scholarly journals Facets of interaction between the Ministry of National Education and the Ministry of Culture of France in the musical and educational space

2021 ◽  
Vol 54 (6) ◽  
pp. 37-54
Author(s):  
Lyubov A. Buryakova ◽  
◽  
Alexey G. Buryakov ◽  
Keyword(s):  
Music Education ◽  
General Education ◽  
Musical Training ◽  
Original System ◽  
Personal Communication ◽  
Successful Implementation ◽  
National Education ◽  
Musical Education ◽  
Musical Development ◽  
Out Of School

The problem of research. The relevance of the research is due to the urgent need to find new approaches to the musical development of students in general education, which makes it significant to refer to the experience of France in connection with the existence in the country of an original model of musical education with an established system of multifaceted partnerships controlled by the bodies of the Ministry of National Education and the Ministry of Culture of France. The purpose of the article: scientific and practical justification of the need to develop a Russian strategy of musical development based on the interaction of educational and cultural organizations. Materials and methods. As a methodological basis, a system-structural approach was used, which made it possible to conceptualize the data obtained as a result of the analysis of sources, as well as in the process of personal communication with French colleagues. The results of the study. The mechanism of the studied interaction in various forms of educational, extracurricular and out-of-school musical activities is based on a clearly structured scheme of cooperation between schools and partner structures in the field of culture and art at the state (conceptual), academic (coordination) and local (performing) levels. The impetus for the construction of this system of partnerships was the recognition by the pedagogical community and the authorities of France of the priority of musical education as a powerful stimulant for the development of personal, intellectual and creative abilities of students necessary for successful implementation in any field of activity. Discussion and conclusion. The initial impulse to the emergence of the concept of attracting artistic and cultural structures in the musical and educational field was the introduction in the early 80s of the twentieth century of the original system of professional and amateur musical training of students in the framework of general education in college and lyceum. In the future, the experience of partnership interaction in the field under study gradually spread not only to academic, but also to extracurricular and out-of-school activities. As an important "breakthrough" of the French musical and educational project, a significant contribution to the educational activities of musical and cultural centers of global importance should be recognized. The far-sighted policy of the French authorities aimed at substantial support of artistic, especially musical culture as the basis for the development of the whole society can serve as a strategic guideline for the modernization of the music education system in Russia in terms of developing management schemes and educational technologies based on the interaction of educational institutions with cultural and art institutions.

scholarly journals Music education in social contexts – a Study program

2017 ◽  
Vol 26 (48) ◽  
Author(s):  
Christiane Gerischer
Keyword(s):  
Social Work ◽  
Music Education ◽  
Social Institutions ◽  
Social Contexts ◽  
Successful Implementation ◽  
Music Pedagogy ◽  
Study Program ◽  
Aesthetic Experiences ◽  
Musical Education ◽  
Academic Qualification

This article outlines the foundational considerations of the academic qualification ‘Music Pedagogy in Social Work’ conceptualized and realized in Potsdam, Germany. Based on knowledge about possible benefits of cultural and musical education for the aims of social work, namely the empowerment of individuals, social participation and inclusion, the author specifies the needs and competences for professionalization inthis field. Examples from student and graduate experiences with musical education in kindergarten, youth clubs and other social institutions make clear the objective of the qualification. The importance of aesthetic experiences and aesthetic education in social work contexts constitute the theoretical framework for an interdisciplinary combinationof music education competencies with an academic qualification in social pedagogy.The evaluation of musical pedagogy in social contexts underlines the necessity of an artistic musical qualification as fundamental for successful implementation of music education in the context of aesthetic and cultural education within social work.

scholarly journals SOCIO-CULTURAL DOMINANTS IN THE REGIONAL PROGRAMME OF GENERAL MUSIC EDUCATION

2021 ◽  
pp. 158-164
Author(s):  
Елена Владимировна Бакшаева
Keyword(s):  
Factor Analysis ◽  
Music Education ◽  
General Education ◽  
Current Data ◽  
Practical Significance ◽  
Professional Activity ◽  
Educational Systems ◽  
General Music ◽  
Native Land ◽  
Musical Education

