scholarly journals MUSIC EDUCATION IN RUSSIA: RETROSPECTIVE AND FORECAST (ACCORDING TO THE MATERIAL OF THE SEVENTH SESSION OF THE SCIENTIFIC COUNCIL ON THE PROBLEMS OF THE HISTORY OF MUSIC EDUCATION)

2020 ◽  
Vol 30 (1) ◽  
pp. 63-68
Author(s):  
S.I. Doroshenko
Keyword(s):  
Music Education ◽  
Music Teacher ◽  
Scientific Conference ◽  
Scientific Seminar ◽  
Historical Experience ◽  
Russian Scientific ◽  
Education Crisis ◽  
School Music ◽  
History Of ◽  
Near Abroad

The article analyzes the results of Russia's largest scientific and practical event dedicated to music education: the seventh session of the Scientific Council on the problems of the history of music education, held in Vologda on April 23-26, 2019. The program of the session included the international scientific conference “Preparing of a music teacher: Historical Experience, Problems, Prospects”, the Russian Scientific Seminar and the All-Russian Symposium. The results of the session, which brought together more than 70 leading researchers in the history of music education in Russia and the near abroad, are summarized in key areas. A retrospective analysis of the activities of music and pedagogical faculties of pedagogical universities, operating in the country since 1959 and practically eliminated at present, is considered as the leading theme. The results in other areas of the session are also generalized: the development of the history of music education as a field of historical, pedagogical and musicological knowledge; history of vocational and school music education. Crisis phenomena in music-pedagogical education are marked.

Music Education in the Era of School Choice

2018 ◽  
Vol 105 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Lisa Martin
Keyword(s):  
School Choice ◽  
Music Education ◽  
The United States ◽  
Music Educators ◽  
Music Teacher ◽  
Political Climate ◽  
Music Classroom ◽  
School Music ◽  
History Of ◽  
Teacher Workforce

School choice has become an increasingly available option for families in the United States. Given the current political climate, music educators must better understand the various dimensions of the school choice movement and how it may affect the music classroom. Following a brief history of school choice, this article offers a look at the movement’s influence on the music teacher workforce, music curricula, and funding for music education. Recommendations surrounding the equity of school music opportunities are explored.

Prospects for the Development of Source Studies in Modern Medieval Studies

Istoriya ◽  
2021 ◽  
Vol 12 (6 (104)) ◽  
pp. 0
Author(s):  
Ekaterina Kirillova
Keyword(s):  
Middle Ages ◽  
Research Work ◽  
Scientific Conference ◽  
Medieval Studies ◽  
Russian Scientific ◽  
Source Studies ◽  
History Of ◽  
Source Study ◽  
Academy Of Sciences ◽  
The Middle Ages

Source study is the foundation of the research work of professional historians. It became the subject of the All-Russian Scientific Conference “Source Studies in Contemporary Medieval Studies”, which was held from 28 to 29 June 2021 at the Institute of World History at the Russian Academy of Sciences. The conference, conceived as a platform for regular communication of specialists in the history of the Middle Ages, allowed the participants and numerous listeners to get acquainted with the latest research on the source study of the history of Russia, Europe, the East and America. It included reports summarizing the experience of research and outlining the prospects for further work on key problems of source study of the history of the Middle Ages.

Overture

2019 ◽  
pp. 1-8
Author(s):  
Rena Upitis
Keyword(s):  
Music Education ◽  
Inner City ◽  
Music Teacher ◽  
Massachusetts Institute Of Technology ◽  
Teaching Experiences ◽  
School Music ◽  
Institute Of Technology ◽  
The Relationship ◽  
Elementary School Music ◽  
Opening Section

The opening section of the book describes the relationship between the first edition and the second, written more than thirty years apart, which document the author’s experiences as the elementary-school music teacher at an inner-city school in Boston, Massachusetts. The school partnered with the Massachusetts Institute of Technology (MIT) in a professional development and research project. The author also describes her role as an academic at MIT and relates it to her present university position and to her lifelong work as a music educator. The conversational style of the opening section foreshadows the remaining chapters and the retrospective approach that is taken throughout, as the author explores why the pedagogy described in the first edition has endured so well over the years, not only in terms of her classroom-teaching experiences but also in her role as a preservice educator and music-education researcher.

scholarly journals Music Teacher Rankings of Selected Core Teaching Practices

2019 ◽  
Vol 29 (1) ◽  
pp. 86-99
Author(s):  
J. Si Millican ◽  
Sommer Helweh Forrester
Keyword(s):  
Music Education ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teaching ◽  
Pedagogical Content ◽  
Technical Vocabulary ◽  
History Of ◽  
Service Music

There is a decades-long history of music education researchers examining characteristics and skills associated with effective teaching and assessing how preservice music teachers develop those competencies. Building on studies of pedagogical content knowledge and the professional opinions of experienced music educators, researchers are now attempting to identity a body of core music teaching practices. We asked experienced in-service music teachers ( N = 898) to think about the skills beginning music teachers must possess to investigate how respondents rated and ranked selected core music teaching practices in terms of their relative importance. Developing appropriate relationships with students, modeling music concepts, and sequencing instruction were the top core teaching practices identified by the group. Results provide insights into knowing, naming, and framing a set of core teaching practices and offer a common technical vocabulary that music teacher educators might use as they design curricula and activities to develop these foundational skills.

