MUSICAL EDUCATION SKILLS: PROBLEMS AND SOLUTIONS

2019 ◽  
pp. 115-122
Keyword(s):  
Music Education ◽  
Continuing Education ◽  
Educational Institutions ◽  
Music Pedagogy ◽  
Children's Music ◽  
Musical Education ◽  
Problems And Solutions ◽  
Further Development ◽  
Goals And Objectives ◽  
Art Schools

The article discusses the professional skills of a teacher in the field of music education, its formation and improvement, his/her spiritual outlook, processes directly related to the level of culture, problems and solutions in these processes. Continuing music education, namely children's music and art schools, music and art lyceums and colleges, and then continuing education at higher educational institutions, are an important factor for obtaining excellent musicians and singers. Music is an important part of the spiritual culture of mankind. The process of music education contributes to creativity, creating opportunities for young talents to show their work. The participation of students faresees the work with other in the process of creativity. Students' activity is an important prerequisite for the development of creativity, and a creative approach to each of them is an important issue for the further development of musical abilities and students' performance. At all stages of the educational system, specific goals and objectives are manifested in the performance of young singers and musicians. Universal classifications of music pedagogy are studied.

scholarly journals Dziecięcy świat dźwięków — edukacja muzyczna dziecka w wieku przedszkolnym

2021 ◽  
pp. 51-59
Author(s):  
Monika Semik ◽  
Małgorzata Tęczyńska-Kęska
Keyword(s):  
Music Education ◽  
Preschool Child ◽  
Psychomotor Performance ◽  
The Body ◽  
Children's Music ◽  
Directed Movement ◽  
Auditory Analyzer ◽  
Musical Education ◽  
Musical Activity ◽  
Musical Activities

Children’s world of sounds — musical education of a preschool child Music is around us — every day music is the noise of trees, the rustle of leaves, the sound of a passing tram, the barking of a dog. We learn it while studying in kindergarten and school, but above all at home. This is where the child learns the first melodies. Initially, these are sounds from the immediate environment, starting with the mother’s heartbeat and the melody of her words. Then we expand our knowledge of sounds with children’s counting, acoustic experiments, short song chants, kindergarten songs and music accompanying the game. It’s all a child’s world of sounds, but what’s the key to that? The natural musical development of humans is observed between the ages of 1 and 13, and this is when the most important changes take place in the body, including the maturation of the auditory analyzer and psychomotor performance. Therefore, a variety of musical activities of parents, and then teachers, which are aimed at developing the child’s musical abilities, are very significant at this time. They can be realized by singing together, listening to music of different styles, creating ostinato on instruments and simple instrumentation. Free and directed movement as well as instrumental improvisation are also important. To understand music, you need to be extremely sensitive to its beauty. This is a trait that cannot be taught to children just like that, but it is possible to create any conditions for them to experience music emotionally. This main goal of children’s music education should be realized with the use of five forms of musical activity, which will be discussed in detail in this article.

scholarly journals Contribution of the “Mighty Bunch” Composers to the Development of Russian Music Pedagogy of the XIX Century

2020 ◽  
pp. 201-211
Author(s):  
Lyu Nanqiao
Keyword(s):  
Music Education ◽  
Educational Institutions ◽  
Creative Work ◽  
Music Pedagogy ◽  
Music School ◽  
Russian Music ◽  
Aesthetic Ideas ◽  
Xix Century ◽  
The 19Th Century ◽  
Conceptual Foundations

The article considers the pedagogical component of the activity of the composers of the “Mighty bunch” — M. A. Balakirev and N. A. Rimsky-Korsakov, who had a significant influence on the formation and development of Russian music education. Developing the musical and aesthetic ideas put forward by the creative work of the kuchkists, both representatives of the “New Russian music school” justified progressive pedagogical attitudes and principles that are in great demand in the modern practice of music education. Realizing their pedagogical views in the process of leadership and teaching in such Russian musical and educational institutions of the 19th century as the free music school, the Court singing Capella, the St. Petersburg Conservatory, etc., the above-mentioned representatives of the “Mighty bunch” moved to solve the problem they faced from alternative positions: if Balakirev was characterized by an empirical approach to solving creative, including pedagogical tasks, then Rimsky-Korsakov was able to justify the conceptual foundations and basic provisions of Russian music pedagogy. This article is devoted to the consideration of these provisions.

