Competency-based learning: Music education, the great forgotten

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18) ◽

10.4995/head18.2018.7473 ◽

2018 ◽

Author(s):

Ana Mercedes Vernia-Carrasco

Keyword(s):

Elementary Schools ◽

Music Education ◽

Primary Schools ◽

Basic Skills ◽

Music Schools ◽

Competency Based ◽

The University

Adapting to the European framework in education, without thinking about the approaches of UNESCO, assumed that there was no type of exclusion, neither by subjects nor by profiles, however, we find a clear void regarding the competencies that a professional of music must acquire, in their training and for their employability. Not only in the strictest areas such as the Conservatories, but also in elementary schools and at the University. Our work required the help of professionals from music schools, because current laws do not refer to work in the area of competences, except in some decrees where professional competences are mentioned, or in other cases, where reference is simply made to integrate the basic skills of primary schools. The results were a proposal of basic Competences in music, which could include both conservatories and music schools, regardless of the instrumental specialty, which is a first step to establish a criterion that unifies the criteria for this group of teachers.

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Janusz Miketta – organizer and reformer of music education in Poland

Konteksty Kształcenia Muzycznego ◽

10.5604/01.3001.0014.2310 ◽

2020 ◽

Vol 6 (1 (10)) ◽

pp. 11-26

Author(s):

Jarosław Domagała

Keyword(s):

Music Education ◽

Layer Structure ◽

Stage Structure ◽

Program Committee ◽

Music Appreciation ◽

Music School ◽

Music Schools ◽

Music Department ◽

School Year ◽

The University

Janusz Miketta (1890-1954) – Polish musicologist, pedagogue and music life organizer. He studied philosophy at the University of Warsaw. He completed his music studies at the Music Institute in Warsaw and in Leipzig, as well as at the F. Chopin Higher Music School in Warsaw. Next, he was the principal of the Music School in Warsaw and from 1919 – the director of the Music Society and the S. Moniuszko Music School in Lublin. In 1924, he started his teaching career at the F. Chopin Higher Music School in Warsaw and later at the M. Karłowicz Music School in Warsaw. In the years 1926–1931, he was a desk officer for music affairs in the Ministry of Religious Denominations and Public Enlightenment and from 1931 – the secretary of the Local Sightseeing Society in Warsaw and Stanisławów. From 1945 to 1948, he was the head of the Music Education Section of the Music Department in the Ministry of Culture and Art and the chairman of the Program Committee of Music Education in the above-mentioned Ministry. Based on Janusz Miketta’s own concept of music education, the Ministry of Culture and Art issued a directive of 7 December 1945 on a special system of music education. Music schools in Poland were divided into vocational ones (lower, middle and higher) and those providing music appreciation classes. This three-stage structure made it possible to adjust teaching program to new needs and select a specialization based on the degree of a pupil’s talent. As a result of reforms introduced in the 1949/1950 school year, schools providing music appreciation classes were liquidated, though the three-layer structure of the school system was maintained. This schooling system, with minor changes, is still in operation in Poland. In the years 1948-1954, Miketta was a professor of the State Higher Music School in Cracow.

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Perspektiver fra forskningen på det musikkpedagogiske konseptet Jedem Kind ein Instrument [Et instrument til hvert barn] i Tyskland1

10.23865/noasp.152.ch10 ◽

2021 ◽

pp. 257-282

Author(s):

Ulrike Kranefeld

Keyword(s):

Music Education ◽

School Children ◽

Interdisciplinary Research ◽

Primary Schools ◽

Opportunity To Learn ◽

Primary School Children ◽

Music Schools ◽

Music Psychology ◽

Research Questions ◽

Educational Sciences

The German JeKi programme (An instrument for every child) aims at offering primary school children the opportunity to learn an instrument in school. For this, primary schools cooperate with music schools. In order to scientifically evaluate processes and effects of this programme, the German Federal Ministry for Education and Research (BMBF) has funded JeKi research for a total of seven years. This article outlines interdisciplinary research questions und key results of studies ranging from music education, music psychology, neurosciences to educational sciences. Central points of interest are aspects of effects, cooperation, quality and participation.

