scholarly journals Factors For The Development Of Aesthetic Education In Modern Pedagogy

2020 ◽  
Vol 02 (12) ◽  
pp. 98-101
Author(s):  
Bakhtiyor Akbarov ◽  
◽  
Mohicheha Abdulboqiyeva ◽  
Keyword(s):  
Music Education ◽  
Moral Development ◽  
Aesthetic Education ◽  
Music Lesson ◽  
Music Lessons ◽  
Positive Effect

The music lesson is a leading scholar in the system of music education, because it covers sounds in a general way. Music lessons are different from other science lessons in that they are less artistically interesting and give children more creative pleasure, arousing emotional feelings and figurative experiences. Music, in particular, has a great positive effect on the mental and moral development of children.

SISTEM PENDUKUNG KEPUTUSAN DALAM MEREKOMENDASIKAN TEMPAT LES MUSIK DIPEMATANGSIANTAR MENGGUNAKAN METODE MULTIFACTOR EVALUATION PROCESS (MFEP)

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Theresia Siburian ◽  
Rafiqa Dewi ◽  
Widodo Widodo
Keyword(s):  
Decision Making ◽  
Decision Support ◽  
Decision Support System ◽  
Music Education ◽  
Support System ◽  
Evaluation Process ◽  
Music Lesson ◽  
Music Lessons ◽  
Factor Evaluation ◽  
The Right

Keroncong, Pop, Dangdut, and Hip Pop. Music is basically to entertain and express themselves from feelings of sadness or happiness. Along with the increasing popularity of music, a lot of music lessons were made especially in Pematangsiantar. This makes consumers confused and needs information to decide which music lessons are suitable for their needs. So the author uses a Decision Support System with the Multi-Factor Evaluation Process (MFEP) method to facilitate decision making. MFEP is a method with emphasis on various factors and criteria that perform the calculation of weighting system where the calculation will be valuable for each factor that affects the decision making of data data to be processed. The MFEP method is also called a scaled score that requires a comparative norm to be interpreted qualitatively and this makes the advantages of the MFEP method. The previous criteria were Criteria Place C1 (C1), Music Facilities Criteria (C2), Price Criteria (C3), Criteria Schedule / time guidance (C4), Employee Service Criteria (C5). By using 4 Alternative Place of Music Les existed memematangsiantar include: Legato Art Center, Era Music Siantar, Grace Music Studio, C and C Music Education. Results of recommendation of Decision Support System in Recommending Place Les Music dipematangsiantar using method MFEP (Multifactor Evaluation Process). Which we write with first rank that is Legato Art Center .  It is expected that this research can help the consumer to get the right recommendation in choosing the place of music lesson in accordance with the cost of music lesson and music quality.Keywords: Decision Support System, Multi-Factor Evaluation Process, ranking, Music

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.

The method of emotional education in music teaching

2021 ◽  
pp. 002072092098355
Author(s):  
Hui Hong ◽  
Weisheng Luo
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Aesthetic Education ◽  
Music Teaching ◽  
True Meaning ◽  
School Music ◽  
Teaching Music ◽  
Emotional Education

Wang Guowei, a famous scholar and thinker in our country, thinks that “aesthetic education harmonizes people's feelings in the process of emotional music education, so as to achieve the perfect domain”, “aesthetic education is also emotional education”. Therefore, in the process of music education, emotional education plays an important role in middle school music teaching, and it is also the highest and most beautiful realm in the process of music education in music teaching. Music teachers should be good at using appropriate teaching methods and means. In the process of music education, they should lead students into the emotional world, knock on their hearts with the beauty of music, and touch their heartstrings. Only when students' hearts are close to music in the process of music education, can they truly experience the charm of music and realize the true meaning of music in the process of music education. Only in this way can music classes be effectively implemented The purpose of classroom emotion teaching.

Enhanced Learning for Young Music Students

2016 ◽  
Vol 103 (2) ◽  
pp. 41-46 ◽  
Author(s):  
Diane Briscoe
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Musical Instrument ◽  
Music Students ◽  
Home Practice ◽  
Music Lessons ◽  
Enhanced Learning

Factors that determine the rate of a child’s progress on a musical instrument include the quality, quantity, and regularity of home practice. Because a young pupil sometimes lacks the skills necessary to practice independently at times, music teachers could encourage and motivate parents/guardians to participate more fully in their child’s music education. Sandler and Hoover-Dempsey discovered a number of variables that seem to influence parents’ willingness to become more active in school-related activities. These findings provide music teachers with insights into how to motivate adults to become more involved in their child’s music lessons.

