Methodology of training music education in children and young people with the help of wind and percussion instruments, in the fanfare ensemble

2021 ◽  
Vol 13 (62) (SI) ◽  
pp. 131-140
Author(s):  
Cristina-Mioara IOAN
Keyword(s):  
Young People ◽  
Music Education ◽  
Art Education ◽  
Teaching Methods ◽  
Local Communities ◽  
Children And Youth ◽  
Individual Study ◽  
Children And Young People ◽  
Percussion Instruments ◽  
The Individual

The artistic phenomenon of fanfare music for ensembles made up of children and youth has seen a large development in the NV region of the country in recent years, through the enthusiasm of some musicians, teachers or conductors, but also through the openness to culture of some local communities. The assimilation of musical and instrumental notions was done through individual study coordinated by teachers or conductors, and the musical product was assembled in the band, to be presented in concerts and parades. The teaching methods used in the training of these instrumentalists are the methods used in vocational art education, although they studied the instrument as amateurs. The artistic results made the individual products (instrumentalists) become a nursery for music faculties and academies in Transylvania.

scholarly journals MAINTAINING CHILDREN'S MENTAL HEALTH IN THE RISKS OF THE 21st CENTURY

2020 ◽  
Vol 14 (2) ◽  
pp. 84-86
Author(s):  
Sergii Boltivets
Keyword(s):  
Mental Health ◽  
Young People ◽  
Social World ◽  
Young Person ◽  
Children And Youth ◽  
Future Generations ◽  
Children And Young People ◽  
Living Things ◽  
The Social ◽  
Mental Abilities

Among the threats and dangers of the future, our duty to the younger and future generations is to develop the instincts, feelings and self-preservation of children and young people, who by their very birth suffer from inventions, conflicts and crises inherited by all previous older generations. The dominants of future self-preservation are in the mental development of children and youth, the main of which we consider mental abilities, development of feelings and especially - a sense of empathy for all living things, as well as - the imagination of every child and young person. her own life and the lives of others. Our common methodology should be to understand that the social world is not simplified, but complicated, and we have a duty to prepare our children and young people to solve these complications.

scholarly journals The nature of music itself, and the knowledge versus skills debate in music education

2016 ◽  
Vol 33 (2) ◽  
pp. 129-132 ◽  
Author(s):  
MARTIN FAUTLEY ◽  
REGINA MURPHY
Keyword(s):  
Young People ◽  
Music Education ◽  
Children And Young People ◽  
The Arts ◽  
The World ◽  
The Uk ◽  
Music And The Arts

Back in 2013, in the BJME editorial for issue 30(2), we considered the place of knowledge in the curriculum (Fautley & Murphy, 2013). Things have not stood still since that date, certainly in England, and other parts of the world too. What we have now is a situation where the idea of knowledge as assuming supremacy over skills is on the increase. For those of us concerned with music education, many aspects of this increasingly fractious debate are to be viewed with concern. Allied to this, we have neoliberal-leaning governments in many parts of the world, Britain included, who seem to find it difficult to understand the important role that music education has – or should have – in the education of our children and young people. Indeed, in the UK, the education secretary is on record as making this observation: Education secretary Nicky Morgan has warned young people that choosing to study arts subjects at school could ‘hold them back for the rest of their lives’ (The Stage, 2014) This attitude, and Britain is certainly not alone in this, is clearly going to be problematic for those of us involved in music and the arts.

scholarly journals Some thoughts on curriculum in music education

2019 ◽  
Vol 36 (1) ◽  
pp. 1-4
Author(s):  
MARTIN FAUTLEY ◽  
ALISON DAUBNEY
Keyword(s):  
Young People ◽  
Music Education ◽  
Search Engine ◽  
Music Curriculum ◽  
Educational Settings ◽  
Children And Young People ◽  
Selective Sampling ◽  
School Based ◽  
School Music ◽  
Good Learning