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Ethnomusicology and the Meeting of Knowledges in Music

Transforming Ethnomusicology Volume II ◽

10.1093/oso/9780197517550.003.0012 ◽

2021 ◽

pp. 185-206

Author(s):

José Jorge de Carvalho

Keyword(s):

Music Education ◽

Latin American ◽

Western World ◽

Music Schools ◽

Dance Theater ◽

Musical Tradition ◽

European Universities ◽

Musical Traditions ◽

Musical Genres ◽

The University

Universities in Latin America (and, to a certain extent, in the entire non-Western world) were created in the colonial and republican periods as replicas of modern European universities, which had stabilized criteria for the classification, organization, and hierarchy of knowledge and for the legitimation of truth following closely the Napoleonic and Humboldtian reforms in the 1800s. Traditional Latin American traditions of knowledge, both scientific and artistic, were discriminated against and totally excluded from the university curricula in the name of an exclusively eurocentric epistemic paradigm. As a consequence of this epistemicide, all the music schools today, both basic and superior, teach primarily the erudite European musical genres, whereas the popular, Indigenous and African-derived musical traditions, which are extremely rich in the entire continent, do not form part of the curriculum available for music students. In order to offer a positive alternative to this monothematic and historically limited musical environment, we have devised the methodology of the Meeting of Knowledges, through which masters of traditional music, most of them people with little or no formal literacy, are hired to teach regular courses in music, dance, theater, and correlated arts, in courses given equal relevance and prestige to those of the Western erudite musical tradition. Started in the University of Brasília in 2010, the Meeting of Knowledges has already expanded substantially. This chapter sums up the theoretical and methodological foundations of the Meeting of Knowledges and explore connections with other epistemic and political interventions in ethnomusicology and music education.

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Music Education in France in Primary Schools

British Journal of Music Education ◽

10.1017/s0265051700009116 ◽

1992 ◽

Vol 9 (3) ◽

pp. 233-237

Author(s):

Gérard Authelain

Keyword(s):

Elementary Schools ◽

Music Education ◽

Primary Schools ◽

Substitute Teachers ◽

School Teachers ◽

High Quality ◽

Philosophy Of Music ◽

Musical Education ◽

Musical Activities

‘Le musicien intervenant’ is a concept that has been developed in France especially to increase the scope of musical education, particularly in the elementary and pre-elementary schools. The ‘intervenants’ are not substitute teachers but are trained to work with school teachers as part of a team, offering children a high quality introduction to music. Intervenants also help to develop other musical activities in the localities where they work. Nine institutions throughout France (Centres de Formation de Musiciens Intervenant – CFMI) offer diploma courses. The author of this article is Director of the Centre at Lyon. He outlines his philosophy of music education, and describes some important aspects of his work – notably the commissioning of compositions that exploit contemporary musical ideas but are easily accessible for all children.

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Teaching world music in the Netherlands: Towards a model for cultural diversity in music education

International Journal of Music Education ◽

10.1177/025576149602700103 ◽

1996 ◽

Vol os-27 (1) ◽

pp. 16-23 ◽

Cited By ~ 11

Author(s):

Huib Schippers

Keyword(s):

The Netherlands ◽

Music Education ◽

Local Governments ◽

Primary Schools ◽

World Music ◽

New Wave ◽

Professional Musicians ◽

Music Schools ◽

European Culture ◽

Professional Aspirations

In the Netherlands today almost one million out of the population of fifteen million are of non-Dutch origin. Large concentrations of people from Turkey, Morocco and Surinam in particular, live in and around the cities. In Amsterdam, more than half the children in primary schools are of non-Dutch background. Similar situations exist in most other European countries. European culture has become multicultural by definition, and music education has to find answers to deal with the situation. The system of music education in the Netherlands can basically be divided into three levels: the conservatories of music, where students are trained to become professional musicians; the music schools, for people who want to learn music but have no professional aspirations; and music teaching in schools, where children are introduced to the general principles of music and music-making. Over the last fifteen years, national and local governments have devoted a great deal of money and effort towards integrating ‘minority arts’ into these institutions to very little effect at first. But since 1990 a new wave of activity has led to encouraging results and possible sources of inspiration for efforts on a European scale.

