International Journal of Music Education
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Published By Sage Publications

1744-795x, 0255-7614

2022 ◽  
pp. 025576142110721
Author(s):  
Ernest Hung Choong Lim ◽  
Georgette SY Yu ◽  
Rose Martin

Professional musician-educators from a tertiary arts institution in Singapore collaborated on a cross-cultural performance in Beijing as part of their professional development. Through a case study, semi-structured interviews explored the music making experiences of four of the musician-educators involved: the composer, the singer, the pianist and the erhu performer. Their experiences address the concept of cross-cultural music making and its significance in professional development for musician-educators. The experiences shared by the four musician-educators illuminate challenges, tensions and some areas to further resolve and critically question regarding how cultures are engaged in the process of music-making. Through unpacking the narratives of musician-educators and how they experience interactions with culture in music making, there is the possibility to further understand diverse music making encounters in Singapore.


2021 ◽  
pp. 025576142110695
Author(s):  
Daisuke Terauchi

In 2017, I developed a computer application entitled “Sanka Play,” which enables audience members to participate in improvisational performances by making real-time requests to performers. In most cases of free improvisation, the audience atmosphere influences performers. While audience–performer interaction is generally nonverbal, Sanka Play allows timeous written verbal interaction. This study determines the positive pedagogical possibilities of using Sanka Play for elementary school music classes. It was expected that using Sanka Play for group improvisation activities in music classes would encourage various styles of expression among the students. Sanka Play was used in two fifth grade (age 10–11 years) music classes in a Japanese elementary school. Observation of class videos revealed that the application induced students to use various modes of expression, such as music, dance, theatrical acting, and even karate. Furthermore, various requests the students made not only improved performance in general but also helped highlight particular strengths in each student’s performing ability. The observations reveal Sanka Play’s pedagogical usefulness and several factors that teachers should consider when using the application. This research illustrates the possibilities of employing a new teaching approach to encourage students to creatively use their inherent expressive abilities.


2021 ◽  
pp. 025576142110639
Author(s):  
Nancy L. Summitt ◽  
Brian N. Weidner

This study investigated expert vocalists’ approaches to practice in terms of planning, time, and strategy usage. Participants were 79 university voice professors and members of professional choirs. The researchers sent each participant the Vocal Practice Survey (VPS)which collected data on the participants’ professional backgrounds, attitudes toward specific practice strategies, and personal practice habits. Results indicated variety in expert vocalists’ approaches to practice, including number of practice sessions per week, length of practice sessions, and structure of practice sessions. Most participants reported using practice resources, especially a piano and a mirror. Participants reported a broad range of frequency in strategy use, with holistic practice strategies dominating. Comments from participants indicated that group rehearsals also served as individual practice opportunities, that there were differences between students’ and experts’ practice, and that an important role of practice was facilitating vocal health. The findings of this study provide a point of reference for comparing vocal practice to instrumental practice and for further development of research of vocal musicians at varying levels of expertise. The researchers also provide recommendations for music educators regarding the instruction and promotion of effective individual vocal practice.


2021 ◽  
pp. 025576142110663
Author(s):  
Fung Ying Loo ◽  
Khai Ern Chai ◽  
Fung Chiat Loo ◽  
Yan Piaw Chua

This study addresses the potential of a mobile learning model that integrates local Malaysian musical heritage in piano ornaments finger exercise. An asynchronous model adapted from the concept of karaoke was designed aiming at a synergy of piano exercise, edutainment, and heritage education with visual and auditory accompaniments. We aimed to raise interest and motivation for piano playing ornaments exercise among learners during practice while raising awareness of local musical heritage. A total of 30 piano students aged 13 to 15 years participated in this intervention study; they were equally divided into a control group and an experimental group. The pre- and post-intervention assessments revealed an increase in the levels of motivation, awareness of local musical heritage, and perceived satisfaction factors for the new mobile learning model.


2021 ◽  
pp. 025576142110657
Author(s):  
Yuan Jiang

This study investigated the perceptions of piano performance programs in higher education from current collegiate students and faculty members’ perspectives in China and the United States. Participants were from representative university-level institutions in the U.S. ( n = 41) and China ( n = 130). They were sent a questionnaire concerning (a) the factors that motivate students to pursue a piano performance degree, (b) the most important educational practices in their programs, (c) the most challenging tasks the students encounter, (d) students’ career goal, and (e) faculty members’ suggestions for prospective students and opinions on improving the piano performance programs. A summary of students and faculty members’ perceptions were outlined and the comparison between the two countries were explored. It is encouraging that not only students gave careful attention toward the applied lessons and performance opportunities in their studies, but also that a large percentage of the students believed they received excellent advice regarding practice strategies and artistry in their applied lessons in both countries. Most of the faculty participants in both countries expressed positive attitudes regarding the piano performance programs in their universities. By providing statistically significant data, this study provides a comprehensive vision for institutions to continue establishing piano programs.


