Technological Remedy for Music Practical Lessons Amidst Covid-19 Restrictions in the Department of Music Education, University of Education Winneba

The Department of Music Education, University of Education Winneba (UEW), trains students to acquire the skill of playing some Western instruments such as the keyboard, guitar, winds and orchestral strings. Furthermore, students also receive training in playing Ghanaian traditional instruments such as the atenteben and the various traditional drums of the existing ensembles. This practical teaching also include singing, dancing and ensemble making to allow all students perform their instruments in an ensemble. Unexpectedly, training in these instruments and ensembles was despaired by measures to contain the spread of Covid-19 pandemic. While theory courses in music were conducted via platforms such as Moodle, Google Classroom, the University’s Virtual Class (VClass) and Zoom, the exploratory case study design was used to seek technological means to conduct practical lessons which almost came to a halt as a result of its face-to-face teaching nature. Reviewing literature on technologies for teaching and Covid-19, the study which was based on Technological Pedagogical Content Knowledge (T-PACK) model unearthed means to conduct practical lessons. Lecturers, instructors, technicians and students of the Department were interviewed to organize their opinions on how to conduct practical lessons amidst Covid-19 restrictions. The study divulged innovative technological means to situate software programmes and applications such as Zoom, Google Classroom, Moodle, Microsoft Meet, Team Viewer, WhatsApp and Facebook for practical lessons.

Post Covid-19 Metaphoric Perceptions of Preservice Music Teachers on the Concepts of “Distance Education, Home, Graduation, University and Future”

This study aims to reveal the perceptions of preservice music teachers on the concepts of “Distance Education, Home, Graduation, University and Future” through metaphors. The study group of the research consists of 80 preservice music teachers studying the final year of their undergraduate education at the Department of Music Education in Gazi University, Kastamonu University, Bolu Abant İzzet Baysal University, Uludağ University, Van Yüzüncüyıl University, Necmettin Erbakan University and Muğla Sıtkı Koçman University as of 2020-2021 academic year. Data of the research were collected by participants completing the sentence “The concept reminds me of….because….”. Collected data were analyzed with content analysis method. Participants developed 133 different metaphors; 26 related to distance education, 19 to home, 27 to graduation, 29 to university, and 32 to the concept of the future. While the metaphors they developed on the concept of distance education reflect a negative view, those about home and graduation are considered to be relatively positive. The metaphors developed on the concept of university express a longing rather than representing either a positive or a negative view. Future, on the other hand, was a concept on which preservice music teachers came up with the highest number of metaphors and all found ambiguous. Distribution of the metaphors developed by the participants and the sample sentences selected from the opinions are demonstrated under the relevant headings.

Tamara Livanova (1909–1986) as a Reviewer of Verbal Texts

This article is devoted to T.N. Livanova’s peer review (1932–1986) and to the analysis of some of her responses to the colleagues’ texts. Mainly archival sources became the subject of study. Opening a new topic among studies of Russian musicology, this material also makes it possible to clarify many aspects of the biography of the Institute of Art History (now — the State Institute for Art Studies), where Livanova worked from the first days of its existence — in the Department of Music History (1944–1962) and in the Department of Western Classical Art (1960–1986).

Repertoar Musik Keroncong Dengan Menggunakan Idiom Musik Sunda: Implementasi Model Pembelajaran Kolaborasi pada Mata Kuliah Sejarah Analisis Musik Indonesia di Departemen Pendidikan Musik FPSD UPI Bandung

Analysis at the Department of Music Education, FPSD, Universitas. Pendidikan Indonesia This study discusses the Implementation of Collaborative Learning Models in the History course of Indonesian music analysis at the Department of Music Education, UPI Baandung FPSD. The researcher as a lecturer in this course intends to add to the repertoire of keroncong songs, which since the 1980s keroncong song production has stalled due to competition in the Indonesian music industry. The Action Research method was used in this study to develop students' abilities in creating keroncong songs. 7 stages are used, starting from initial observation, analysis, combining ideas and ideas into big themes, evaluation exercises 1, recording and mastering. The results of this study created 10 keroncong music recordings as a product of a pure repertoire of student collaboration with the Sundanese traditional approach as the basis for creation. Future research will improve the 10 products into a more professional recording result. This research can be a reference for the application of collaborative learning models to create student work and creations in the arts.

The Relationship between the Creativity Levels of Music Pre-service Teachers and the Preferences of a Teacher Model Supporting Creativity

In this study, the relationship between the creativity levels of music pre-service teachers and their teacher model preferences that support creativity were investigated. The research was conducted with correlation model, which is one of the quantitative research methods. A total of 110 fourth grade students studying in the Department of Music in three different universities in the 2017-2018 academic year participated to the study. In the study, ‘Kaufman Creativity Areas Scale Turkish Form (KCAS-TF)’ and ‘Teacher Index Supporting Creativity (TISC)’ were used as data collection tools. It has been determined that there are positive correlations between the scores of the music pre-service teachers obtained from the KCAS-TF and the CFTIS scales, but the presence of this relationship in some subcomponents could not be confirmed. In the study, it was observed that the candidates who willingly chose the department of music teaching had higher scores from the evaluation sub-dimension of the (TISC). According to the results of the (KCAS-TF), it was concluded that the scores of the teacher candidates who do not want to teach after graduation from the artistic performance and creativity sub-dimension were lower than those who wanted to teach music.

Vurderingskriterier i utøvende musikk – et verktøy for pålitelig vurdering av studentenes bachelorkonsert?

At the Norwegian University of Science and Technology (NTNU), Department of Music (IMU), new assessment guidelines were implemented during spring 2019, which had consequences for the assessment of bachelor concerts. The assessment guidelines offered two substantial new tools for external examiner use in summative assessment: They contained predefined assessment criteria and mark descriptions adapted to the expected learning outcome on the main instrument. In this chapter, I attempt to find out how the new tools function in practice and whether they clarify the task for the external examiners and increase transparency. A focus group interview with six examiners who used the guidelines at IMU is used to shed light on different aspects of the summative assessment. Sadler’s theory of qualitative assessment and the twin concepts of holistic and analytic assessment are used as a basis for my discussion.

Music Teacher Education and Students with Autism

As of the publication of this book, 1 in 59 children are diagnosed with autism. Therefore, it is most likely that music teachers will teach a student who is challenged by Autism Spectrum Disorder. It is well known throughout the music education community that often preservice music educators receive knowledge and skills through coursework outside the school or department of music. This chapter is designed to provide the tools and structure for music teachers to learn through well-crafted fieldwork experiences that include time in class with students on the spectrum.

Ms Teresa Grimm, MA – The Effect of Music on Patients with Disorders of Consciousness

Disorders of consciousness may arise from a wide range of incidents, diseases and conditions, including traumatic brain injury, infection or tumours. With her collaborators, Ms Teresa Grimm, at the Department of Music in Carl von Ossietzky University, Germany, is exploring the existing literature and delivering novel findings on the effect of exposure to music for patients who are living with a condition which results in a loss of consciousness.