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UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA MATA KULIAH KONSEP DASAR IPA 2 DI PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR TAHUN AKADEMIK 2013/2014

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v3i1.2110 ◽

2014 ◽

Vol 3 (1) ◽

pp. 23

Author(s):

Mahmud Alpusari

Keyword(s):

Initial Data ◽

Learning Outcomes ◽

Inquiry Learning ◽

Learning Activities ◽

Simple Experiment ◽

Competency Based ◽

Basic Concepts ◽

Using Data ◽

The University ◽

Daily Test

In line with the competency-based curriculum at the University of Riau, the effort to improvelearning basic concepts of science 2 courses puts emphasis on understanding the concept ofmatter, which is based on students' learning activities through scientific inquiry.Implementation of action research consists of two cycles in PGSD JIP University of Riau onthe odd semester of 2013/2014 with 55 third semester students. Based on the research results,lecturing process by applying the model of inquiry learning, students’ activity increased inwhich in the first cycle all activities are good category except activity I and II are faircategory. Meanwhile students’ activity in first and fourth in cycle II is good category, andvery good category in second, third, fifth, and sixth activity. Temporarily student’s learningoutcomes increased from pre-tests with an average65.45 into 77,0 in daily test I and 77.45onthe daily test II. Improvement from initial data to the first cycle was 11.55, while the datafrom the beginning to the second cycle increased 12 points. In general the improvement ofstudents’learning is possible because the learning model used is inquiry learning so thatlearning becomes active which centered into students by presenting a problem, then studentsare asked to carry out a simple experiment using equipment and tools, using data, arrangingreports, communicating the results of observations based on concepts and learned principles.Keywords: Inquiry, students’ activity, learning outcomes.

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Using Education Universities as the Foundation for Traditional Music Education in Elementary Schools: Problems and Challenges

National Gugak Center ◽

10.29028/jngc.2018.37.011 ◽

2018 ◽

Vol 37 ◽

pp. 11-29

Author(s):

Hey Jung Kim ◽

Keyword(s):

Elementary Schools ◽

Music Education ◽

Traditional Music

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I Like to Solve Problems like an Adult — Global Storylines As a Way of Global Education

Lifelong Learning ◽

10.11118/lifele201606019 ◽

2016 ◽

Vol 6 (1) ◽

pp. 9-25

Author(s):

Ivana Márová ◽

Lenka Slepičková

Keyword(s):

Elementary Schools ◽

Inclusive Education ◽

Interpersonal Relationships ◽

Primary Schools ◽

Global Education ◽

Social Issues ◽

Role Playing ◽

Activity Level ◽

Global Issues ◽

Motivational Influence

Drama techniques such as role playing or structured drama are widespread and frequently used methods of supporting the activity and participation of students in learning. Less known method which combines elements of drama education with global social issues is a Scottish method called Global Storylines. Within a three-year partnership project entitled "Expanding Participatory Teaching of Global Issues in the Primary Schools by Global Storylines Method" in whichthe Centre for Global Education NaZemi and the Institute for Research in Inclusive Education of Faculty of Education of Masaryk University participated, with the support of the Ministry of Foreign Affairs,three principal research goals were followed: Global Storylines effect on the participation of students in education; Global Storylines supportive role in teaching global issues, and inclusive potential of Global Storylines method. In the first cycle of the method implementation the research sample consisted of 6 teachers from two elementary schools and one kindergarten, in the second cycle of 16 teachers from seven elementary schools and one kindergarten. To fulfill the research project the following qualitative research methods were used: repeated direct observation in classes (3–4 observations in each class), individual and group interviews with teachers and students, analysis of written teacher’s reflections of the story episodes and the analysis of other outcomes such as students’ works and photographs taken by teachers. The survey showed a high motivational influence on the activity level of students and their participation in education. Building a fictional community, which is the basis of work with the story, positively contributed to the development of imagination of students, strengthening their cooperation, self-esteem and interpersonal relationships. A linking has been detected between the level of participation and the inclusive potential of the method. Creating a new identity allows students and teachers to secede from existing social roles and gain a whole new perspective of each other. Students appreciated the privileges associated with adulthood, especially decision-making power and respect, while teachers welcomed the opportunity to leave the role of authority and become part of a community of learners.

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