Composition learning at a music school on the example of the School Composers’ Club at the K. Szymanowski Primary and Secondary Music Schools in Wrocław

2020 ◽  
Vol 7 (1(11)) ◽  
pp. 155-166
Author(s):  
Adam Porębski
Keyword(s):  
Formal Education ◽  
School Curriculum ◽  
School Age ◽  
School Subject ◽  
Music School ◽  
Music Schools ◽  
School Year ◽  
Secondary Music ◽  
To Come ◽  
The One

It is no use looking for the educated musicians who were given a chance to come into longer contact with composition as a school subject being part of their formal education. Meanwhile, fascination with an act of creation and willingness to get familiar with music “from the inside” accompany school-age people. It is then that first, bashful compositional attempts are made. Over time, pupils search for new sounds on their instruments, improvise, experiment, get familiar with music literature. Such attempts should not go unnoticed – an observant pedagogue will easily notice creative predispositions in their pupils. In this article, the author shares his pedagogical experiences gained while giving composition classes at the K. Szymanowski Comprehensive Primary and Secondary Music Schools in Wrocław. The idea of promoting the art of composition was fully implemented in the form of the School Composers’ Club, founded in the school year of 2016/2017, the activity of which is based on the author’s original school curriculum, a system of individualized education and various forms of young composers’ presentations. The Club’s activity assumes, on the one hand, preparing pupils to take up compositional studies and, on the other one, fostering their general musical development enriched with creative competences.

Music and Ideology: Musical School in Rezekne after World War II

2015 ◽  
pp. 22
Author(s):  
Valda Čakša
Keyword(s):  
World War Ii ◽  
Historical Analysis ◽  
External Factors ◽  
World War ◽  
Musical Life ◽  
Music School ◽  
Musical Education ◽  
Secondary Music ◽  
Music Acquisition ◽  
The One

The aim of the article is to reflect the processes and problems of musical education renewal, which the teachers of Rezekne Secondary Music School faced under the circumstances of sovietisation, by evaluating to what extent the old elite (pre-war elite of National Conservatory) could adapt to the new circumstances and to what extent it was allowed by the regime. The article is based on the historical analysis of a discourse by evaluating the texts of documents available in the archives and identifying the dominant circumstances under which they have been created. In order to evaluate the principles of ideology influence and formation of social reality, the author compares the texts of the documents and conclusions found there with the opinions of representatives from various scientific areas on the features of musical life in that period of time. During the research, the author established that, on the one hand, the external factors and those, which are subjected to ideology, characterize the activity of the school; however, on the other hand, there are also the internal, as well as determined and retained factors of traditional requirements of music acquisition.

Janusz Miketta – organizer and reformer of music education in Poland

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.

scholarly journals On certain aspects of the semantic development of younger primary school-age children

2014 ◽  
Vol 46 (2) ◽  
pp. 299-319
Author(s):  
Jelena Stevanovic ◽  
Emilija Lazarevic
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Curriculum ◽  
Third Grade ◽  
School Age Children ◽  
School Age ◽  
School Year ◽  
Early School ◽  
Semantic Development ◽  
Primary School Age

The ability to understand the meaning of words and sentences is an important determinant of the language development, which also indicates the development of the ability to learn. Bearing this in mind, the research was aimed at studying the level of semantic development of younger primary school-age children. Semantic development was studied from the aspect of understanding the meaning of words and their use in the following lexical relations: homonyms, antonyms, synonyms and metonyms. The research was conducted in three Belgrade primary schools during the school year 2013/2014. The sample was convenient and included 431 second- and third-grade pupils. The Semantic test (by S. Vladisavljevic) was used in the study. Research results showed that none of the pupils had provided the correct answer to all administered tasks. The best scores were achieved on the part of the test referring to antonyms, while the pupils were least successful on the tasks referring to metonyms. Additionally, third-grade pupils were more successful than younger participants, while there were no differences according to gender. The results indicated that it was necessary to devote more attention to different lexical and semantic exercises at preschool and early school age, considering the link between semantic development, the acquisition of reading and writing skills and the (un)successful mastering of the school curriculum in the majority of subjects.

On disintegration of the Emil Jaques-Dalcroze method in the Polish music education system. Reflections on the role of Dalcroze’s solfeggio in a 1st-level music school

2018 ◽  
Vol 5 (1(8)) ◽  
pp. 85-94
Author(s):  
Anetta Pasternak ◽  
Agata Trzepierczyńska
Keyword(s):  
Music Education ◽  
Primary School ◽  
Education System ◽  
Training Process ◽  
Music Learning ◽  
School Subject ◽  
Music School ◽  
Music Schools ◽  
Polish Music