Curriculum is currently a big issue in England. What a school-based music curriculum should entail, what sorts of things should be taught and learned, and what makes for good learning experiences are all under consideration. One of the issues that crops up in England, and possibly in other jurisdictions too, when these sorts of discussions take place, involves considerations of what sorts of music children and young people should be involved with, what should they learn, and what is important for schools to be teaching. This immediately places discussions beyond what might be termed the strictly musical, and into the area of values. What music is valued by education systems, and what music should be foregrounded in educational settings become a significant arena of contention. This is especially the case when politicians become involved, as they will often have fixed or politically-motivated views about what they think should be taught and learned in school music classes. As ever, the pages of the BJME provide some interesting views on this matter, and so it is worth a brief trawl through the archives. The BJME home page search engine on the website produces 168 results for the term “curriculum”, so clearly this will be a highly selective sampling from these rich pickings in this editorial.

Towards a vital pedagogy: Learning from anti-ableist practice in art education

2020 ◽  
Vol 16 (1) ◽  
pp. 13-27
Author(s):  
Claire Penketh
Keyword(s):  
Young People ◽  
Art Education ◽  
Inclusive Education ◽  
Education For All ◽  
Children And Young People ◽  
Art Educators ◽  
Theory To Practice ◽  
Models Of Disability ◽  
Crip Theory ◽  
The Relationship

Abstract Art education has the potential to promote inclusive education for all children and young people. However, the pervasive discourse of special education, with an emphasis on individual deficit, support and remediation, can dominate our thinking about the relationship between disability and art education. This article reports on an attempt to resist the limitations of such discourses by introducing anti-ableist, crip theory to art educators (n=48). Visual and textual storyboards enabled practitioners to present, reflect and revise projects from a committed anti-ableist position. Modified projects reflected an awareness of the benefits of multi-sensory approaches, the advantages of interdependency and a greater resonance with contemporary arts practice. Acknowledging the challenges of taking theory to practice, the article suggests that anti-ableist theory can promote a vital pedagogy in art education. It concludes that crip theory can provoke practice-based resistance to deficit-based models of disability.

scholarly journals Resilience in children and young people with intellectual disabilities: a review of literature

2017 ◽  
Vol 11 (3) ◽  
pp. 86-97
Author(s):  
Raghu Raghavan ◽  
Edward Griffin
Keyword(s):  
Young People ◽  
Intellectual Disabilities ◽  
Personal Attributes ◽  
Journal Articles ◽  
Children And Young People ◽  
Content Type ◽  
Increased Risk ◽  
On Line ◽  
Poor Outcomes ◽  
The Individual

Purpose Building the resilience of children with intellectual disabilities (ChID) can help reduce the personal, social and economic costs associated with mental ill health among such children. The purpose of this paper is to review the research evidence on resilience in ChID and to suggest areas for further research. Design/methodology/approach Journal articles published in the last 20 years were searched in on-line databases to find potential papers for this review. The inclusion criteria were to search for published journal articles covering the theme of resilience in ChID and their families. All identified titles and abstracts were screened which resulted in 50 articles. These were scrutinised more thoroughly and 34 remaining articles were selected for review. Findings Resilience is a dynamic process involving interactions between various risk and protective processes both internal and external to the individual that act to mediate the influences of adverse life events. Five key themes were identified within the literature which helped to form a picture of the current understanding of resilience among ChID and their careers. These were increased risk factors associated with ID, the role of personal attributes on resilience, family and resilience, schooling and resilience, and cultural factors which enhance resilience. Originality/value Despite the consistency with which poor outcomes for ChID have been reported there is little investigation of the specific causes, contributory factors and processes that might improve them. This paper contributes to greater understanding of resilience factors for children and young people with ID and provides areas for further research.

scholarly journals EXAMINATION OF THE METHODS USED IN BEGINNING FLUTE EDUCATION IN TERMS OF CONTENT

2020 ◽  
Vol 9 (76) ◽  
Keyword(s):  
Qualitative Study ◽  
Music Education ◽  
Teaching Methods ◽  
Document Analysis ◽  
Individual Characteristics ◽  
Age Group ◽  
Technical Issues ◽  
Group Perception ◽  
The Individual ◽  
Education Process

