scholarly journals ПРИНЦИПИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИКИ ЗАСОБАМИ МУЛЬТИМЕДІЙНИХ ТЕХНОЛОГІЙ

2015 ◽  
Vol 46 (2) ◽  
pp. 45
Author(s):  
Liudmyla H. Havrilova
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Professional Competence ◽  
Urgent Problem ◽  
Learning Aids ◽  
Multimedia Technologies ◽  
Teachers Training ◽  
Traditional Approaches ◽  
Selection Of ◽  
Creative Cooperation

The article focuses on an urgent problem of contemporary artistic education and concerns implementation of multimedia computer aids of learning in the process of music teachers training. The author considers the principles of music teachers professional competence formation using multimedia technologies and defines them as follows: principle of informatization of learning; principle of visualization, supported with multimedia aids; principle of optimal selection of learning aids; principle of integration of traditional approaches to music education with innovative multimedia technologies; principle of purposeful interaction and creative cooperation between teacher and students; principle of promotion creative musical activities and personal self-expression. Adherence to these principles determines effective professional development of music teachers through the means of multimedia technologies.

scholarly journals SKILLS FOR CREATING SUPPORTIVE LEARNING ENVIRONMENTS – AN ESSENTIAL COMPONENT OF TEACHERS`PROFESSIONAL COMPETENCE

2020 ◽  
Vol 3 ◽  
pp. 302
Author(s):  
Kristi Kiilu ◽  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
Curriculum Design ◽  
Music Teachers ◽  
Professional Competence ◽  
Pilot Project ◽  
Research Problem ◽  
School Level ◽  
Comprehensive Schools ◽  
Supportive Learning Environment

The current research on music teachers’ professional skills of structuring and developing supportive learning environments for implementation of National Curricula is the third in line, based on a pilot project of 2013, a study of 2015. The research problem for all the three studies was “How do music teachers at general comprehensive schools comprehend supportive learning environment and opportunities for their design and development. The data collected and analysed (n=70) in 2019 allow to follow the development of teachers’ professional abilities and creativity at structuring and designing supportive environments for learning music at general comprehensive schools and kindergartens. If smartly designed and created, they promote learning, lead to higher academic achievement and contribute to students’ self-esteem. The study has also provided information about teachers’ professional approaches, real environments at schools and the needs for improvement. The analysis of the data, providing some insights allows to make recommendations for teacher training, for curriculum design at school level and offer suggestions for cultural activities in local communities supporting cohesion and identity building in society. Current turbulent times require increasingly wider competences and creativity from teachers for making music education socially meaningful. 

Multimedia technology in musical and theoretical training of future music teachers

2017 ◽  
Author(s):  
I. M. Khodorovska
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Individual Characteristics ◽  
Educational Process ◽  
Multimedia Technology ◽  
Wide Range ◽  
Multimedia Technologies ◽  
The Individual ◽  
Amount Of Knowledge ◽  
Multimedia Product

The article presents one of the most current problems of modern music and theoretical education concerning the use of multimedia music and theoretical training of future music teachers. The author actualizes an issue of updating music and pedagogic education through the introduction of a system of advanced computer technology, including the use of modern multimedia facilities in the educational process along with the traditional technologies. In the author’s opinion, it will not only increase motivation, enhance cognitive and creative activities, realize the maximum potential future professionals, but will provide an opportunity to integrate a large amount of knowledge into almost single system. The author supposes an objective demand for the active introduction of multimedia technology in the educational process of art education for the transition to a new level of music and theoretical training of the future music teachers. The article presents the term “multimedia” and defines the concept of “multimedia technology”, which is the amount of technologies that allow the computer to enter, process, store, transmit and display data such as text, graphics, animation, images, video, sound, speech, etc. The article states that the use of multimedia technologies in this field has its limits, according to the nature of music education. However, the use of multimedia technologies during the music and theoretical cycle caused by a wide range of the following tasks: increasing information saturation of the lesson, visibility, savings organizational efforts of the teacher, optimization control skills of the student, taking into account the individual characteristics of students, improvement of learning and memorizing, etc. The author emphasizes that the multimedia product as one of the most modern ways of presenting information in music and theoretical subjects, which can be represented as presentations, video-anthologies, encyclopedic textbooks, reference books, electronic books and manuals, the simulator for practicing various skills tests, quizzes and highlights the most common applications used in modern practice of teaching music and theoretical subjects

scholarly journals Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence

2021 ◽  
Vol 11 (3) ◽  
pp. 97-118
Author(s):  
Petra Brdnik Juhart ◽  
Barbara Sicherl Kafol
Keyword(s):  
Music Education ◽  
Early Adolescence ◽  
Music Teachers ◽  
Professional Competence ◽  
Music Teaching ◽  
Music Curriculum ◽  
Factors Affecting ◽  
School Music ◽  
Research Findings ◽  
General School

Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.

scholarly journals Theoretical foundations and practice-oriented technologies for the development of professional competence of music teachers in the in-service training system

2021 ◽  
Vol 113 ◽  
pp. 00006
Author(s):  
N.N. Murovanaya ◽  
I.A. Tyalleva ◽  
Yu.Yu. Kurbangalieva
Keyword(s):  
Music Teachers ◽  
Professional Competence ◽  
Training System ◽  
Control Group ◽  
Service Training ◽  
Group Members ◽  
High Level ◽  
Teachers Training ◽  
Theoretical Foundations ◽  
Experimental Group

