese colonial rule in 1910 until the emergence of universal primary school education in the early 1960s. A high enrollment rate was unusual for countries that had an annual income similar to South Korea, which was about one hundred u.s. dollars per person in 1960. Although income was a factor in shaping the access of Koreans to primary education, especially in the colonial era, the authors conclude that it was only one and not the most important factor that determined this process. Other important issues that the article assesses are the Japanese colonial legacy, children’s access to schools, Korea’s Confucian legacy, industrialization, and land reform. Of these factors, the authors argue, the colonial legacy had a mixed impact on access to primary schools, while land reform played a significant role in influencing the movement toward universal primary education in the Republic of Korea.

scholarly journals A critical realist approach to literacy acquisition and development, with specific application to teacher traning and support in primary education in KwaZulu-Natal

2012 ◽  
Author(s):  
◽  
Rookumani Govender
Keyword(s):  
South Africa ◽  
Teacher Training ◽  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Formal Education ◽  
Literacy Acquisition ◽  
The Government ◽  
Training And Support

In adopting a critical realist approach, this study offers a view of the complex social and contextual factors impacting on literacy acquisition and development in primary education, which is thought to be its main contribution to the field. The study‟s focus was on reading because reading is a fundamental part of literacy acquisition and development in primary education. Its purpose was to establish the state of current literacy teaching and learning practices in formal education so that, ultimately, recommendations could be made for teacher training and support. In the changing face of education in post-apartheid South Africa, provision has been made by the government to democratise education, and, in particular allow all students equity of access to key competences such as literacy. However, there are signs that all is not well at the level of implementation, for example, the low learner pass rate. In particular, teachers do not appear to be coping with the new dispensation, and are generally demoralised and demotivated. It must be stressed that the issue of literacy acquisition and development is complex and multi-layered, and not just a simple question of applying linguistic knowledge or skills. While literacy is a key competence for schooling and a key life skill, education is an essential variable in literacy acquisition and development. However, there are indications that the South African educational system is failing to deliver quality education to its learners. It has been estimated that illiteracy is costing the government as much as R550 billion a year. The fact remains that the main responsibility for teaching literacy rests with schools. Currently there is a literacy crisis in South Africa. This means that large numbers of children are not acquiring the high level skills in reading and writing that will enable them to take part in the new knowledge economy. The general aim of this project was to investigate the process of literacy acquisition and development in primary schools. The investigation focused specifically on how learners acquire literacy, and the involvement of teaching training and support for educators. It was anticipated that the investigation would identify gaps in the acquisition and development of literacy, as well as iii provide recommendations for teacher training and support: the findings might then feed specialist knowledge on the current state of literacy acquisition in formal education into the area of teacher training as to address the problem of lack of preparedness of teachers to deal with literacy acquisition. The project involved an investigation of literacy teaching and learning practices in three different types of public school in the Ethekwini Region, comprising ex-Model C, semi-urban and rural schools. The scope of the study was confined to three primary schools in KwaZulu Natal. The selected research sites were Joel1 Primary School (urban) in the Pinetown area, Milo Primary School The semiurban) in the Mariannhill area, and John Primary School (rural) in the Ndwedwe District. No attempt was made to generalise on the acquisition of language and development, and the provision of teacher training and support at these selected primary schools with reference to schools in the rest of South Africa. However, it is thought that the findings might well be relevant to some schools to enable them to cope and understand the role and function of language acquisition and development. The social factors which negatively impact on literacy acquisition and development were found to include features of the local social context, security for literacy resources and other physical challenges. Factors impacting negatively on teacher performance were inadequate teacher training, the impact of teacher unions, and the effects of poverty and HIV/AIDS. Some of the clearly intertwined challenges experienced at the Intermediate Phase education level include the problems of insufficient teaching staff numbers and insufficient numbers of competent and trained staff; lack of sufficient support for African language learners; large class sizes; lack of resources; and lack of quality leadership in schools. These challenges are the shaky ground upon which we build education for some of our learners, especially those in rural and poor areas.

scholarly journals Lessons (to be) Learned? An Investigation of Online Learning during the COVID-19 School Closures in a Brunei Primary School

2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Pauline P. L. Chin
Keyword(s):  
Online Learning ◽  
Primary School ◽  
Primary Schools ◽  
Action Plan ◽  
Future Research ◽  
Educational Systems ◽  
Digital Competence ◽  
Senior Administrators ◽  
Learning And Teaching ◽  
Brunei Darussalam

This study explores data gathered from Year 6 subject teachers and senior administrators at a public primary school in Brunei Darussalam regarding online learning and teaching, and the transformation challenges encountered when moving from classroom education to virtual-based learning during the COVID-19 pandemic. A mixed methods approach was used, and the findings revealed there was both student learning loss and gain in the 2020 primary national school assessment. Unequal access to technology deprived disadvantaged students while internet issues showed that students experienced slow connections and inadequate internet quotas for online learning. The most significant findings were that collegial support and collaboration helped to reduce teachers’ anxiety levels, and that having digital competence was advantageous in successfully implementing technological teaching methods to support and advance education. Parental involvement in their children’s education at home was equally important as in regular schooling. The limitations of this study were that the opinions of the senior administrators and subject teachers were based on their self-reflection on evaluation, analysis and action plan; furthermore, the mixed approach reduces direct comparison with other public primary schools. Such educational challenges facing students and teachers may lead to better understanding and future research and developments in improving educational systems.

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