The teaching methods to be used will vary according to the individual characteristics of the students who are new to the flute lesson, as well as the beginning flute methods. In the flute education process, the beginning methods must be suitable for the student's age group, perception level. In this context, in this study, it is aimed to examine the beginning flute methods used in flute education in Music Education Departments in terms of content and technical issues. This research is a qualitative study, the literature has been scanned through document analysis and the initial methods used in flute education have been reached. In the research, examinations and interpretations were made on the four methods determined in the study in terms of subjects and basic technical studies. In the methods, subjects related to beginning flute training were mostly included. However, in some methods, explanations and visuals about the subjects were insufficient or even not included at all. Keywords: Instrument education, flute, flute education, method, beginnig method

scholarly journals Academization of an Individual in Musical Education

2020 ◽  
Vol 20 (4) ◽  
pp. 454-457
Author(s):  
Dmitry I. Varlamov ◽  
Keyword(s):  
Music Education ◽  
Teaching Methods ◽  
Educational Organizations ◽  
Artistic Creativity ◽  
Musical Education ◽  
Characteristic Features ◽  
The Individual ◽  
First Time

Academization of art is based on the evolution of thinking and artistic creativity of mankind, which allows considering this process as a global one, both temporally and spatially. However, in musical educational establishments in the process of future musicians training, thinking and creativity of each student is academized separately, which allows us to talk about individual academization. In this aspect, academization is studied for the first time. The article defines characteristic features of individual academization: first, temporary duration – while the global academization lasts for centuries and millennia, the individual academization is limited by the years and decades of learning the art by the individual; secondly, as in the vast majority of cases private academization takes place in educational organizations, it is always artificial in type. At the same time, as the author’s previously published articles demonstrate, artificial academization is more often characterized by the greater number of negative trends (so-called post-academic syndrome) and is more acute (painful) than a natural academization process. This fact requires special attention of specialists to the content of music education and the choice of teaching methods.

scholarly journals ‘Positive recognition’ as a preventive approach in child and youth welfare services

2018 ◽  
Author(s):  
Jouni Häkli ◽  
Riikka Korkiamäki ◽  
Kirsi Pauliina Kallio
Keyword(s):  
Young People ◽  
Theoretical Background ◽  
Children And Youth ◽  
Professional Practices ◽  
Children And Young People ◽  
Welfare Services ◽  
Institutional Settings ◽  
Social Pedagogy ◽  
Child And Youth Welfare ◽  
Response Alternatives

The public welfare services provided to children and young people in Finland have proved insufficient and costly. Some concerns have also been voiced about the ways in which measures intended as supportive end up labelling their recipients as ‘problem youth’. In response, alternatives to the dominant ‘early intervention’ paradigm have been developed, with emphasis on preventive support for children and youth in general. In line with these policies, this article introduces the idea of ‘positive recognition’, developed in our recent study. Drawing from recognition theories, and in collaboration with professionals working with children and youth, we have developed a theoretically informed practical approach to fostering children and young people’s wellbeing at large, as part of everyday professional practices in institutional and non-institutional settings, and explored its potential in the prevention of social problems and marginalisation among children and youth. The paper provides a brief overview of the theoretical background of positive recognition in the context of social pedagogy, introduces how the approach can be implemented in professional practices with children and young people, and discusses the potentials of these alternative welfare practices to social pedagogy in Finland and beyond.

scholarly journals The Conditions for Successful Socialization of Children and Youth

2021 ◽  
Vol 3 (6) ◽  
pp. 215-218
Author(s):  
Shujuan Jia
Keyword(s):  
Young People ◽  
Children And Youth ◽  
Close Attention ◽  
Children And Young People ◽  
Critical Part ◽  
The World

The successful socialization of today’s children and youth is a concern for the whole society, as well as many families. Correct and scientific circumstances must guide it. Teachers play a critical part in children’s and youth’s effective socialization. Teachers must give close attention to children and young people in the process of instilling accurate values, perspectives on life, and the world, as well as assisting them in effectively socializing them.  

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