scholarly journals Zabawowe sposoby wprowadzania zapisu muzycznego w zakresie wysokości dźwięku — propozycje dla nauczycieli klas I–III

2021 ◽  
pp. 61-71
Author(s):  
Joanna Szczyrba-Poroszewska
Keyword(s):  
Music Education ◽  
School Children ◽  
Musical Notation ◽  
Early School

Fun ways to introduce of musical notation in terms of pitch — suggestions for teachers in grades 1–3 An important issue in music education of children is introduction of musical alphabet. The main aims are reminding teachers of two ways to record pitch, introducing the guidelines for learning formulated by psychologists, presentation of selected ways of introducing musical notation in a way adapted to the abilities of early school children.

scholarly journals Developing Speech In Schoolchildren Innovative Methods

2021 ◽  
Vol 03 (04) ◽  
pp. 420-424
Author(s):  
Eshmanov Gafur Juraevich ◽  
Keyword(s):  
School Children ◽  
Innovative Methods ◽  
Early School ◽  
Children Speech ◽  
Colloquial Speech

Through speech, a person expresses his thoughts, feelings, and desires, and understands the thoughts, feelings, and desires of others. Speech will be oral and written. Spoken speech is a typical colloquial speech, which is more about tone and different gestures. It uses almost no complex grammatical devices or conjunctions. So it is important to teach students ways to express themselves from early school years. The following article looks into innovative methods of teaching school children speech.

The construction of national musical identities by Greek Cypriot primary school children – implications for the Cyprus music education system

2007 ◽  
Vol 24 (3) ◽  
pp. 251-266
Author(s):  
Avra Pieridou-Skoutella
Keyword(s):  
Music Education ◽  
School Children ◽  
Rural Areas ◽  
Primary School Children ◽  
Musical Identity ◽  
Greek Cypriot ◽  
The Republic ◽  
And Performance ◽  
Urban And Rural Areas ◽  
Republic Of Cyprus

Drawing on ethnographic fieldwork with Greek Cypriot elementary school children in urban and rural areas of the Republic of Cyprus, the author describes and analyses the ways in which national musical identity is constructed in and out of school in connection with Cypriot traditional music. Findings reveal the development of fluid and often insecure, ambiguous and contradictory national musical identities as a result of the ideological messages children receive from their musical enculturation contexts. In addition public music education not only fails to assist pupils to become familiar with the tradition's inherent meanings and processes of creation and performance, but enhances children's contradictory ideological understanding and construction of an ambiguous national musical identity.

Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jace Pillay
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Negative Impact ◽  
School Bullying ◽  
Home Language ◽  
Primary School Children ◽  
Contextual Variables ◽  
School Based ◽  
Early School

Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant.Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions.Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa.Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers.Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school.Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.

The Application of a Critical Sociology to Music Education

1984 ◽  
Vol 1 (3) ◽  
pp. 247-266 ◽  
Author(s):  
Graham Vulliamy ◽  
John Shepherd
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Music Educators ◽  
Music Teaching ◽  
Critical Sociology ◽  
Cambridge University ◽  
Sociology Of Music ◽  
Musical Notation ◽  
Musical Traditions

The aim of this article is to explore some important issues which music educators have raised concerning our work on the use of popular music in teaching and concerning the sociology of music thesis that underpins this work. Following a brief résumé of our perspective, we shall address four criticisms that have been made fairly generally by a number of reviewers of Whose Music? (Shepherd et al. 1977), and of the Cambridge University Press books (Vulliamy & Lee, 1976, 1982a) and the Routledge Popular Music Series (Vulliamy & Lee, 1982b). These criticisms are, first, that we hold an over-socially determined view of music; secondly that we have overstressed the qualitative differences between various musical traditions, especially in their differing relationships to analytic musical notation; third, that the culturally relative view of music which we espouse is both suspect theoretically and potentially anti-educational in practice; and, finally, that many of our suggestions for a reform of music teaching are impractical. Our hope is that we can dispel some ambiguities in our earlier work concerning these important but complex issues and thus leave music educators in a better position to appraise the relevance of our thesis.