В статье раскрывается проблема определения содержания региональной программы общего музыкального образования путем обоснования ее социально-культурных доминант. На основе рассмотрения действующих программ «Музыка» в Чувашской Республике в контексте их социально -культурных ориентиров дается описание факультативного курса «Музыкальное путешествие по родному краю» для начальных классов общеобразовательных школ Чувашии, который базируется на национальном музыкально-художественном материале. Данный факультативный курс опирается на результаты факторного анализа, обосновывающего те социально-культурные доминанты содержания курса, которые направлены на формирование у детей комплекса как музыкальных, так и этнокультурных знаний, умений и представлений в области национальной культуры. Основой исследования послужили научные труды по методике и методологии художественного образованияЭ. Б. Абдуллина, О. А. Апраксиной, Л. Г. Арчажниковой, Л. В. Кузнецовой. В результате исследования был проведен факторный анализ действующих данных программ по музыке, который показал следующее: глобализация образования, затрагивающая школьные предметы гуманитарного и художественно-эстетического циклов, не должна стирать этническое своеобразие народных культур, что ярко представлено их музыкальными традициями, направленными на воспитание в ребенке любви к родному краю, к Отечеству; в некоторых из анализируемых программ не в полной мере применяются принцип художественной интеграции на уроках музыки и метод художественного контекста. Тем самым не уделяется должного внимания культуроемкости региональных программ школьного музыкального образования. Исходя из этого актуальными социально -культурными основами, т. е. доминантами содержания региональной программы общего музыкального образования определены следующие: воспитание патриотов своей малой родины и России; гуманистическая, культуротворческая направленность профессиональной деятельности педагога-музыканта; этнокультурная толерантность как механизм формирования гражданского самосознания обучающихся. Проведенное исследование обладает практической значимостью и может быть использовано в различных образовательных организациях республики: в детских общеобразовательных школах, детских школах искусств, в курсах методики музыкального обучения и воспитания в музыкальнопедагогических колледжах, на факультетах музыкального образования и начальных классов педагогических вузов, в содержании курсов специализации и повышения квалификации учителей музыки. The article reveals the problem of determining the content of the regional programme of general music education by substantiating its socio-cultural dominants. Considering of the existing programmes “Music” in the Chuvash Republic, in the context of their socio-cultural guidelines, the author describes an optional course “Musical Journey to the Native Land” for the primary classes of general education schools in Chuvashia, which is based on national musical and artistic material. This optional course is based on the results of a factor analysis that justifies the socio-cultural dominants of the course content, which are aimed at the formation of a complex of both musical and ethnocultural knowledge, skills and ideas in the field of national culture in children. The research was based on scientific works on methodology of art education: E. B. Abdullin, O. A. Apraksina, L. G. Archazhnikova, L. V. Kuznetsova. As a result of the study, a factor analysis of the current data of music programmes was carried out. It showed that the globalization of education, affecting school subjects of humanitarian and artistic-aesthetic cycles, should not erase the ethnic originality of folk cultures, which is clearly represented by their musical traditions aimed at cultivation of love for their native land in a child, for the Fatherland; in some of the analyzed programmes, the principle of artistic integration in music lessons is not sufficiently used, as well as the method of artistic context. Thus, the cultural intensity of regional school music education programmes is not given due attention. Hence, the following are determined by the relevant socio-cultural foundations, that is, the dominants of the content of the regional programme of general musical education: education of patriots of both their small homeland and Russia; humanistic, cultural and creative orientation of professional activity of teacher-musician; ethno-cultural tolerance as a mechanism for the formation of civic identity of pupils. The study has practical significance and can be used in various educational systems of the republic: at children’s general education schools, children’s art schools, at courses on the methodology of musical education and education in music and pedagogical colleges, faculties of music education and primary classes of pedagogical universities, in the content of courses of specialization and advanced training of music teachers

Music Teacher Education in China

2018 ◽  
Vol 4 (8) ◽  
pp. 74-83
Author(s):  
Asta Rauduvaite
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Successful Implementation ◽  
Music Teacher Education ◽  
National Education ◽  
Study Programme ◽  
Education Study ◽  
The Right

The content of music teacher education study programmes is conditioned by the needs of the market economy and information society, higher education as a mass phenomenon, penetration of humanist ideas into the curricula and many other factors. The aim of these study programmes is to respond to the needs of society, develop the competencies of teacher education and establish the right conditions for successful implementation and to achieve the intended learning outcomes. The training of music teachers in China requires overall improvement in the level of music teacher training. The Ministry of National Education provides the curriculum for music teacher education as well as the guidelines for teaching compulsory courses for music teachers at general institutions and prestigious universities in China. This profession is important in professional courses and in the field of pedagogy; therefore, integrating the content of elective courses into professional courses could be more prolific and comprehensive. Keywords: Music teacher education, study programme, music education.

scholarly journals Music education in social contexts – a study program

2017 ◽  
Vol 26 (48) ◽  
Author(s):  
Christiane Gerischer
Keyword(s):  
Social Work ◽  
Music Education ◽  
Social Institutions ◽  
Social Contexts ◽  
Successful Implementation ◽  
Study Program ◽  
Aesthetic Experiences ◽  
Musical Education ◽  
Academic Qualification ◽  
Graduate Experiences

