scholarly journals A Brief Analysis of Orff's Music Teaching Concept

2019 ◽  
Vol 2 (3) ◽  
pp. 21
Author(s):  
Chao Zhang
Keyword(s):  
Secondary Schools ◽  
Music Education ◽  
Folk Music ◽  
Teaching Method ◽  
Music Teaching ◽  
Profound Impact ◽  
Chinese Music ◽  
National Characteristics ◽  
Teaching Concept ◽  
The World

Orff music teaching method is one of the most famous and widely used music education systems in the world, named after Karl Orff, a famous German musician. It endows the music education with humanity and fraternity under the perspective of anthropology, which has a profound impact on music education in primary and secondary schools all over the world. During the process of Chinese folk music teaching in primary and secondary schools, we should draw on the advantages of Orff's music teaching philosophy and promote the national characteristics of Chinese music teaching.

scholarly journals Explore the Importance of Strengthening Folk Music Theory Learning in Music Lessons in Hohhot

2019 ◽  
Vol 3 (2) ◽  
pp. 171
Author(s):  
Zhang He
Keyword(s):  
Music Education ◽  
Music Theory ◽  
Folk Music ◽  
Teaching Method ◽  
Music Teaching ◽  
Related Concept ◽  
Teaching Reform ◽  
School Music ◽  
Concept Art ◽  
New Education

<p>At present our country's arts school is pushing new education plan, this made the related concept art education as well as major changes have taken place in the education mode. Also let the school music education realize the meaning of folk music is important, in the process of teaching reform, the local folk music also showed a more important role. In this paper, through the study of the characteristics and connotation of the folk music, we will sort out how to strengthen the learning and promotion of the folk music theory in the school music education in Hohhot. Based on the combination of music education and folk music, a more practical and complete music teaching method and system is constructed.</p>

scholarly journals Music Education and Folk Music

2020 ◽  
Vol 9 (1) ◽  
pp. 64
Author(s):  
Cristina Rolim Wolffenbüttel
Keyword(s):  
Music Education ◽  
Folk Music ◽  
Basic Education ◽  
Specific Work ◽  
Music Teaching ◽  
Musical Work ◽  
Music Genres ◽  
Musical Activities

This essay deals with aspects related to folk music and its insertion in music education, considering the possibilities that the pedagogical-musical work, in dialogue with the teaching of music can bring. It also presents some suggestions for activities, both in Basic Education and in a more specific work with music teaching, as in schools specialized in this teaching. Focusing on folklore and its importance in people's lives and teaching, the essay proposes the use of various folk music genres, weaving historical and musicological explanations, in order to support the planning of possible pedagogical-musical activities.

John Paynter, 1931–2010: an appreciation

2010 ◽  
Vol 27 (3) ◽  
pp. 221-223
Author(s):  
Piers Spencer
Keyword(s):  
Secondary Schools ◽  
Music Education ◽  
20Th Century ◽  
Older Students ◽  
Music Department ◽  
British Music ◽  
The World ◽  
Trained Teachers ◽  
The 1960S ◽  
The University

John Paynter's death this year has deprived British music education of its most inspirational advocate during the second half of the 20th century. John's teaching in primary and secondary schools during the 1950s played a major role in shaping his vision of music at the heart of the curriculum. With his ear for an apt phrase, John loved to quote American novelist Toni Morrison's description of the wonderful presence and power of music as ‘a way of being in the world’. During the 1960s, John trained teachers in colleges in Liverpool and Chichester, before joining the innovative music department at the University of York, where he remained until his retirement in 1997. It was with the publication in 1970 of Sound and Silence that his years of pioneering work with children and older students came to fruition and the force and originality of his ideas about music education made their first big impact.

scholarly journals Classification of Mode Archetypes and Modern Problems of Music Education

2019 ◽  
Vol 7 (2) ◽  
pp. 77-95
Author(s):  
Elena M. Alkon
Keyword(s):  
Music Education ◽  
Folk Music ◽  
Modern Human ◽  
New Classification ◽  
Important Place ◽  
The World ◽  
History Of ◽  
History Of Culture ◽  
Musical Mode

Modern problems of musical education are connected with the search for new and more efficient approaches considering the challenges of our time. One of such challenges is unprecedented in history of culture music stream falling upon the modern human. The relict musical mode archetypes, on the basis of which the music of the peoples of the world has been formed for centuries, and which nourish the creativity of the professionals, could be considered as ecologically friendly “musical products”. In this article, following a number of the range of previous publications, the author offers a new classification of mode archetypes based on previously designed principle of asymmetry/symmetry supplemented with several novel approaches. This classification obviously cannot cover all existing mode archetypes of music of people of the world, but definitely addresses their considerable part. Several tables with index-based ordering the most common mode archetypes are considered to be especially significant result of this paper. The author hopes that this method of designation will contribute to the development of a methodology for the analysis of the behavior of mode archetypes in various melodic contexts. The “Solveig’s Song” by E. Grieg is regarded as one of the most famous melodies, in which the musical mode archetype of Norwegian folk music occupies an important place.