The method of Emil Jaques-Dalcroze’s eurhythmics combines the three integral, equivalent aspects: eurhythmics, solfeggio and improvisation, which complement each other and thus constitute a coherent, comprehensive and multi-sensory method of music education. The method was successfully transplanted onto the Polish music education system and appeared in curricula for grades 1-3 of the 1st-level music schools in 1976 as an integrated subject named ‘music learning with eurhythmics.’ In 2nd-level music schools, eurhythmics faculties were opened as early as in the 1950s and initiated the training process of future specialists in the Dalcroze method. Finally, as a result of numerous reforms in music education system, the primary school subject was decomposed into ‘eurhythmics’ and ‘aural training.’ The decision on separating the subjects disturbed the concept of an integral training process, included within Dalcroze’s method. This was due to the fact that Dalcroze’s solfeggio took secondary priority to other methods used in aural training, as it is currently possible for music theorists and other specialists to give lessons in this subject. Therefore, two important questions should be asked: 1. Does the reduction of the solfeggio role undermine the entire concept of Dalcroze’s eurhythmics nowadays? 2. Is the use of movement in aural training still necessary?

scholarly journals ANALYSIS OF STUDENTS’ LIVED EXPERIENCES IN MUSIC SCHOOL: WHERE DOES THE MEANING OF LEARNING HIDE?

2020 ◽  
Vol 1 (10) ◽  
pp. 82
Author(s):  
Asta Volbikienė ◽  
Remigijus Bubnys
Keyword(s):  
Qualitative Research ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Formal Education ◽  
Meaningful Learning ◽  
Formal Learning ◽  
Music School ◽  
Music Schools ◽  
Children's Education ◽  
Children’S Education

<p class="MDPI31text">This qualitative research discloses students’ subjective lived experiences in Lithuanian music school; thus, creating assumptions for implementing meaningful learning in children’s education. <em>Music schools</em> which dominate other non-formal education are not exempted because students’ lived experiences show that learning is given meaning there even before the commencement of formal learning. When formal learning starts, the perception of meaningfulness of learning begins to change. Results demonstrate that usually opposite experiences of those things which are expected are gained after students start learning, and that continuous communication between students and teachers in music schools is an <em>antidote</em> against meaningless teaching and learning.</p>

scholarly journals Review of the harmony textbooks for secondary music school by Mirjana Živković

Artefact ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 49-63
Author(s):  
Nataša Nagorni-Petrov
Keyword(s):  
High School ◽  
Basic Medium ◽  
Practical Skills ◽  
Active Engagement ◽  
Music School ◽  
Music Schools ◽  
Teaching Plan ◽  
Secondary Music ◽  
Instrument Analysis ◽  
Structure Perception

Perennial active engagement of Mirjana Živković in teaching process of subject Harmony, for secondary music school and higher education (University), participating in reforming processes, and teaching plan and program shaping, were being built into the making and shaping of the Harmony textbooks. By publishing the united Harmony textbook Harmony for II, III and IV class of secondary music school (1990), and updated, two-parted textbook Harmony for II class of musical high school and Harmony for III and IV class of musical high school (2001), teaching of subject Harmony got quality with teaching plan and program in tuned basic medium during the process of mastering the theoretical knowledges and so in the practical skills. The path from conceptualizing to shaping of the textbook in Harmony by Mirjana Živković has included the perception of realistic needs in practical work, so as inovating in teaching of theoretical subjects, respecting the professional and practical advices of colleagues, consulting with French and Russian literature. Guided with an enthusiasm, author Mirjana Živković has collected in the process of shaping her textbook and its updated edition all the knowledge, acquired experience, needs of the new time and vision of the teaching subject that could wake up the desire for creativity and creative impulse among the users and readers. Structure perception to details and also the perception of the content of united and updated textbook Harmony for secondary music schools by Mirjana Živković included the analysis of basic text, updated text, and specific shapes of didactic aparature, customised to the character of the subject. By analytical access to the Harmony textbooks by Mirjana Živković, was confirmed already expressed advice of an experienced educator in subject Harmony: clear exposure of theoretical construction followed by didactic note examples and assignments, insisting on the sound performances and permanent sounding (singing and playing) of own written harmonization. Special attention of author Mirjana Živković was directed to carefully designed and chosen note examples and assignments customised to the transfer of theoretical knowledge to the process of acquisition and developing some practical skills - written harmonization of assigned melodies, practical harmonization on instrument, analysis of fragments or the whole compositions, and finally, developing the harmonical hearing. Author Mirjana Živković doesn't give up emphasising the importance of understanding of Harmony, as a live component of music, not as a dry theoretical discipline.

scholarly journals Pendidikan Formal Bagi Masyarakat Desa Kayu Bulan Kecamatan Kapuas Tengah Kabupaten Kapuas

2020 ◽  
Vol 12 (1) ◽  
pp. 139
Author(s):  
Rinto Alexandro ◽  
Windy Utami Putri
Keyword(s):  
Data Analysis ◽  
Formal Education ◽  
School Age Children ◽  
School Age ◽  
Inhibiting Factor ◽  
The People ◽  
Analysis Technique ◽  
To Come ◽  
The Village ◽  
Depth Interviews

