Analysis of Musical Creativity and Convergence Thinking Competency Applied to 2015 Revised Middle School Music Teacher's Guidebooks

2021 ◽  
Vol 50 (1) ◽  
pp. 81-103
Author(s):  
Geunhye Yu
Keyword(s):  
Middle School ◽  
School Music ◽  
Musical Creativity

Musical Creativity, Mobile Technology, and Middle School

2021 ◽  
pp. 107-125
Author(s):  
Rue Lee-Holmes
Keyword(s):  
Middle School ◽  
Mobile Technology ◽  
Music Teacher ◽  
Music Notation ◽  
General Music ◽  
Digital Audio ◽  
School Music ◽  
Digital Audio Workstation ◽  
Musical Creativity ◽  
Music Class

The chapter focuses on examining musical creativity in middle school general music by the use of digital technology, from the perspective of a middle school music teacher who is working with digital natives. It provides practical lesson plans concerning the use of digital audio workstation (DAW) apps and Chrome Music Lab apps to compose music, music notation apps for notating compositions, and ScratchJr for creating music tutorials. Tablets and hand-held devices are morphed into tools for adolescents to express their creative musicianship, leading to a transformation of a middle school general music class.

The method of emotional education in music teaching

2021 ◽  
pp. 002072092098355
Author(s):  
Hui Hong ◽  
Weisheng Luo
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Aesthetic Education ◽  
Music Teaching ◽  
True Meaning ◽  
School Music ◽  
Teaching Music ◽  
Emotional Education

Wang Guowei, a famous scholar and thinker in our country, thinks that “aesthetic education harmonizes people's feelings in the process of emotional music education, so as to achieve the perfect domain”, “aesthetic education is also emotional education”. Therefore, in the process of music education, emotional education plays an important role in middle school music teaching, and it is also the highest and most beautiful realm in the process of music education in music teaching. Music teachers should be good at using appropriate teaching methods and means. In the process of music education, they should lead students into the emotional world, knock on their hearts with the beauty of music, and touch their heartstrings. Only when students' hearts are close to music in the process of music education, can they truly experience the charm of music and realize the true meaning of music in the process of music education. Only in this way can music classes be effectively implemented The purpose of classroom emotion teaching.

Democracy in the Middle School Music Classroom

2019 ◽  
Vol 105 (3) ◽  
pp. 17-22
Author(s):  
Amanda R. Draper
Keyword(s):  
Middle School ◽  
Music Teacher ◽  
General Music ◽  
Music Classroom ◽  
Music Program ◽  
Motivation For Learning ◽  
Traditional Public School ◽  
School Music ◽  
Democratic Principles ◽  
Student Independence

Including democratic principles in a traditional public school general music program can be challenging, but the benefits are significant, including greater student independence and motivation for learning. Democratic practice is both an approach to teaching and an outcome of the experience. It prepares students to be participants in society by providing space for student voices and encouraging students to think deeply and ask challenging questions. It also involves negotiating a rebalance of control in which the music teacher is more of a teacher-facilitator, learning alongside the students and allowing their choices and decisions to be a driving force in the learning process. This article presents one model for incorporating democratic ideals in middle school general music.

Musical Creativity: The Stream of Consciousness in Composition, Improvisation, and Education

1981 ◽  
Vol 1 (1) ◽  
pp. 67-88 ◽  
Author(s):  
Christopher M. Aranosian
Keyword(s):  
High School ◽  
Skill Development ◽  
Primary Source ◽  
Music Programs ◽  
Stream Of Consciousness ◽  
School Music ◽  
Musical Creativity ◽  
Teaching Music ◽  
Cognitive Foundations ◽  
High School Music

This article explores the stream of consciousness as a primary source for the ideas from which music is created. Improvisation and composition are presented as behaviors which deserve attention at all levels of elementary and high school music programs; the cognitive foundations of each are discussed. Also, humanistic methods of teaching music are described in the article as being superior to the traditional behaviorist methods, because the former encourage the development of both representational and creative skills, while the latter reward representational skill development and discourage the skills needed to be a creator of music.

The Analysis Outcomes of Songs and Activities in the Teacher’s Book of 3rd Grade Music Course

2016 ◽  
Vol 8 (1) ◽  
pp. 77
Author(s):  
Yıldız Mutlu Yıldız ◽  
Sibel Karakelle ◽  
Derya Arslan ◽  
Deniz Yıldız
Keyword(s):  
Learning Outcomes ◽  
Qualitative Data ◽  
Descriptive Analysis ◽  
Musical Culture ◽  
Musical Perception ◽  
Learning Domains ◽  
School Music ◽  
Musical Creativity ◽  
Academic Year ◽  
3Rd Grade

The purpose of this study is to determine the accuracy of learning outcomes with the songs and activities included in the 3rd grade music course. This study employed document analysis of the qualitative methods. Third grade Music course Teacher’s Book, which has been used since 2013-14 academic year, is reviewed. ‘Listening, singing, and playing’, musical perception and exposition’, ‘musical creativity’, and ‘musical culture’ are included in the Primary School Music course Teaching Program. Teacher’s Book lists 13 main learning outcome themes and 23 learning outcomes, and 20 songs to be used for the realization of these outcomes. Of this data, ‘listening, singing, playing’, ‘musical perception’ and ‘musical creativity’ as learning domains, 5 main outcome themes, 8 outcomes and 7 songs to be used for the corresponding outcomes are selected via purposive sampling. This study focuses only on the above-mentioned learning domains, outcomes and songs. The qualitative data of the Teacher’s Book is analyzed and discusses using descriptive analysis approach. The example activities of the Teacher’s Book are reviewed under the themes of outcome, notion, activity, song and evaluation. The result of the study suggests that it is difficult to teach the students expected notions and musical behavior using the activities and songs included in the Teacher’s Book.  Keywords: Learning outcomes; songs; activities;  3rd grade music course  book

Differences in Preference for Subtle Dynamic Nuance between Conductors, Middle School Music Students, and Elementary School Students

2001 ◽  
Vol 49 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Vernon Burnsed
Keyword(s):  
Middle School ◽  
Significant Proportion ◽  
Preference Test ◽  
Folk Songs ◽  
Music Students ◽  
Musical Experience ◽  
School Students ◽  
School Music ◽  
Realistic Representation ◽  
Elementary And Middle School

This study began as a systematic replication of two previous studies in which a significant proportion of elementary and middle school music students preferred versions of American folk songs with explicit variation in dynamics over versions of the same folk songs where the dynamics were held constant. In the present study, the preference test used in the previous studies was modified to reflect a more realistic representation of dynamic nuance. Dynamic variation was reduced by one-third, and smoother curvatures were applied to the crescendos and decrescendos of the expressive versions of the 10 folk songs. This revised test was administered to 288 Grade 1–5 students, 78 middle school music students, and 22 conductors. The results of the study indicate that age and/or musical experience may affect perception and preference for subtle dynamic nuance in music.

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