The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education

2019 ◽  
Keyword(s):  
Critical Thinking ◽  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Qualitative Assessment ◽  
Community Music ◽  
Music Teaching ◽  
Education Assessment ◽  
Wide Range ◽  
The World

The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers’ understandings of and critical thinking about the problems, opportunities, “spaces and places,” concepts, and practical strategies that music educators and community music facilitators employ, develop, and deploy to improve various aspects of music teaching and learning around the world.

scholarly journals ОСОБЛИВОСТІ ПІДГОТОВКИ ВОКАЛІСТІВ У МУЗИЧНИХ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ КНР

2021 ◽  
pp. 430-433
Author(s):  
Чжан Вей
Keyword(s):  
Chinese Society ◽  
Chinese Music ◽  
Training Methodology ◽  
Extensive Training ◽  
National Characteristics ◽  
The World

The training of vocalists in Chinese music institutions has many national characteristics, but globalization and the openness of Chinese society to the world are increasingly interfering in these processes. The main features include: extensive training methodology, emphasis on patriotism and ideology in education.

scholarly journals Features of music education in China and Russia

2021 ◽  
pp. 154-161
Author(s):  
Дун Шухань
Keyword(s):  
Music Education ◽  
Developed Countries ◽  
Cultural Development ◽  
Educational Institutions ◽  
Music Teaching ◽  
The World ◽  
Information And Communication ◽  
The Subject ◽  
Education In China ◽  
Creative Cooperation

Предметом исследования является различия между музыкальным образованием в Китае и в России, в частности преподаванием музыки и отношением родителей к обучению игре на фортепиано. В статье анализируются мнения исследователей, считающих уровень музыкального  образования в Китае недостаточным, по сравнению с западными и соседними странами. Отмечается необходимость создания музыкальной среды, где люди любят и понимают музыку. Развитие уровня музыкального образования связывается с формированием эстетических качеств, и понимания, того что главная цель музыки – это культурное развитие подрастающего поколения, а не достижение высоких результатов. В условиях глобализации мирового пространства, эпохи стремительного обогащения информационно-коммуникативных возможностей человечества, в развитых странах усиливается тенденция к диалогу культур, активизируются интеграционные процессы, налаживается диалог между Западной и Восточной Цивилизациями, взаимный обмен и обогащение культурного пространства. Эта ситуация вызвала новый принцип взаимоотношений между Россией и Китаем, направила их на установление мостов творческого сотрудничества и взаимообмена между достижениями культуры и образования. Известно, что за последние два десятилетия обучение музыке стало популярным в Китае. В стране самое большое количество в мире молодых людей, изучающих музыку. Отмечается развитая инфраструктура, хорошие учебные заведения, оснащенные высококлассным оборудованием. The subject of the study is the differences between music education in China and in Russia, in particular, music teaching and the attitude of parents to learning to play the piano. The article analyzes the opinions of researchers who consider the level of music education in China to be insufficient, in comparison with Western and neighboring countries. It is noted that it is necessary to create a musical environment where people love and understand music. The development of the level of musical education is associated with the formation of aesthetic qualities, and the understanding that the main goal of music is the cultural development of the younger generation, and not the achievement of high results. In the context of the globalization of the world space, the era of rapid enrichment of information and communication capabilities of mankind, the trend towards a dialogue of cultures is increasing in developed countries, integration processes are becoming more active, a dialogue between Western and Eastern Civilizations is being established, mutual exchange and enrichment of cultural space is being established. This situation has caused a new principle of relations between Russia and China, directed them to establish bridges of creative cooperation and interchange between the achievements of culture and education. It is known that over the past two decades, music education has become popular in China. The country has the largest number of young people studying music in the world. There is a developed infrastructure, good educational institutions equipped with high-quality equipment.

VISUALIZATION AND VERBALIZATION IN THE USE OF SPECIAL MUSIC EDUCATION

2018 ◽  
pp. 63
Author(s):  
Ioannis Makris
Keyword(s):  
Music Education ◽  
Teaching Method ◽  
Good Reason ◽  
Musical Instrument ◽  
Music Teaching ◽  
Musical Work ◽  
Sheet Music ◽  
European Program ◽  
Multiple Meanings ◽  
Teaching Music

The goal of the present proposal is to present a series of techniques for teaching Music. Those techniques emerged during our music teaching sessions with mentally challenged individuals when it became imperative that we set the limitations to and framework of our teaching efforts. Lest we forget, when dealing with the framework described above, “music” becomes a term with multiple meanings for good reason: whether the teaching of music refers to the instruction process itself; or whether it touches on developing through music a series of skills such as memory, perception, and more, mentally challenged persons who have been taught music may be empowered to express themselves through some musical instrument and, by extension, participate in a musical ensemble and read sheet music with a view to reproducing a musical work or, ultimately, do both. The teaching method adopted was founded on the systematic clinical application of two (2) techniques: visualization and verbalization (e.g., of tempo and musical notes). Those two techniques had already been used within the framework of two Erasmus +KA2 European programs and were: (a) T.E.L.L. Through Music (Leader: Lithuania); and (b) M.E.L.O.S. (Leader: Greece). Additionally, they had been employed within the framework of the “Makris Method” on which the ME.L.O.S. Program was based presented at Rēzekne, Latvia (Makris, 2005). Results were highly encouraging and implemented during the course of the Erasmus + KA2 CAP European program “Cap sur l'école inclusive en Europe” (Leader: APJH – France). 

Musical education in Russian secondary schools

1997 ◽  
Vol 14 (1) ◽  
pp. 57-67
Author(s):  
Lena Blackford
Keyword(s):  
Secondary Schools ◽  
Music Education ◽  
Teaching Methods ◽  
Highly Qualified ◽  
Music Curriculum ◽  
Musical Education ◽  
The World ◽  
Comprehensive Schools ◽  
School Music

This paper reviews the traditions of teaching school music in Russia and focuses on the music curriculum for comprehensive schools elaborated by the Russian Academy of Pedagogical Sciences. New teaching methods continue to be developed and, despite economic difficulties in Russia, the number of institutes of higher music education remains high compared to that in other countries. As a result Russia has, perhaps, a greater number of highly-qualified musicians, teachers and performers than any other country in the world.

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