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 crianças e música: educação musical e estudos da infância em diálogo

2020 ◽  
Vol 16 (36) ◽  
pp. 01-20
Author(s):  
Sandra Mara da Cunha
Keyword(s):  
Music Education ◽  
The State ◽  
Childhood Studies ◽  
Children's Music ◽  
Musical Education ◽  
Experimental Dynamics ◽  
Collaborative Action ◽  
New Meanings ◽  
The University ◽  
Theoretical Foundations

Children and music are the theme of this article conceived as a sort of rehearsal, with the aim of thinking a musical education of childhood. Its theoretical foundations emerge from conversations between music education and childhood studies, and formed the basis for  the lecture workshop held at the II Congress of Childhood Studies, in September 2019, at the University of the State of Rio de Janeiro. The text addresses methodological openings present in creative approaches to curricula based on network formats and circles. Improvisations and compositions made by children and guided by professor-artists who know their craft, emerge from these experimental dynamics. The participation of children in collaborative action with their teachers gives, in turn, new meanings to the teacher’s role in the form of “double listening”—listening both to children and to their musical expressions. The development of research in children’s music has powerful implications both for musical education and for the field of education. This research also contributes to childhood studies, since listening to children's musical expressions makes it possible to know more about what they think, feel and do when they create their music. It also promises to result in greater visibility and audibility for the songs invented by them, and for the recognition of the importance of music education in schools.

ТЕНДЕНЦІЇ РОЗВИТКУ МУЗИЧНОЇ ОСВІТИ СУЧАСНОЇ НІМЕЧЧИНИ КРІЗЬ ПРИЗМУ КУЛЬТУРНОЇ ПОЛІТИКИ

2020 ◽  
Author(s):  
Admink Admink
Keyword(s):  
Music Education ◽  
Federal Republic ◽  
Cultural Policy ◽  
Educational Institutions ◽  
Federal Republic Of Germany ◽  
Education Development ◽  
Federal States ◽  
Musical Education ◽  
Characteristic Features ◽  
European Standards

Досліджуються загальні та пріоритетні тенденції розвитку музичної освіти та діяльності вищих музичних освітніх закладів ФРН. Здійснено огляд історіографії та джерел щодо музичної освіти як компоненту культурної політики Німеччини. Визначено роль та значення музичної освіти ФРН, розглянуто особливості її розвитку, проблеми та перспективи. Вивчивши досвід вищої музичної освіти країни, розкрито провідні тенденції її розвитку в умовах поступової трансформації згідно із загальноєвропейськими стандартами. Ключові слова: освіта, музична освіта, культурна політика федеральних земель, тенденції розвитку,  вищі навчальні заклади, культурно-освітня сфера, Німеччина.   The article deals with general and priority trends in the development of musical education, the activity of higher musical educational institutions and music education as a component of German cultural policy. The historiography review and sources relating to the general and priority trends in the development of musical education, the activity of higher musical educational institutions and music education as a component of German cultural policy underwent a consideration. There was a determination of role and significance of music education in the Federal Republic of Germany, as well as the characteristic features peculiar to the development, problems and prospects of the musical culture are studied. The leading trends of the music education development in the Federal Republic of Germany under the conditions of the gradual transformation were described according to the European standards separately. Key words: education, music education, cultural police of the federal states of Germany, higher education institutions, cultural and educational sphere

RUSSIAN FOLKLORE IN MASS MUSICAL EDUCATION OF CHILDREN IN PRE-REVOLUTIONARY RUSSIA (60s — 80s of the XIXth century)

2021 ◽  
Vol 1 (2) ◽  
pp. 151-159
Author(s):  
N. A. Ursegova ◽  
Keyword(s):  
Practical Experience ◽  
Music Educators ◽  
Folk Song ◽  
Theoretical Research ◽  
Educational Institutions ◽  
Music Pedagogy ◽  
Modern Music ◽  
Musical Education ◽  
Xixth Century ◽  
Folk Song Arrangements