An Assessment of Common Practice in Music Education

1989 ◽  
Vol 6 (1) ◽  
pp. 99-103 ◽  
Author(s):  
Earl Davey
Keyword(s):  
Music Education ◽  
Aesthetic Education ◽  
Primary Function ◽  
School Music ◽  
The Common

As a profession, music education has long been plagued by a sense of its own inadequacy, particularly in the area of school music. This brief essay suggests that factors which contribute to this condition include the common acceptance of the notion that the primary function of music is to amuse and entertain and the concomitant rejection of serious music in favour of insubstantial ‘popular’ repertoire. The paper calls practitioners to a thoughtful re-evaluation of the value of music and the proper purposes of music education. The author concludes with the recommendation that the objectives of aesthetic education be adopted as foundational to the practice of music education.

The Identification of Needs for the Provision of In-service Training in Music Education in Botswana

1998 ◽  
Vol 15 (2) ◽  
pp. 191-200 ◽  
Author(s):  
Mothusi Phuthego
Keyword(s):  
Music Education ◽  
Primary School ◽  
Musical Training ◽  
Training Needs ◽  
The Other ◽  
Sight Reading ◽  
Other Hand ◽  
Music Lessons ◽  
Service Training ◽  
Main Activity

This study investigates the in-service training needs of the primary school generalist teacher in Botswana. The findings established that singing is a major cross-curricular activity in schools. Dance on the other hand, despite being the most popular form of entertainment in and outside school, is not regarded as an aspect of music education. Instrumental teaching is virtually non-existent. Teachers' interests in further musical training are influenced by a misconception that singing should be the main activity in music lessons. As a result most are only interested in improving their skills in areas that will improve their singing, such as theory of music to aid sight reading.

scholarly journals Pre-school teaching students’ opinions on distance education: Preferences and emotional states

2021 ◽  
Vol 16 (6) ◽  
pp. 2901-2915
Author(s):  
Mehmet Sahin Akinci
Keyword(s):  
Distance Education ◽  
Music Education ◽  
Undergraduate Students ◽  
Economic Status ◽  
Preschool Education ◽  
Emotional States ◽  
Face To Face ◽  
Music Lessons ◽  
School Teaching ◽  
Descriptive Survey

The COVID-19 pandemic, which has created obstacles in all areas of social and daily life since 2020, has completely prevented educational activities and caused drastic changes.  Following the start of the COVID-19 restrictions, preschool education undergraduate students continued to take their music lessons with the distance education applications. It can be said that all of the students continued their distance education activities in these conditions with different socio-economic characteristics, physical opportunities and emotional diversity. In this study, which aims to examine the distance education applications offered to undergraduate students who have taken music lessons through distance education, in terms of their individual preferences and emotional conditions, 103 preschool teaching students took part as participants. The data of the research were obtained through the questionnaire prepared by the researcher and studied with the descriptive survey model. Some of the findings obtained in the research were that 60.2% of the participants’ would have preferred face-to-face education if they had a choice in the restrictions, and that there was a significant relationship between participants’ being psychologically impacted from the news they watched, their longing for their lives before the lockdown days and their economic status.   Keywords: COVID-19, education, music education, preschool teaching, distanced education.

scholarly journals Features of tolerance among schoolchildren in the context of inclusive education

2019 ◽  
Author(s):  
Lyudmila Sergeevna Frolova
Keyword(s):  
Secondary School ◽  
Moral Development ◽  
Moral Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Healthy Children ◽  
Tolerance Education ◽  
Younger Generation ◽  
Inclusive Schooling ◽  
Positive Effect

The article is devoted to the problems of spiritual and moral education of schoolchildren through a tolerant attitude towards children with disabilities in conditions of inclusive education in a secondary school. The model of inclusive education is revealed, which is based on the following conviction: tolerance education among schoolchildren in an inclusive education is systematic and complex work, where the participants are teachers, children and their parents, as well as society and its relationship to such children. The difficulties arising during inclusive schooling are represented. However, there are new opportunities for inclusive education for the spiritual and moral education of the younger generation, which have a positive effect on the adaptation in society of children with disabilities, and the spiritual and moral development of healthy children.

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