scholarly journals On the Early Stage of Teaching Music to Less Gifted Children

2021 ◽  
Author(s):  
Svetlana K Ukhova
Keyword(s):  
Music Education ◽  
Intellectual Development ◽  
Early Stage ◽  
Teaching Experience ◽  
Gifted Children ◽  
Music School ◽  
Musical Education ◽  
Cognitive Exercise ◽  
Teaching Music ◽  
Pedagogical Literature

The present work covers the topic of the early stage of teaching less musically gifted children. The work is rooted in the principles of inclusiveness in music education and is based on an extensive pedagogical experience of the author throughout a prolonged teaching career in a music school for children. The success in teaching less musically gifted children depends critically on the choice of pedagogical approaches by the teacher, on the teacher’s attitude toward a child, and on creativity and flexibility adopted by the teacher. Several practical rules—based on the author’s teaching experience and on pedagogical literature—are described as guidance to teachers working with less musically gifted children. The connection between music education and overall child development is also discussed. Music education is a stimulating cognitive exercise which plays an important role in overall cognitive development of a child. Musical education can stimulate not only intellectual development, improve general educational performance, but also yield improved physical condition. Musical education, therefore, is closely connected to the most valuable aspects of life.

scholarly journals Pedagogical Potential of Mental Practice in Teaching Brass Instruments at University

2021 ◽  
Author(s):  
Laura Muceniece ◽  
◽  
Dace Medne ◽  
Ērika Gintere ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Musical Instrument ◽  
Mental Practice ◽  
Musical Education ◽  
Brass Instruments ◽  
Second Stage ◽  
Teaching Music ◽  
Two Stages ◽  
Overall Effectiveness

At any level of musical education, it is very important to improve one’s musicianship skills, which can only be achieved through consistent training and playing their musical instrument. Physical training is a very important part of the learning process; however, its combination with mental practice has been proved to be much more effective. Although such an approach is important at all levels of musical education, the paper addresses it in the context of higher education. Thus, the aim of this study is to determine the pedagogical potential of mental practice in the process of teaching music in higher education. The research was implemented in two stages. First, a survey was conducted to gather information about the respondents’ habits when learning musical pieces. At this stage, the study involved 68 brass students from different universities around the world between the ages of 19 and 25. The second stage of the research comprised the development of the program of mental practice (PMP) with structured observation as a method and 7 participants from Latvian and Norwegian higher music education institutions. The obtained results allow to conclude that the inclusion of mental practice in the practicing routine significantly improves the overall level of concentration and stability both in the process of training and during performances. Mental practice also provides an opportunity to increase the duration of training as well as enhances the overall effectiveness of practicing and concentration during performances.

scholarly journals The Role of Technology in Music Education: A Survey of Computer Usage in Teaching Music in Colleges of Education in The Volta Region, Ghana

2020 ◽  
Vol 8 (01) ◽  
pp. 1139-1156
Author(s):  
Eddison Foster Mawusi ◽  
Klutse Eric Kwadwo
Keyword(s):  
Music Education ◽  
Computer Technology ◽  
Teaching Experience ◽  
Computer Usage ◽  
Colleges Of Education ◽  
Academic Qualification ◽  
Volta Region ◽  
Teaching Music ◽  
Descriptive Survey

The study sought to find out the role of computer technology in music education in Colleges of Education in the Volta Region of Ghana. It aimed at surveying the use of computer technology for teaching music and exploring the instructional prospects for computer technology usage in music in Colleges of Education. The study employed Rogers’ Diffusion Innovation theory and descriptive survey research method. Data was collected from the respondents using questionnaire, interview, and observation. The study revealed that even though about 90% of the music tutors have good academic qualification and over five years teaching experience, lack of competence in handling computer technology in teaching music among some music tutors and incoherent ICT initiatives hindered proper application of computer technology in the field of music education. It is however envisaged that increasing access and coherent computer technology initiatives will be paramount for the teaching of music in the Colleges of Education.

scholarly journals Non-Formal Musical Education in the Context of Children’s Experiences: Involving or Limiting?

Pedagogika ◽  
2018 ◽  
Vol 129 (1) ◽  
pp. 126-141
Author(s):  
Asta Kriščiūnaitė ◽  
Diana Strakšienė ◽  
Remigijus Bubnys
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Research Data ◽  
School Students ◽  
Universal Education ◽  
Music School ◽  
Musical Education ◽  
School Identification ◽  
Education Design ◽  
Education Process

The article deals with analysis of experiences of music school students through focusing on the threat of involvement and discrimination (in the context of the problem of political and practical dualism) by employing the conception of universal education design. Analysis of the research data revealed students’ primary experiences in music school, identification of teacher’s behavior in the process of teaching and learning which significantly contributed to (non-)involvement and (non-)limitation of students as well as manifestation of formal assessment in the education process. Summing up, an assumption is drawn that non-formal music education of children is still incapable of full-fledged involvement of children and prevention from discrimination while meeting their individual needs; however, it aims at higher integration of children into the system, i.e. not to adjust the system to the learners but rather to adapt the learners to the system.

