The effects of Orff-based attention-enhancing music education programme on impulsive preschool children’s cognitive tempo

2021 ◽  
pp. 323-334
Author(s):  
Gökhan Kayili ◽  
Özden Kuşcu
Keyword(s):  
Music Education ◽  
Education Programme ◽  
Cognitive Tempo

scholarly journals Making music, making language

2020 ◽  
Vol 1 (1) ◽  
pp. 44-65
Author(s):  
Ofelia Garcia ◽  
Angélica Ortega
Keyword(s):  
Social Change ◽  
Music Education ◽  
Meaning Making ◽  
Education Programme ◽  
Crack Open ◽  
Music Making ◽  
El Sistema

This article reframes how the making of music by minoritized bilingual Latinxchildren is interrelated to their languaging and their literacies’ performances.Taking a translanguaging approach, musicking/languaging/performing literacies are described here as holistic critical meaning-making processes. Focusing on the process by which students make meaning of texts, and not simply on the output or product of such meaning-making, this article shows how a music education programme based on El Sistema and designed for social change transforms minoritized children’s critical sense of their positions and subjectivities as producers of language and literacies. Through music education, long considered only an enrichment activity from which language minoritized students are often excluded, bilingual Latinx children are able to crack open a vision for themselves and others as competent, dignified, and valid meaning-makers—as performers of complex acts of language and literacies.

scholarly journals Does music soothe the soul? Evaluating the impact of a music education programme in Medellin, Colombia

2020 ◽  
Author(s):  
Jonathan Daniel Gómez-Zapata ◽  
Luis César Herrero-Prieto ◽  
Beatriz Rodríguez-Prado
Keyword(s):  
Music Education ◽  
Education Programme ◽  
The Impact

scholarly journals Harmony or Discord? Understanding children's valuations of a Sistema-inspired initiative

2017 ◽  
Vol 35 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Mark Rimmer
Keyword(s):  
Music Education ◽  
Education Programme ◽  
System Model ◽  
El Sistema ◽  
Children’S Accounts

This article explores children's reflections on the value of their participation in In Harmony, a social and music education programme whose approach and philosophy derives from the Venezuelan ‘El Sistema’ (‘The System’) model. More specifically, through an analysis of participating children's accounts (n=111) and an exploration of the key patterns evident within children's attribution of value to their In Harmony participation, the article highlights a series of ways in which the initiative's approach to music and musical learning threaten to undermine its core aims.

Music Education in Teacher Training in Denmark

1987 ◽  
Vol 4 (3) ◽  
pp. 259-262 ◽  
Author(s):  
Preben Fahnøe
Keyword(s):  
Teacher Training ◽  
Music Education ◽  
Education Programme ◽  
Quality Of Instruction ◽  
Teachers College ◽  
Teacher Education Programme ◽  
Musical Education ◽  
Teacher Training Colleges ◽  
The Subject

From time to time the standard and content of musical education in Danish Teacher Training Colleges has been the subject of strong criticism. It has been argued that the courses are out of date; that they should be modernised, and that the quality of instruction should be improved. Yet the criticism is often imprecise – possibly because those who make it are not themselves sufficiently well-informed about the details of the existing courses and the problems faced by those who have to teach and administer them. The author, a very experienced musician, author of numerous music-education publications, and himself a Lecturer at a Teachers College, discusses the principles and problems of organising music as a specialist area of the teacher-education programme.

scholarly journals Educating music teachers in the new millennium: Current models and new developments

2018 ◽  
Vol 8 (3) ◽  
pp. 101-114
Author(s):  
Jolanta Lasauskiene ◽  
Yuqing Yang
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Music Teachers ◽  
Education Programme ◽  
Music Teacher ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
New Developments ◽  
Critical Issues ◽  
International Teacher

The main aim of every teacher education programme is to educate competent teachers and to develop necessary professional qualities to ensure lifelong teaching careers for teachers. In various countries different traditions of educating teachers of music have been established following the traditions and needs of each country. The aim of this study is to present and generalise an overview of the most common models of music teacher education in Lithuania (with a focus on Lithuanian University of Educational Sciences) and other countries, so as to highlight the main features that might initiate discussion of critical issues in the context of music teacher education nationally and internationally. The article focuses on pedagogical study programmes of Music Education as well as on similarities and differences in their curricular. The research on models for teacher education in the best foreign higher education institutions creates conditions for adoption of the most successful international teacher education practices. Keywords: Initial music teacher education, teacher education curriculum, teacher education models, study programmes;

Piano teacher education in Finland and Germany: Targeted competencies and respective learning environments of two cases

2018 ◽  
Vol 36 (4) ◽  
pp. 616-629 ◽  
Author(s):  
Julia Abankwa ◽  
Mirjamaija Mikkilä-Erdmann
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Student Teachers ◽  
Learning Environments ◽  
Vocal Music ◽  
Education Programme ◽  
Music Teacher ◽  
Education Development ◽  
Teacher Qualification ◽  
Practical Experiences

The investigation of targeted competencies and respective learning environments in two cases of piano teacher education aimed to identify themes for higher music education programme development. Application of the model of six instrumental/vocal music teacher roles resulted in the conceptual understanding of these roles in four permeable spheres of activity: artistic individuality; pedagogical interaction; professional reflection; and contextual communication. Findings indicate that the targeted competencies were similar in both cases, and were found congruent with the role descriptions of the model, while the provided respective learning environments presented notable differences. Through the comparison of these differences several issues emerged that propose themes for discussion in piano teacher education development. Programme developers should consider to facilitate accessibility of teacher qualification and education, to increase, enhance and broaden practical experiences for student teachers, and to promote closer cooperation and intensified exchange with working life, that is, local professionals and institutions.

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