The purpose of this study was to find out how formal education is for the Community of Desa Bulan Bulan Kapuas Tengah District Kapuas District. While the type of research is qualitative research. The subjects of the study were the village head, parents of school age children and school age children. Data collection techniques are in-depth interviews, observation and documentation. The data analysis technique used in this study was Odel Miles and Huberman. Activities in data analysis are data reduction, data display, and conclusion drawing / verification. The results of this study indicate that formal education for the people of Kayu Bulan Village, Kapuas Tengah District, Kapuas Regency, is a place to get knowledge and benefit young people to improve their quality. The supporting factors for formal education in Kayu Bulan Village are the support from parents to children to attend formal education, the existence of buildings, textbooks, and equipment and costs needed at school. While the inhibiting factor they feel is the mindset of children who do not consider school is something serious, there are various delinquents of adolescents who have begun to influence children in Kayu Bulan Village and the emergence of a child's laziness to attend formal education due to teachers who are disliked by children, and an invitation from parents to come to work

scholarly journals AN INDUSTRY QUESTION: THE ULTIMATE AND ONE-YEAR RESERVING UNCERTAINTY FOR DIFFERENT NON-LIFE RESERVING METHODOLOGIES

2014 ◽  
Vol 44 (3) ◽  
pp. 495-499 ◽  
Author(s):  
Eric Dal Moro ◽  
Joseph Lo
Keyword(s):  
Closed Form ◽  
Internal Models ◽  
Cape Cod ◽  
Best Estimate ◽  
To Come ◽  
Chain Ladder ◽  
One Year ◽  
The One ◽  
Best Estimates

AbstractIn the industry, generally, reserving actuaries use a mix of reserving methods to derive their best estimates. On the basis of the best estimate, Solvency 2 requires the use of a one-year volatility of the reserves. When internal models are used, such one-year volatility has to be provided by the reserving actuaries. Due to the lack of closed-form formulas for the one-year volatility of Bornhuetter-Ferguson, Cape-Cod and Benktander-Hovinen, reserving actuaries have limited possibilities to estimate such volatility apart from scaling from tractable models, which are based on other reserving methods. However, such scaling is technically difficult to justify cleanly and awkward to interact with. The challenge described in this editorial is therefore to come up with similar models like those of Mack or Merz-Wüthrich for the chain ladder, but applicable to Bornhuetter-Ferguson, mix Chain-Ladder and Bornhuetter-Ferguson, potentially Cape-Cod and Benktander-Hovinen — and their mixtures.

School-based obesity interventions in the metropolitan area of Rio De Janeiro, Brazil: pooled analysis from five randomised studies

2021 ◽  
pp. 1-7
Author(s):  
Renata da R. M. Rodrigues ◽  
Bruna K. Hassan ◽  
Michele R. Sgambato ◽  
Bárbara da S. N. Souza ◽  
Diana B. Cunha ◽  
...  
Keyword(s):  
Eating Habits ◽  
Intervention Group ◽  
Pooled Analysis ◽  
Control Group ◽  
Intention To Treat ◽  
School Year ◽  
School Based ◽  
Obesity Interventions ◽  
The One ◽  
And Control

Abstract School-based studies, despite the large number of studies conducted, have reported inconclusive results on obesity prevention. The sample size is a major constraint in such studies by requiring large samples. This pooled analysis overcomes this problem by analysing 5926 students (mean age 11·5 years) from five randomised school-based interventions. These studies focused on encouraging students to change their drinking and eating habits, and physical activities over the one school year, with monthly 1-h sessions in the classroom; culinary class aimed at developing cooking skills to increase healthy eating and attempts to family engagement. Pooled intention-to-treat analysis using linear mixed models accounted for school clusters. Control and intervention groups were balanced at baseline. The overall result was a non-significant change in BMI after one school year of positive changes in behaviours associated with obesity. Estimated mean BMI changed from 19·02 to 19·22 kg/m2 in the control group and from 19·08 to 19·32 kg/m2 in the intervention group (P value of change over time = 0·09). Subgroup analyses among those overweight or with obesity at baseline also did not show differences between intervention and control groups. The percentage of fat measured by bioimpedance indicated a small reduction in the control compared with intervention (P = 0·05). This large pooled analysis showed no effect on obesity measures, although promising results were observed about modifying behaviours associated with obesity.

scholarly journals BOUNCE OF GRAVITONS EMITTED FROM THE BRANE TO THE BULK BACK TO THE BRANE

2013 ◽  
Vol 28 (25) ◽  
pp. 1350126 ◽  
Author(s):  
MIKHAIL Z. IOFA
Keyword(s):  
Cosmological Model ◽  
Extra Dimension ◽  
Fixed Position ◽  
Geodesic Equations ◽  
Alternative Approaches ◽  
To Come ◽  
The One

Solutions of geodesic equations describing propagation of gravitons in the bulk are studied in a cosmological model with one extra dimension. Brane with matter is embedded in the bulk. It is shown that in the period of early cosmology gravitons emitted from the brane to the bulk under certain conditions can return back to the brane. The model is discussed in two alternative approaches: (i) brane with static metric moving in the AdS space, and (ii) brane located at a fixed position in extra dimension with nonstatic metric. Transformation of coordinates from the one picture to another is performed. In both approaches, conditions for gravitons emitted to the bulk to come back to the brane are found.

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