The 60s — 80s of the XIXth century were the period of arousing interest in music pedagogy and awareness of the need to develop theoretical research for organizing musical education and upbringing of children in family and school, representing the first musical collections for children based on Russian folklore. The analytical base of the research (sources) are collections of folk song arrangements, created with a specific pedagogical purpose, both for special educational institutions and for students of mass schools. Its content allows to demonstrate the views of Russian teachers, music educators and composers on the use of Russian folklore in the system of mass musical education for children. The most important achievement of the studied period is the appearance of the first children's song collections with a realized scientific approach to the publication of folklore works for pedagogical purposes, in which authentic melodies are presented without accompaniment written by the composer, and the song texts are supplemented with information about specific geographical recording location and performers. Theoretical and practical experience of musical education gained in the second half of the XIXth century is very valuable for modern music pedagogical science and practice.

scholarly journals PECULIARITIES OF THE CONCERT MASTER ACTIVITY OF THE FUTURE TEACHER OF MUSIC ART

2021 ◽  
Vol 1 (192) ◽  
pp. 129-132
Author(s):  
Natalia Sveshchynska ◽  
Keyword(s):  
Music Education ◽  
High Performance ◽  
Professional Training ◽  
Educational Institutions ◽  
Children's Music ◽  
Performance Skills ◽  
Wide Range ◽  
Personal Qualities ◽  
And Performance ◽  
Artistic Image

The article analyzes the question of the peculiarities of concertmaster activity of future teachers of music art in the process of learning in the class of accompaniment and improvisation and in further practical activities. The author identifies the constituent structural elements in the training of pianist-accompanist in higher educational institutions of art, which is manifested in various aspects of the activities of future professionals. The field of activity for a musician-performer is concertmaster's work, which by its specificity requires from the specialist not only the possession of traditional performing skills, but also a whole set of personal qualities and the ability to work creatively with musical material. It should be noted that in the concertmaster class due to its specificity is the concentration and systematization of knowledge and skills acquired by students in piano, accordion, accordion, conducting, solo singing and music theory (N. Borisov, D. Gostev, T. Glyadkovskaya, M. Moiseeva, F. Khalilova and others.). This is especially evident in singing to one's own accompaniment and selection by ear, where the narrow professional skills acquired in various specialties are concentrated in one direction - the embodiment of the artistic image of a musical work. Such a variety of tasks requires a comprehensive improvement of the theory and technology of concertmaster activity. Сoncertmaster class is one of the performing disciplines that is important for the general professional training of music teachers. In the concertmaster's class, students' musical and performance activities are studying a wide range of vocal, instrumental, children's music literature, accompanied by a soloist-vocalist or instrumentalist, playing in an ensemble, singing to their own accompaniment, reading from a letter, transposing, listening. The concertmaster class in the structure of professional training of a musician-pianist is an important subject of a special cycle, along with other disciplines, is responsible for the holistic training of a specialist, provides a basis for work in the field of ensemble activities. The tasks of the concertmaster class in music education are to form and improve performance skills and abilities designed for the professional work of a pianist with soloists. Modernity requires the training of competent concertmasters with high performance potential, developed artistic and organizational qualities, possessing the means of artistic processing of musical material, accustomed to work in the stage.

scholarly journals Prerequisites for Formation and the Main Stages of Development Eduard Borisovich Abdullin’s Scientific School

2020 ◽  
Vol 8 (3) ◽  
pp. 9-49
Author(s):  
Elena V. Nikolaeva
Keyword(s):  
Music Education ◽  
General Education ◽  
Educational Institutions ◽  
Scientific School ◽  
Main Task ◽  
Research Activities ◽  
Further Development ◽  
International Character ◽  
Scientific Tool ◽  
Concise Description