NEW EDUCATIONAL PARADIGMA AND STATE STANDARDS MUSIC EDUCATION IN ELEMENTARY SCHOOL

2018 ◽  
Vol 28 (3) ◽  
pp. 1043-1049
Author(s):  
Tsvetanka Popova ◽  
Nikolina Kroteva
Keyword(s):  
Music Education ◽  
Early Stage ◽  
First Grade ◽  
Individual Development ◽  
Educational Standards ◽  
Musical Expression ◽  
Musical Education ◽  
State Educational ◽  
Education Process ◽  
Musical Activities

The report examines the new state educational standards (DSS) as regards the content of music curricula that were imposed by the Pre-school and School Education Act approved by the Ministry of Education and Science which entered into force on 01.08.2016. One of the main reasons for the creation of this law was the need for an adequate and adequate educational environment in which to promote the individual development of each person using attractive forms of training. The adopted DSS provides for the acquisition of different general and specific competences that are expected as a result of the music education at each educational level. After the analysis of the content of the music curriculum at an early stage, it is possible to ascertain their suitability for the new positive ideas and trends in the musical education process. Musical activities that construct the unit of study are tailored to the pupils' age skills to perceive music and their accumulated listening experience. The pre-set variety of textbooks with different author teams required a more detailed review. The new methodology for the presentation of elements of musical expression is in line with state educational standards. Noting literacy and the absorption of elements of musical expression have been set too early in first grade textbooks, but it is most widely used in music education in the third grade. It highlights the great thematic wealth associated with putting the foundations in the literacy and musical script. The key points are the concepts: pen, note key, notes, tonal names, pauses, size, tact, stroke, and so on. The expected key learning outcomes of the pupils' preparation are key competencies. We are pleased to note that the information provided in the curriculum is presented in an attractive way. Various visual aids are available in various variants of music textbooks: interesting, entertaining and accessible to children. The musical education process is based on the conditions for a more effective development of musical abilities as an effective force for emotional communication with music and the realization of musical activities. In this process a special place is given to the role of the teacher, who will guide his students in the right direction and unobtrusively enable them to be the creators of modern times.

scholarly journals Beginning generalist teacher self-efficacy for music compared with maths and English

2012 ◽  
Vol 30 (1) ◽  
pp. 85-101 ◽  
Author(s):  
Susanne Garvis
Keyword(s):  
Music Education ◽  
Beginning Teachers ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Teacher Educators ◽  
School Administrators ◽  
Beginning Teacher ◽  
Teaching Experience ◽  
Teacher Self Efficacy ◽  
Teaching Music

In 2008, 201 beginning generalist teachers throughout Queensland, Australia, responded to a questionnaire intended to create a snapshot of current self-efficacy beliefs towards teaching music. Beginning teachers were asked to rank their perceived level of teacher self-efficacy for music, English and maths. Results were analysed through a series of repeated measures ANOVAs to compare the mean scores for statistical difference. Findings suggest that generalist beginning teacher self-efficacy for music declines as years of teaching experience increase, while teacher self-efficacy for English and maths increases during this period. Results provide key insights for teacher educators, school administrators and policy makers into the likelihood of long-term music teaching in the generalist classroom. Greater support is required to reverse the documented snapshot of low teacher self-efficacy for music education in Queensland generalist teacher classrooms.

Historical Overview of the Teaching of Music Theory Subjects as Part of the School Curriculum in Hungary

2020 ◽  
Author(s):  
Márta S.Szabó
Keyword(s):  
Music Education ◽  
20Th Century ◽  
Music Theory ◽  
Musical Training ◽  
Age Groups ◽  
Secondary Level ◽  
Historical Overview ◽  
Music Schools ◽  
Musical Education ◽  
Teaching Music

The primary sources for a historical overview of secondary-level musical education in Hungary are publications on school histories, yearbooks, and the work of outstanding teachers. An overview of theoretical subjects is made far more difficult, however, by the fact that both the name and content of these subjects have undergone considerable change over time. It was only in the mid-20th century when secondary-level musical education became independent from an earlier institutional form, the music school (Zenede in Hungarian), which taught a far wider range of age groups, lasted for 10-11 years, and characterised earlier music education for decades. Music schools, which offered, among others, secondary-level musical training, had existed since the second half of the 19th century. This paper is part of a more comprehensive methodological work designed to bring to light the historical teaching of music theory in Hungarian musical training with regard to its roots, curricula, handbooks, and teaching practices up to the mid-20th century, when the system of secondary schools specialising in music education was established. Keywords: history of music teaching, professional musical training, teaching music theory

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities

2021 ◽  
pp. 1321103X2097480
Author(s):  
Melissa Bremmer ◽  
Carolien Hermans ◽  
Vincent Lamers
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Teaching Practice ◽  
Meaning Making ◽  
Multiple Disabilities ◽  
Children's Music ◽  
Four Dimensions ◽  
Music Lessons ◽  
Multiple Case ◽  
Teaching Music

This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in this study. Individual and collective video reflections and microanalysis were applied to gather data about their multimodal teaching practice. The data were analyzed through Schmid’s framework (2015) of “multimodal dimensions of children’s music experiences,” developed for general music education. This framework consists of four dimensions: narrativity, sociality, materiality, and embodiment. Based on the findings, Schmid’s framework could be revised for special education, thus providing music teachers with a tool for designing multimodal music lessons for pupils with severe or multiple disabilities.

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.

Technika w procesie dydaktycznym jako narzędzie do rozwijania zainteresowań muzyką poważną dzieci i młodzieży. Implikacje dla edukacji muzycznej

2021 ◽  
pp. 37-49
Author(s):  
Tomasz Dolski
Keyword(s):  
Music Education ◽  
Cognitive Neuroscience ◽  
Teaching Methods ◽  
Theoretical Concepts ◽  
Musical Education ◽  
Educational Project ◽  
Digital World

The article presents the difficulties and challenges in music education. The author tries to show the causes and answer the question if this branch of science is needed. For this purpose, the results of research in the field of musical education, cognitive neuroscience, psychology, as well as theoretical concepts, which are confronted with the original educational project “Symphony for Violin and DJ”, are analysed in order to show practical possibilities and solutions. The main problem of the article concerns the relevance of teaching methods to the digital world in which students live. It is presented from various perspectives and its implications are indicated.

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