scholarly journals Study on the Role of Combined qListen and Singq Perception Music Teaching in Kindergarten Music Education

2015 ◽  
Author(s):  
Lei Liu
Keyword(s):  
Music Education ◽  
Music Teaching

The Contemporary Composer in the Classroom

1986 ◽  
Vol 3 (3) ◽  
pp. 341-352 ◽  
Author(s):  
Peter Owens
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Contemporary Music ◽  
Creative Work ◽  
Music Teaching ◽  
Modern Music ◽  
Avant Garde ◽  
Current State ◽  
School Music

This article is a revised version of a talk given by the author before an international symposium on music education in Hortos, Greece, in 1985. It considers the current state of modern music, suggesting that there have been some important changes in direction since the avant-garde styles of the 1950s and 1960s; and it reflects on some of the implications of these changes for secondary-school music teaching.Some proposals are made for factors likely to facilitate the success of contemporary music which children hear or perform. In the original talk these points were illustrated with recorded examples, indicated here by numbers in the text. The role of children as contemporary composers themselves is also discussed in terms of the method and motivation by which creative work may be encouraged.The educational writers on whom the author bases much of his argument are clearly acknowledged throughout the text. Otherwise, opinions derive from experience of teaching and writing music for children in England and in France.

scholarly journals An Analysis of the Path of Music Education Reform in Colleges and Universities from the Perspective of National Cultural Heritage

2021 ◽  
Vol 3 (3) ◽  
pp. 44
Author(s):  
Li Li
Keyword(s):  
Music Education ◽  
Education Reform ◽  
National Culture ◽  
Colleges And Universities ◽  
Quality Education ◽  
Music Teacher ◽  
Music Teaching ◽  
New Era ◽  
Musical Literacy

Music education is one of the most important contents in the process of quality education in colleges and universities. With the deepening of the education system, how to make students have high musical literacy is particularly important. As a music teacher in colleges and universities in the new era, we should pay attention to the irreplaceable role of national culture in the reform of music teaching. From the perspective of national culture, this paper discusses the reform of music teaching, hoping to promote the development of music education in colleges and universities.

Application of Technology in Music Education in Selected African Countries

2017 ◽  
pp. 580-586
Author(s):  
Benon Kigozi
Keyword(s):  
Music Education ◽  
Educational Policy ◽  
Instructional Practices ◽  
Regular Classroom ◽  
Music Teaching ◽  
African Culture ◽  
African Music ◽  
African Countries ◽  
Computer Based

Culturally, many Africans feel that African music must be taught in context and through methods that are specific to Africa. Thus far, “African culture” and instructional practices in Africa have not succeeded in consistently incorporating computer-based technology for music education into regular classroom instruction, even at those few schools that can afford it. Computer-based technology must therefore prove to have a generic role of preservation and advancement of the culture if it is to be integrated in music education. Through discussion of music teaching in Namibia, Ghana, Malawi, Botswana, Zimbabwe, Nigeria, and Kenya, this chapter illustrates how governmental educational policy reflects and relates to expectations for technology in music education.

Music and Movement: the Effect of Movement on Musical Comprehension

1994 ◽  
Vol 11 (2) ◽  
pp. 113-127 ◽  
Author(s):  
Mari Shiobara
Keyword(s):  
Music Education ◽  
Primary School ◽  
Teaching Experiment ◽  
Vital Role ◽  
Musical Experience ◽  
Music Teaching ◽  
The Mind

In this article, I discuss the importance of movement in music education and suggest an effective way to approach this particular area of music teaching for younger children. The most important characteristics of movement to music activity in musical experience would seem to be in the role of developing in the mind of the participants ‘music schemata’, an active, developing organization of past responses to music which play a vital role when we listen to music and comprehend its expressive character. This hypothesis was tested in the teaching-experiment which was carried out in an English primary school and a Japanese primary school with the children of 7 to 8 years of age.

Change in Music Teacher Education

2019 ◽  
pp. 66-84
Author(s):  
David J. Elliott ◽  
Marissa Silverman
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Music Teacher ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Philosophical Perspective ◽  
Pedagogical Content

This chapter offers a philosophical perspective on the central aims and values of music teacher education with a specific focus on the ethical dimensions of music teaching and learning. Drawing on the work of music education scholars, philosophers of mind, and philosophers of education, the chapter builds an argument for the view that music teacher education should be ethically guided and ethically applied in practice. Additionally, it suggests that “pedagogical content” should include dialogical discussions and activities related to the role of ethics in music teacher education because, among many values, the professional work of future music educators involves highly refined ethical sensibilities and opportunities for their own students to learn the nature of and strategies for acting rightly, appropriately, and responsibly in their future circumstances. Indeed, ethically guided music teacher education offers the profession rich opportunities to develop “ethically right” compassion, caring, and generosity toward others.