This article outlines the foundational considerations of the academic qualification‘Music Pedagogy in Social Work’ conceptualized and realized in Potsdam, Germany.Based on knowledge about possible benefits of cultural and musical education for theaims of social work, namely the empowerment of individuals, social participation andinclusion, the author specifies the needs and competences for professionalization inthis field. Examples from student and graduate experiences with musical education inkindergarten, youth clubs and other social institutions make clear the objective of thequalification. The importance of aesthetic experiences and aesthetic education in socialwork contexts constitute the theoretical framework for an interdisciplinary combinationof music education competencies with an academic qualification in social pedagogy.The evaluation of musical pedagogy in social contexts underlines the necessity of anartistic musical qualification as fundamental for successful implementation of musiceducation in the context of aesthetic and cultural education within social work.

scholarly journals THE IMPORTANCE OF MUSIC IN THE STAGES OF GENERAL EDUCATION IN SUDAN

2021 ◽  
Vol 03 (07) ◽  
pp. 122-133
Author(s):  
Raga ABDALLA
Keyword(s):  
Music Education ◽  
General Education ◽  
Cognitive Skills ◽  
Educational Process ◽  
Historical Background ◽  
Main Question ◽  
Ministry Of Education ◽  
Creative People ◽  
Musical Education ◽  
Descriptive Method

Science evolve obligates those who work in educational process and creative people in the field of music in Sudan to adopt the project of music education in stages of general education at the Ministry of education – Sudan. The importance of the research is looking for to explicate the importance and necessity of musicale education in the stages of general education in Sudan The study problem was identified with a main question: Why were musical education curricula courses not included in the general education stages in Sudan? Research will depend on descriptive method to reveal the problems confront musical education in the general education stage in Sudan. The research definition plan consists of three content axes, which literature is reviewed as follows: The first axis: deals with the introduction and previous studies. The second axis: include topics about the historical background of general education in Sudan, the essence of music, the essence of music education and the role that musical education plays in enhancing the cognitive skills of students of general education stages of Sudan. The third axis: contains the applied framework and then the conclusion of the study and includes the results and their discussion, recommendation, the research library, and appendices

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

scholarly journals The Society of Arts and the Challenge of Professional Music Education in 1860s Britain

2017 ◽  
Vol 38 (2) ◽  
pp. 128-150
Author(s):  
Rosemary Golding
Keyword(s):  
Music Education ◽  
General Education ◽  
Royal Academy ◽  
Musical Training ◽  
Professional Musicians ◽  
Institutional Management ◽  
High Profile ◽  
The United Kingdom ◽  
Poor Management

Higher-level music education was in a poor state in mid-nineteenth-century Britain. In particular, the country’s most significant conservatoire, the Royal Academy of Music in London, suffered from a lack of financial support, poor management, and a reputation for mediocre teaching and amateurish standards. Responding to the need for an overhaul, the Society for the Encouragement of Arts, Manufactures and Commerce launched an investigation into the management of the Royal Academy of Music in 1865. The Society’s Committee interviewed a range of high-profile figures from Britain and abroad. The reports and debates that ensued cast light not only on the state of the Royal Academy but also on the organization of professional music training across the United Kingdom and elsewhere in Europe. Many of these discussions revealed important insights into attitudes toward musical training and its institutions, toward the music profession, and toward music itself. Musicians interviewed for the purpose of the Royal Academy report had varying opinions on the curriculum suitable for aspiring professional musicians, including the role of general education and theoretical music studies. The place of amateurs in such institutions was also an important part of the discussion, both in terms of the students admitted and institutional management. Fundamental divisions over the purpose and nature of professional-level education in music reflect both the changing nature of education and deep fractures in the music profession itself, offering valuable insights into the concerns and problems of the time.

Design and Analysis for Quantitative Research in Music Education

2018 ◽  
Author(s):  
Peter Miksza ◽  
Kenneth Elpus
Keyword(s):  
Education Research ◽  
Data Analysis ◽  
Music Education ◽  
General Education ◽  
Research Design ◽  
Quantitative Research ◽  
Traditional Design ◽  
Design Type ◽  
To Come ◽  
Analytical Approaches

This book is an introduction to quantitative research design and data analysis presented in the context of music education scholarship. The book aims for readers to come away with a familiarity of prototypical research design possibilities as well as a fundamental understanding of data analysis techniques necessary for carrying out scientific inquiry. The book includes examples that demonstrate how the methodological and statistical concepts presented throughout can be applied to pertinent issues in music education. For the majority of Part I, the strategy is to present traditional design categories side by side with explanations of general analytical approaches for dealing with data yielded from each respective design type. Part II consists of chapters devoted to methodological and analytical approaches that have become common in related fields (e.g., psychology, sociology, general education research, educational policy) but are as yet not frequently exploited by music education researchers. Ultimately, this work is motivated by a desire to help scholars acquire the means to actualize their research curiosities and to contribute to the advancement of rigor in music education research throughout the profession at large.

The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto
Keyword(s):  
Music Education ◽  
Education Program ◽  
Cognitive Abilities ◽  
Musical Training ◽  
Control Group ◽  
Transfer Of Knowledge ◽  
General Domain ◽  
Music Program ◽  
Before And After ◽  
The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

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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