The article is devoted to the development of music teachers’ professional competence in the in-service teachers’ training system. The contradiction between the requirement of professional standards for the music teachers’ work and their preparation in the in-service teachers’ training system is discussed. The basic concept of the research - “professional competence” was specified, its structure was analysed, and the content was substantiated. The model of music teachers’ professional competence included such components as key components (informational, regulatory and communicative ones); an operational component; intellectual and educational component. The music teachers doing in-service training course were the participants of an experimental group and a control group. The results of input diagnostics showed the priority of using active forms of study for the experimental group. The detailed description of teaching technologies, used for the experimental group, was presented in the article. They included problem lectures, role games, business games, discussions, etc. The reliability of the output diagnostic results was proved with the help of t-test. The results showed decrease of the number of the music teachers with the low level of professional competence and increase of group members with high level of professional competence. Thus, the findings of the research proves the effectiveness of the model of music teachers’ professional competence.

Peculiarities of the juvenile period of the native Chechen genotypes of willow leaf pear (Pyrus salicifolia Pall.)

2020 ◽  
Vol 62 ◽  
pp. 32-38
Author(s):  
E. A. Dolmatov ◽  
R. B. Borzayev ◽  
A. N. Shaipov
Keyword(s):  
Chestnut Soil ◽  
Crop Breeding ◽  
Juvenile Period ◽  
Period 2 ◽  
Russian Research Institute ◽  
The Common ◽  
One Year ◽  
First Time ◽  
Selection Of ◽  
Creative Cooperation

The results of the study of the duration of the juvenile period of indigenous Chechen willow leaf pear genotypes (Pyrus salicifolia Pall.) are given in connection with the acceleration of the breeding process and the use of selected forms in pear breeding for high precocity. The studies were carried out in 2016-2019 at OOO “Orchards of Chechnya” in accordance with the Agreement on creative cooperation with the Russian Research Institute of Fruit Crop Breeding. The work was carried out in accordance with generally accepted programs and methods. The objects of the study were one-year and two-year-old pear seedlings obtained from sowing seeds of selected dwarf and low-growing local Chechen forms of willow pear (P. salicifolia Pall.), laying fruit buds on annual growths and seedlings of Caucasian pear (P. caucasica Fed.), 20 500 pcs. of each specie. The aim of the research was to study the potential of precocity of willow pear seedlings and to reveal of selected forms with the greatest degree of this trait. Stratified seeds were sown in the sowing department of the OOO “Orchards of Chechnya” production nursery in April, 2017. The seedlings were grown according to the common technology in dryland conditions on the plot with chestnut soil. The first fl owering of plants was noted in the spring, 2019. As a result of the research, for the first time on a large number of the experimental material it was found that in the off spring of the indigenous Chechen willow leaf pear genotypes, the selection of a little more than 2% of seedlings with a very short juvenile period (2 years) was possible. They are of great interest in accelerating the breeding process and in the selection of new pear varieties with high precocity. 20 willow leaf pear genotypes were selected for the further use in breeding for high precocity and as sources of the trait of short juvenile period.

Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

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.

scholarly journals An Algorithm for Choosing the Optimal Number of Muscle Synergies during Walking

Sensors ◽  
2021 ◽  
Vol 21 (10) ◽  
pp. 3311
Author(s):  
Riccardo Ballarini ◽  
Marco Ghislieri ◽  
Marco Knaflitz ◽  
Valentina Agostini
Keyword(s):  
Motor Task ◽  
Optimal Number ◽  
The Other ◽  
Simulated Dataset ◽  
Muscle Synergies ◽  
Mean Square ◽  
Real Dataset ◽  
Traditional Approaches ◽  
Selection Of ◽  
Semg Signals

In motor control studies, the 90% thresholding of variance accounted for (VAF) is the classical way of selecting the number of muscle synergies expressed during a motor task. However, the adoption of an arbitrary cut-off has evident drawbacks. The aim of this work is to describe and validate an algorithm for choosing the optimal number of muscle synergies (ChoOSyn), which can overcome the limitations of VAF-based methods. The proposed algorithm is built considering the following principles: (1) muscle synergies should be highly consistent during the various motor task epochs (i.e., remaining stable in time), (2) muscle synergies should constitute a base with low intra-level similarity (i.e., to obtain information-rich synergies, avoiding redundancy). The algorithm performances were evaluated against traditional approaches (threshold-VAF at 90% and 95%, elbow-VAF and plateau-VAF), using both a simulated dataset and a real dataset of 20 subjects. The performance evaluation was carried out by analyzing muscle synergies extracted from surface electromyographic (sEMG) signals collected during walking tasks lasting 5 min. On the simulated dataset, ChoOSyn showed comparable performances compared to VAF-based methods, while, in the real dataset, it clearly outperformed the other methods, in terms of the fraction of correct classifications, mean error (ME), and root mean square error (RMSE). The proposed approach may be beneficial to standardize the selection of the number of muscle synergies between different research laboratories, independent of arbitrary thresholds.

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.

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