The article gives a very concise description of Eduard Borisovich Abdullin’s activity as a recognized leader of the Russian musical and pedagogical community, who considered the main task of his life to improve the system of musical and pedagogical as well as general education in Russia at all levels, without exception. It is shown, that Eduard Borisovich’s path to the pedagogy of music education was like Fate itself. As confirmation, the main historical milestones in his life that contributed to his formation as a musician, teacher, scientist, and founder of the scientific school “Methodology of pedagogy of music education” are revealed. The process of its origin, becoming, formation and further development is traced. It is emphasized that it meets all the criteria that can be attributed to genuine scientific school. Special attention is paid to identifying the specifics of Eduard Borisovich’s scientific school, which consists of: a) a unified research program for improving the methodological training of musicians-teachers in higher educational institutions of the country, b) the implementation of methodological analysis as a scientific tool for research activities of musicians-teachers; c) its three-tier orientation: to perform scientific and educational functions of educating scientists; on creative and constructive activity conducive to the development of the national system of general and music-pedagogical education; on the development of a fundamentally new scientific direction in the pedagogy of music education, which has not only a national but an international character. The data testifying to its international recognition are given.

scholarly journals The activities of health facilities to prevent the consumption by minors of alcoholic beverages and drugs: administrative aspect

2019 ◽  
Vol 2019 (3) ◽  
pp. 165-172
Author(s):  
Александр Беженцев ◽  
Aleksandr Bezhentsev
Keyword(s):  
Alcoholic Beverages ◽  
Educational Institutions ◽  
Family Doctors ◽  
Psychotropic Substances ◽  
Alcohol And Drugs ◽  
Health Authorities ◽  
Problems And Solutions ◽  
To Receive ◽  
Further Development ◽  
Narcotic Drugs

The illegal distribution of alcohol, narcotic drugs and psychotropic substances is now recognized as one of the serious threats to national security, public health and the gene pool of the peoples living in it. The spread of alcohol and drugs among minors and the increase in related administrative offenses are of particular concern. The article scientifically deals with the administrative and legal and law enforcement problems of the organization and activities of health authorities and institutions on the prevention of the use by minors of alcoholic beverages, intoxicating substances and narcotic drugs. The author describes the elements of the modern expansion of alcohol and narcotic drugs among people who have not reached social maturity, focuses on problems and solutions in the activities of the main institutions of the health system, which coordinating their activity with other participants in the system of prevention of youth administrative tort, are involved in the prevention of alcohol consumption and alcohol-containing products, narcotic drugs and psychotropic substances – narcological dispensaries. The conclusions formulate the need further development of «helplines» network and counseling centers close to the population, helping families with minors to receive immediate psychological and narcological assistance; to pay attention of general practitioners (family doctors) to an early search for drug-addicted minors, their treatment, to involve public organizations in this work regularly; to strengthen and coordinate the interaction of health care institutions with the relevant structures of the internal affairs bodies (police) involved in working with difficult teenagers, educational institutions, as well as with the relevant structures of Rosmolodezh in the prevention of administrative offenses related to the use of drugs and alcohol among persons under eighteen.

Assessing Music in Early Childhood

2019 ◽  
pp. 444-476
Author(s):  
Maria Runfola
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Deep Understanding ◽  
Children's Music ◽  
National Network ◽  
Music Assessment ◽  
Early Childhood Music ◽  
Utilitarian Value

In this chapter, pros and cons of assessing young children’s music skills and content knowledge are explored. An integrative literature review is included as well as a thematic review lending support to core themes. Several reasons were identified as to the importance of promoting student assessment as children participate in early childhood music. Use of music assessments in the classroom and for research should consider practices consistent with musical age as well as chronological age. Increased recognition of the importance of music in total development of the child supports need for effective early childhood assessment systems especially by the music education research community as they continue to gather evidence regarding the utilitarian value of music in early childhood. Researchers need to be aware of environmental factors that may impact early music learning and cognizant of current best practices in music education for early childhood. Researcher-developed criterion measures often are not investigated for quality characteristics, and thus rigorous guidelines for such criterion measures are needed. It appears there are no definitive policy or ethics statements regarding early childhood music assessment but both should be considered vital priorities for the profession. Most likely only those scholars with profound interest in assessment and teachers with deep understanding of the role of assessment in teaching and learning will volunteer to respond. Everything developed in such a national network will be useful, providing we start with clearly defined, intended outcomes and then develop assessments to document student attainment of those musical outcomes.

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