2021 ◽  
pp. 025576142110615
Author(s):  
Thomas De Baets

This practitioner research, conducted by a secondary school music teacher, deals with two complementary questions: the conceptual question how one could define the ‘artistry’ of a music teacher in the context of his teaching practice, and the empirical question in how far the music teacher’s actions can determine the quality of the musical interactions with his students. The paper elaborately describes the institutional context for this (doctoral) practitioner research study, and integrates two premises, one regarding the negative image of the school subject music, and another about the vagueness and the ongoing discussions about the required competences of a ‘good’ music teacher. The first question is dealt with in a theoretical way, resulting in a working definition for a music teacher’s ‘artistry’: ‘a music teacher’s “artistry” lies within the extent to which he can apply his musical competences in “immediate” teaching situations’. The second question is studied empirically using a set of qualitative data sources, derived from the practitioner researcher’s teaching practice, that were analysed by means of a self-developed ‘three-dimensional matrix of the music teacher’s real-time teaching actions’. This results in a set of 10 categories in which the music teacher clearly demonstrates ‘unprepared non-routinisedroutinized musical actions’.


2021 ◽  
pp. 025576142110588
Author(s):  
Young Joo Park

This study investigates music learning video content at e-Hakseupteo, a government-supported e-learning platform utilized during the COVID-19 pandemic, and provides suggestions for remote music learning in the future. The data from music learning videos in e-Hakseupteo were extracted via each subject to statistically analyze the data in various aspects including provision regions, the content providers, target audiences, video titles, and contents of each music learning video. As a result, this analysis demonstrated that e-Hakseupteo offered students fewer opportunities to learn music than other subjects because of the significant lack of music learning videos. In addition, e-Hakseupteo has provided unequal music educational opportunities and regional discrepancy due to the unintentional access settings. Finally, the music learning videos at e-Hakseupteo were produced by specific agent groups in Seoul with limited experts. Implications and suggestions are provided for the sustainability of remote learning in music education.


2021 ◽  
pp. 025576142110509
Author(s):  
María Fernanda Viñas ◽  
Albert Casals ◽  
Laia Viladot

The development of creative processes within the framework of music and dance constitutes an opportunity to promote and integrate learning from different subject areas. In these activities, the moments of knowledge transfer between the different parts of the curriculum emerge as key moments in the process. This article identifies and analyses the critical events that arise when carrying out group work based on the integrated learning of music, dance and mathematics around the concept of symmetry. For this purpose, and within an action-research framework, a 20-hour didactic sequence was designed and implemented, which focused on the creative processes followed with students in the last year of primary school (11–12 years old) at a center near Barcelona. The data obtained through classroom observations and semi-structured interviews with the students brought to light the critical events that occurred in this creative, interdisciplinary context. The results show that the use of different forms of expression and the changes that students introduce when using one or another language to express their own ideas or knowledge are key moments in the advancement of joint creative activities and also of learning in itself.


2021 ◽  
pp. 025576142110509
Author(s):  
Lawrence Branco Sekalegga

This paper provides an analysis of how secondary school music teachers (N = 10) in Uganda apply instructional strategies (peer teaching, practical music-making, modeling, and feedback) in their music lessons. Analysis was undertaken to establish if there were any similarities or differences amongst the urban, suburban, and rural music teachers and between experienced and inexperienced teachers in ways they employed instructional strategies. Data were gathered through videotaped classroom observations and analyzed via SCRIBE (Simple Computer Recording Interface for Behavioral Evaluation). Results showed that practical music-making was the most observed strategy while negative feedback (disapprovals) was the least observed strategy. Experienced teachers provided more feedback in form of approval and engaged their students more in practical music-making activities. Results from the study are discussed in terms of implications for improved teacher preparation. The strategies discussed in this study should be encouraged through teacher professional development, and through greater emphasis in teacher preparation courses.


2021 ◽  
pp. 025576142110432
Author(s):  
Laura Benjamins ◽  
Sophie Louise Roland ◽  
Kelly Bylica

The purpose of this study was to examine the intersections of experiential learning and critical reflection within the unique context of the Accademia Europea dell’Opera (AEDO), a music performance summer program specializing in opera. Researchers explored the development and implementation of a responsive model of reflection and considered the impact this model had on helping music students shift between multiple spaces of musical performance and skill development. Data were analyzed through a communities of practice framework, and findings drawn from the analysis are explored through the following themes: the complexities of building a new community, synergy between intrapersonal and interpersonal engagement, and participants’ processes of reflecting and learning together.


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