scholarly journals Digital Tools of Universal Music Education

2021 ◽  
Vol 3 (1) ◽  
pp. 60-66
Author(s):  
Ewa Parkita
Keyword(s):  
New Media ◽  
Music Education ◽  
Music Teachers ◽  
Digital Tools ◽  
Music Teaching ◽  
Modern Music ◽  
Innovative Solutions ◽  
Teaching Learning

The purpose of this article is to present various solutions concerning music education aided by computer technologies. The article applies public music education. The author attempts to provide an answer to questions concerning the role of music teachers working with new media , which requires them to constantly improve and expand their skills. How are they able to utilise new technological achievements while at the same time blending them with well-proven, traditional methods of music teaching/learning, without falling prey to the dangers of modern media ? Any attempts at using innovative solutions are bound to cause numerous challenges for students, teachers, and the entire education system. However, the effects of such actions could contribute to the improvement of the quality of music education in society, which justifies the efforts. The intention of the author is attempt to look into the future on the basis of the existing data sources, analyses and global pedagogical trends and to search for theoretical and practical solutions, which may influence the formulation of the paradigms in modern music teaching.

Feminist Cyber-Artivism, Musicing, and Music Teaching and Learning

2020 ◽  
pp. 291-312
Author(s):  
Marissa Silverman
Keyword(s):  
Social Media ◽  
Music Education ◽  
Case Studies ◽  
Teaching And Learning ◽  
The Body ◽  
The Internet ◽  
Philosophical Investigation ◽  
Music Teaching ◽  
Music Making ◽  
The Voice

This chapter asks an important, yet seemingly illusive, question: In what ways does the internet provide (or not) activist—or, for present purposes “artivist”—opportunities and engagements for musicing, music sharing, and music teaching and learning? According to Asante (2008), an “artivist (artist + activist) uses her artistic talents to fight and struggle against injustice and oppression—by any medium necessary. The artivist merges commitment to freedom and justice with the pen, the lens, the brush, the voice, the body, and the imagination. The artivist knows that to make an observation is to have an obligation” (p. 6). Given this view, can (and should) social media be a means to achieve artivism through online musicing and music sharing, and, therefore, music teaching and learning? Taking a feminist perspective, this chapter interrogates the nature of cyber musical artivism as a potential means to a necessary end: positive transformation. In what ways can social media be a conduit (or hindrance) for cyber musical artivism? What might musicing and music sharing gain (or lose) from engaging with online artivist practices? In addition to a philosophical investigation, this chapter will examine select case studies of online artivist music making and music sharing communities with the above concerns in mind, specifically as they relate to music education.

The method of emotional education in music teaching

2021 ◽  
pp. 002072092098355
Author(s):  
Hui Hong ◽  
Weisheng Luo
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Aesthetic Education ◽  
Music Teaching ◽  
True Meaning ◽  
School Music ◽  
Teaching Music ◽  
Emotional Education

Wang Guowei, a famous scholar and thinker in our country, thinks that “aesthetic education harmonizes people's feelings in the process of emotional music education, so as to achieve the perfect domain”, “aesthetic education is also emotional education”. Therefore, in the process of music education, emotional education plays an important role in middle school music teaching, and it is also the highest and most beautiful realm in the process of music education in music teaching. Music teachers should be good at using appropriate teaching methods and means. In the process of music education, they should lead students into the emotional world, knock on their hearts with the beauty of music, and touch their heartstrings. Only when students' hearts are close to music in the process of music education, can they truly experience the charm of music and realize the true meaning of music in the process of music education. Only in this way can music classes be effectively implemented The purpose of classroom emotion teaching.

Pre-service music teachers' satisfaction: person–environment fit approach

2012 ◽  
Vol 29 (3) ◽  
pp. 371-385 ◽  
Author(s):  
Serkan Perkmen ◽  
Beste Cevik ◽  
Mahir Alkan
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Theoretical Frameworks ◽  
Vocational Satisfaction ◽  
Highly Correlated ◽  
Service Music ◽  
And Control ◽  
Future Work

Guided by three theoretical frameworks in vocational psychology, (i) theory of work adjustment, (ii) two factor theory, and (iii) value discrepancy theory, the purpose of this study was to investigate Turkish pre-service music teachers' values and the role of fit between person and environment in understanding vocational satisfaction. Participants were 85 students enrolled in the department of music education in a Turkish university. The Minnesota Importance Questionnaire (MIQ) was used to examine the participants’ values in six dimensions: achievement, comfort, status, altruism, safety and autonomy. Results revealed that the pre-service teachers value achievement most followed by autonomy, which suggests that they would like to have a sense of accomplishment and control in their future job. The degree to which their values fit their predictions about future work environment was found to be highly correlated with vocational satisfaction. These results provided evidence that the vocational theories used in the current study offers a helpful and different perspective to understand the pre-service teachers' satisfaction with becoming a music teacher in the future. We believe that researchers in the field of music education may use these theories and MIQ to examine the role of values in pre-service and in-service music teachers' job satisfaction.

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