The Relation Between Parents’ Physical Activity and Their Interest in Physical Culture of Their Early School Children

2019 ◽  
Vol 6 (1) ◽  
pp. 11-19
Author(s):  
Eligiusz Madejski ◽  
Edyta Giża ◽  
Przemysław Madejski
Keyword(s):  
Physical Activity ◽  
Socioeconomic Status ◽  
School Children ◽  
Rural Environment ◽  
Physical Culture ◽  
Direct Impact ◽  
Mothers And Fathers ◽  
Low Level ◽  
School Year ◽  
Early School

Introduction: Active and systematic participation of parents in physical activity may have a direct impact on instilling such behaviors in their children. The aim of research was to assess parents’ physical activity and their interest in physical culture of their early school children. Material and methods: The survey was carried out in the school year 2014/2015. 374 families from Mielec County, representing the rural environment, were randomly selected for the survey. Among the sent questionnaires 356 returned, however 54 of them were completed incorrectly. Eventually, 302 questionnaires were qualified for further analysis. The method of diagnostic survey was applied in the research, which takes advantage of survey as the basic technique. Results: The detailed analysis of the results showed that physical activity among the majority of mothers and fathers was at a very low level. Both education and socioeconomic status have a significant influence on the level of parents’ physical activity. The empirical research also revealed a very low level of most parents’ (68.5%) interest in physical culture of their children. Conclusions: On the basis of the research results it can be found that the participation of children in physical culture depends on their parents’ physical activity, education and socioeconomic status.

The Level of Strength and Endurance-Strength Abilities of the Female Early Education Teachers as Examined by the Medicine Ball Forward Throw and the 3 Min. Burpee Test: A Comparative Analysis

2014 ◽  
Vol 5 (2) ◽  
pp. 91-107
Author(s):  
Robert Podstawski ◽  
Stefan Mańkowski ◽  
Marek Raczkowski
Keyword(s):  
University Students ◽  
School Children ◽  
Early Education ◽  
Eating Habits ◽  
Average Level ◽  
Motor Abilities ◽  
Motor Fitness ◽  
Endurance Strength ◽  
Early School ◽  
Medicine Ball

Abstract Aim: The aim of the study is to assess strength and endurance-strength abilities of selected female early education teachers (EET) against classification norms, and subsequently compare the level of these abilities to that of pre-school and early school children and female university students. Methods: The research comprised: 700 pre-school children, 1306 early school children, 303 female university students and 217 EET. In order to determine the research participants’ level of motor abilities, two motor tests, i.e. the medicine ball forward throw and the 3-min. Burpee Test were applied. Results: Based on the classification norms, the EET obtained an average level of strength and endurance-strength abilities. Moreover, in the medicine ball (2 and 4kg) forward throw trial, the EET achieved significantly worse results than the 1st year female university students (p = 0.0000), yet significantly better results than the examined pre-school and early school children (p = 0.0000). On the other hand, in the 3 min. Burpee Test, the EET gained significantly worse results than the 2nd (p = 0.0000) and 3rd (p = 0.0000) year girls and boys and the 1st year female university students (p = 0.0000), but significantly better results than the pre-school children (girls: p = 0.0000, boys: p = 0.0166) and the 1st year boys (p = 0.0000). Conclusions: Since motor fitness is important in EET’s everyday work, it is worrisome that the teachers under study attained an average level of strength and endurance – strength abilities. There were also many teachers who were exempted from any form of physical exercise for health reasons, which may be a consequence of their poor eating habits or/and an insufficient amount of daily physical activity. It seems to be reasonable, thus, to design and implement new enrollment criteria for admission to early education studies including fitness tests, and to expand the curriculum of early education studies by increasing the number of practical P.E. classes.

scholarly journals Editorial

2009 ◽  
Vol 26 (1) ◽  
pp. 3-4
Author(s):  
PAMELA BURNARD ◽  
GARY SPRUCE
Keyword(s):  
Education Research ◽  
Music Education ◽  
School Children ◽  
Role Models ◽  
Cultural Context ◽  
Primary School Children ◽  
Musical Skills ◽  
School Music ◽  
The Uk ◽  
The Impact

The articles in this issue encompass topics that range from the musical behaviours of primary school children in Singapore, to the use of podcasting in an undergraduate programme in Wolverhampton, UK, and from the musical role models of secondary school children in Stoke-on-Trent (also in the UK), to the impact of the social and cultural context on school music education in Hong Kong. This issue also brings together articles that explore how university music students develop skills as instrumental and vocal teachers and reconsiders how musical skills can form a meaningful relationship with music education research. These articles, taken together, reflect the richness and diversity of contemporary music education research and the range of contexts in which it takes place. How should music educators respond to the changing tapestry of cultural themes and diversity which underpin the field of music education?

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