First Remembrances of Wanting to Become a Music Teacher

2002 ◽  
Vol 50 (4) ◽  
pp. 323-332 ◽  
Author(s):  
Clifford K. Madsen ◽  
Steven N. Kelly
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Qualitative Assessment ◽  
Factors Affecting ◽  
College Age ◽  
Preparatory Program ◽  
School Music ◽  
Music Education Majors ◽  
Areas Of Interest

In the study described here, we used an open-ended written essay to identify the factors that lead students to become music teachers. Ninety music education majors were given the instructions to indicate in their own words their earliest remembrances of when they considered becoming a music teacher, including age, place, who was with them, how they felt, their thoughts at the time, and any other aspects they considered important. Essays were analyzed and classified according to these areas of interest; additionally as a more qualitative assessment, total responses were analyzed to discern some of the nuances evidenced in individual responses. Results indicated that the age at which the decision was made and influential people in their lives were the most important factors affecting these subjects' decision to become a music teacher. The decision was vividly remembered, with school music teachers exerting the primary influence. Of the subjects, 76% decided to become a music teacher before entering a teacher preparatory program. Students who did not decide until they were of college age remained ambivalent about their choice.

scholarly journals Reasons to teach music: establishing a place in the contemporary curriculum

2000 ◽  
Vol 17 (1) ◽  
pp. 32-42 ◽  
Author(s):  
Stephanie Pitts
Keyword(s):  
Twentieth Century ◽  
Music Education ◽  
Questionnaire Survey ◽  
Music Educators ◽  
Small Scale ◽  
Music Teaching ◽  
Musical Identity ◽  
British Music ◽  
School Music ◽  
History Of

Studies in the history of music education reveal much about the place and purpose of music in the changing curriculum. In this article, the ideas of some significant British music educators of the twentieth century are considered, in an evaluation of the apparent goals of music teaching that have been articulated over the decades. The connections between rationale and practice are discussed, with published ideas placed alongside the views of contemporary teachers in a small-scale questionnaire survey. The conclusion is proposed that school music, as a small part of the child's musical identity, must be modest in its intentions but ambitious in its provision.

George F. Root’s Normal Musical Institute, 1853–1885

2012 ◽  
Vol 60 (3) ◽  
pp. 267-293
Author(s):  
Phillip M. Hash
Keyword(s):  
New York ◽  
Music Education ◽  
Music Teachers ◽  
The United States ◽  
Private Lessons ◽  
Secondary Sources ◽  
Education Data ◽  
School Music ◽  
History Of ◽  
Pedagogy And Curriculum

George F. Root, Lowell Mason, and William B. Bradbury opened the New York Normal Musical Institute in April of 1853 in New York City. Each term lasted about three months and provided the first long-term preparation program for singing-school masters, church choir directors, private instructors, and school music teachers in the United States. Students at the institute studied pedagogy, voice culture, music theory, and choral literature and had the opportunity to take private lessons with prominent musicians and teachers. The Normal Musical Institute relocated to North Reading, Massachusetts, in 1856 and, in 1860, began meeting in various cities throughout the country. In 1872, the school became the National Normal Musical Institute and continued under this name until its final season in Elmira, New York, in 1885. This study was designed to examine the history of this institution in relation to its origin, details of operation, pedagogy and curriculum, prominent students and faculty, and influence on music education. Data included articles from music periodicals and newspapers, pamphlets and catalogs from the institution, biographies of prominent participants, and other primary and secondary sources.

Music Teacher Educator Perspectives on Social Justice

2017 ◽  
Vol 65 (1) ◽  
pp. 6-24 ◽  
Author(s):  
Karen Salvador ◽  
Jacqueline Kelly-McHale
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Music Teacher ◽  
Future Research ◽  
Music Teacher Education ◽  
Students With Special Needs ◽  
School Music

Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the perspectives of music teacher educators with regard to social justice, music education, and music teacher education. Many of the 361 respondents indicated engagement with social justice and shared methods for addressing social justice topics in music teacher education as well as describing limitations that prevented them from doing more. However, about 50% of respondents defined social justice in “difference-blind” terms. A further 10% to 15% of respondents rejected the need to address social justice topics in music teacher education, stated it was not their job, and/or described social justice as a waste of instructional time that should be spent on content. In contrast, 10% to 15% of respondents expressed a desire for assistance understanding more about social justice in school music settings and/or suggestions how to teach about social justice topics in undergraduate music teacher education. This article concludes with a discussion of these findings and suggestions for future research.

scholarly journals The New Economic Policy: Dimensions of the Study

2021 ◽  
Vol 22 (4) ◽  
pp. 720-730
Author(s):  
Vladimir Il`inykh ◽  
Sergey Sharapov
Keyword(s):  
Economic Policy ◽  
Round Table ◽  
Economic Reforms ◽  
Scientific Conference ◽  
New Economic Policy ◽  
Russian Scientific ◽  
Research Perspectives ◽  
Governance Systems ◽  
Spatial Factor ◽  
History Of

In September 2021 Novosibirsk hosted The All-Russian Scientific Conference «Russian Economic Reforms in Regional Terms», which was organized with financial support from the fund «Istoria Otechestva» («History of Motherland»). The conference resulted in setting the objective to study the stages of economic reforms, which took place in the territory of Russia and its regions in the late 19th and early 20th century. Another task of the conference was to observe the general and specific influence of spatial factor on the intensions, implementations and results of the reforms. Researchers from different Russian cities presented their findings on agrarian colonization and development of the regions, economic policy and reforming strategies, as well as on changes in the economic governance systems. Since the conference was dedicated to the 100-th anniversary of the NEP, it paid special attention to scientific understanding of general patterns and specific features of the NEP implementation. The review provides information on the main reports and papers, related to the NEP topic. It also presented a summary of the debates, which took place at the round table «The NEP: Results and Research Perspectives».

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