The future just happened: Lessons for 21st-century learning from the secondary school music classroom

2016 ◽  
Vol 12 ◽  
pp. 8-28 ◽  
Author(s):  
Graham McPhail
Keyword(s):  
Secondary School ◽  
21St Century ◽  
21St Century Learning ◽  
Music Classroom ◽  
The Future ◽  
School Music

scholarly journals VALIDATION AND RELIABILITY OF TEACHER READINESS, TECHNOLOGY AND PEDAGOGY KNOWLEDGE TOWARDS TECHNOLOGY INTEGRATION IN 21ST CENTURY LEARNING

2019 ◽  
Vol 4 (33) ◽  
pp. 41-52
Author(s):  
You Eng Chieng ◽  
Choon Keong Tan
Keyword(s):  
Pilot Study ◽  
Secondary School ◽  
Social Science ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Learning ◽  
Pedagogical Knowledge ◽  
Validity And Reliability ◽  
Integration Of Technology ◽  
Teacher Readiness

The purpose of this study is to validate instruments for assessing the aspects of teacher readiness, technological knowledge, pedagogical knowledge in the integration of technology in 21st Century Learning in secondary school. Three experts in their respective fields were involved in the validity of the content of this instrument. Meanwhile, the construct validity and the reliability of the instrument were reviewed and analysed using the Statistical Package of Social Science (SPSS) Version 25.0 software. About 100 Science teachers were involved in this pilot study. The factor loadings for each items was greater than 0.5 and ranged from 0.55 to 0.84. While the reliability of alpha values are range from 0.91 to 0.95. These validity and reliability results show that the instrument is suitable to be used in the real study in future.

Student perceptions of the classroom environment, student characteristics, and motivation for music lessons at secondary school

2021 ◽  
pp. 102986492110558
Author(s):  
Ioulia Papageorgi ◽  
Natassa Economidou Stavrou
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Teacher Support ◽  
Student Characteristics ◽  
Task Orientation ◽  
Music Classroom ◽  
Music Lessons ◽  
Orientation Order ◽  
School Music ◽  
Rule Clarity

The literature suggests that there is often no alignment between student preferences and what and how it is taught in the music classroom. A total of 749 Cypriot secondary school students, aged 12 to 14 years, responded to a survey addressing enjoyment of music, motivation for school music lessons, and perceptions of the music classroom environment. The survey included a questionnaire with six subscales: Involvement, Affiliation, Teacher Support, Task Orientation, Order and Organization, and Rule Clarity. High ratings for Affiliation, Teacher Support, and Rule Clarity suggest that, overall, students’ perceptions of the classroom environment were positive. They were not uniform, but varied on the basis of student characteristics. Girls rated Rule Clarity higher than boys. Younger students tended to rate Task Orientation, Order and Organization, and Rule Clarity higher than older students. Higher-achieving students tended to rate Affiliation and Teacher Support higher. Older boys rated Involvement lower than younger boys, whereas older girls rated Involvement higher than younger girls. It can be inferred that boys experienced a gradual increase in perceived Affiliation as their achievement improved, although the pattern was less consistent for girls. Girls tended to report higher motivation for school music lessons than boys. Motivation was enhanced by classroom environments in which students experienced higher levels of enjoyment of music, engagement, and support from teachers. The findings show that the music classroom environment should be characterized by student engagement, clarity of rules, good organization, clear goals, teacher support, and affiliation between classmates.

The training of specialist secondary school music teachers in England, 1945–75

2003 ◽  
Vol 20 (1) ◽  
pp. 61-71
Author(s):  
Michael Lynch
Keyword(s):  
Secondary School ◽  
Music Teachers ◽  
Music Teaching ◽  
Ministry Of Education ◽  
Youth Leaders ◽  
The Future ◽  
School Music ◽  
Schools Of Music ◽  
And Training ◽  
Archive Material

In 1942 the McNair Committee was appointed to consider the ‘supply, recruitment and training of teachers and youth leaders and to report what principles should guide the Board in these matters in the future’. Special attention was given to the needs of music teachers, and the proposals put forward by the Committee provided the framework for the pattern of training for the next 30 years. This article considers the reactions of the Ministry of Education, the Royal Schools of Music and the Incorporated Society of Musicians, making extensive use of archive material. Comparisons are drawn with the training received by music teachers today, with a call for further discussion of the essential skills necessary for effective music teaching.

scholarly journals Assessment in the Secondary Music Classroom

2012 ◽  
pp. 475-494 ◽  
Author(s):  
Martin Fautley ◽  
Richard Colwell
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Student Assessment ◽  
Music Pedagogy ◽  
Music Classroom ◽  
Secondary Music ◽  
Accountability Policy ◽  
School Music ◽  
Teaching Learning

The issue of assessment in music education in the secondary school is one of concern in a range of contexts, including teaching, learning, accountability, policy, and politics. In order to investigate assessment in the secondary school, there is a need to understand what assessment is; what the terminologies involved mean; what the implications of assessment are for learners, teachers, program organizers, administrators, legislators, and other interested stakeholders; and what constitutes secondary school music. This article considers the following issues in student assessment: the context of assessment, the uses and purposes of assessment, legitimizing assessment, and assessment and music pedagogy.

QR codes for instrumental performance in the music classroom

2018 ◽  
Vol 36 (3) ◽  
pp. 447-459
Author(s):  
José Palazón ◽  
Andrea Giráldez
Keyword(s):  
Secondary School ◽  
Musical Instrument ◽  
Music Students ◽  
Quick Response ◽  
Instrumental Performance ◽  
Qr Codes ◽  
Music Classroom ◽  
Music Score ◽  
School Music ◽  
And Gender

This article presents an experiment with a group of secondary school music students in Spain. We used music score sheets enriched with Quick Response codes as a resource for the practice required to play a musical instrument. The first group (n = 56) was compared with another group (n = 56) that used traditional resources (textbooks and compact discs). The results of the research supported the fact that the students who used QR codes associated with videos – read by using mobile devices such as smartphones or tablets – achieved better results than those who used more traditional resources. The analysis of variance test showed that the learning resource had a significant effect on the scores obtained by the students. In other words, the marks of the students participating in the study varied significantly according to the resource used. There was no significant effect on the interaction of method and gender, so there is no relation between the students’ gender and the resources’ impact on the results obtained by students.

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